Title	Description	Url	Release Flag	Email Address	Date Of Record Creation	Date Record Checked	Date Last Modified	Added By Id	Last Modified By Id	Cumulative Rating	Institution	About duration and dates	Course location	Course coordinator	Language	Classification	Date Of Record Release	SIT	Date start	Date end	tropEd accreditation	Methods	Remarks	Assessment Procedures	Attendance	Prerequisites	Selection	Fees	Scholarships	Major changes since initial accreditation	Student evaluation	Lessons learned	Content	Country	Keywords	Mode of delivery	Focus or specific features	ECTS credit points	Prueba
Netherlands Course in Tropical Medicine and Hygiene	<br>  Learning Objectives NTC   Course / Core Module MIH KIT TropEd objective  Introduction Module (IM)    LO1 Identify relevant literature databases and search them effectively 1  LO2 Give a clear oral presentation on a relevant subject 1  LO3 Write a scientific paper on a relevant subject 1  LO4 Use different learning styles for further academic and personal development  5  LO5 Use self-reflection for further academic and personal development 5  LO6 Use appropriate intercultural communication for good relation management in international health 5  Social Determinants of Health (SDH)    LO7 Identify and analyse the major, interrelated social determinants of health (SDH) and origins of health problems/ disease  2  LO8 Describe and analyse the SDGs  and impact of globalisation and migration on health and health systems in Low and Middle Income Countries (LMIC)  2  LO9 Discuss inequalities, inequities and human rights and relate them to SDH 3  LO10 Discuss the interaction  between age, constitutional factors, demography, socioeconomic status (SES), culture, sex/ gender, environment and health/ health problems 2  LO11 Discuss the interrelation between aid architecture, health policies, health care services, food production and nutrition, water and sanitation, health promotion/ disease prevention, climate change , and health/ health problems 2  Health Needs and Responses (HN)    LO12 Diagnose, treat and develop prevention strategies for the sick child like diarrhoea, failure to thrive, HIV, fever, acute respiratory infections, malnourishment, anaemia, coma, convulsions  2  LO13 Apply child health responses like care of the newborn, ETAT, IMCI, recommended vaccinations, growth and development in a child, including micro-nutrient deficiencies 2  LO14 Identify, analyse, discuss prevention/ treatment and monitoring & evaluation (M&E) of key issues and (district) health services in the area of sexual reproductive health and rights (SRHR), such as family planning, STIâ€™s, maternal health 2  LO15 Diagnose, treat and develop prevention strategies for the sick adult related to fever, coma, convulsion, cough, diarrhoea, anaemia in LMIC 2  LO16 Diagnose, treat and develop prevention strategies for major infectious diseases like HIV/ AIDS, malaria, tuberculosis, hepatitis B and C, leprosy 2  LO17 Diagnose, treat and develop prevention strategies for non-communicable diseases (NCD) in LMIC 2  LO18 Diagnose, treat and develop prevention strategies for common dermatological, ophthalmologic and gastro-intestinal problems (including bowel parasites) in LMIC  2  LO19 Diagnose, treat and develop prevention strategies for mental health problems and palliative care in LMIC 2  Basic Research Methods    LO20 Discuss the main concepts of epidemiology in health services delivery, health policy and outbreak management 1,4  LO21 Differentiate between different types of data and variables and describe ways to summarize, tabulate and present these 1  LO22 Critically appraise published epidemiological literature and draw implications for practice and policy  1,4  LO23 Differentiate between different types and methodologies of qualitative research and identify appropriate application in international health  1  LO24 Appraise qualitative research and interpret results critically for implications in policy and practice 1,4  LO25 Discuss the relevance of medical anthropology in dealing with public health problems and qualitative research 1  LO26 Analyse health problems and develop an approach to investigate these; critically discuss the usefulness and complementary nature of qualitative and quantitative research in this analytic approach 1  Health Systems    LO27 Describe the set-up, role, functions and weaknesses of health policies and  health systems 3  LO28 Analyse and discuss factors that influence the coverage and utilisation of health services  in a district health system  3  LO29 Explain and analyse health policies and reforms at the national level and the implementation of health programmes in the district, related to equity, efficiency and quality of service delivery  3  LO30 Describe and appraise different ways of financing a health system, discuss resource allocation and management of financial resources for a more efficient use 3  LO31 Discuss health promotion, prevention and protection to improve health of communities in LMIC 3  LO32 Discuss the drug supply cycle in a district, including selection, procurement, distribution and the rational use of drugs  3  LO33 Identify managerial aspects of common situations and problems in the hospital and project management; propose and plan improvements for deficiencies in quality of care and/or management problems 3  LO34 Discuss human resources issues at a health facility, including training, continuous education, supervision and performance management  3  LO35 Discuss community involvement in health and describe strategies to enhance community involvement and accountability 3  LO36 Assess the needs of a population in an emergency setting, describe the essential components and constraints (organisation/ content) of emergency health programmes implementation 3  LO37 Discuss the influence of corruption, media, advocacy, health management information systems (HMIS) on health systems and health outcomes of communities in LMIC 3  LO38 Discuss the role of important actors in the field of international health 4		1	M.Flinkenflogel@kit.nl	2011-06-07 17:26:56	2018-07-18	2020-09-22 11:09:33	administrador	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	14 weeks full time study, including 1 examination/ graduation week. Next dates for 2020: 7.09.-11.12.2020	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl	Fernando Maldonado	English	core course	2011-06-07 17:35:30	Contact time: on average 4 days a week 6 hrs per day (about 304 hrs total excluding about 10 hrs open book exam, opening, closing ceremony etc)  Self study and not facilitated group work: on average one full day a week and several hours on class days (about 290 hrs total)	2020-09-07	2020-12-11	<br>Accredited in 2004 in Madrid.  Re-accredited in 2009 in London, in 2014 in Umea in 2019 in Lisbon.  This accreditation is valid until January 2024.	<br>  There are generally two sessions a day. A session consists of three hours including a coffee/tea break. On average 1 day a week is kept free from sessions for self-learning. Sessions usually consist of an introductory presentation combined with other teaching methods as described below.    The content of the course is oriented as much as possible to the working situation of the participants. Participants have intensive contacts with highly qualified staff who are active in the field. Methods are varied and include discussions, group work, lectures, case studies, exercises, serious gaming, self-reflection, giving feedback to others and self-study. Simulations and role plays are used to familiarize participants with problem-solving in cross-cultural management and planning. Reading material is prepared and distributed beforehand via online repositories. Laptops and/or tablets are required. Two days of the course are given in the laboratory.	Specific features characterising our core course     Central to KITs approach is the elaboration of practical expertise in policy development and implementation. Most of the facilitators are active in the field and have up to date knowledge of situations encountered. In the Netherlands, the core course (NTC) is also part of a post-graduate training programme for Dutch physicians leading to a diploma in tropical medicine. Other components of the programme include residencies in surgery or paediatrics and in obstetrics and gynaecology. This post-graduate training programme is currently being assessed to see whether it can become an official profile/specialization in the Netherlands. The outcome of this assessment is expected in 2010. About half of the participants are medical doctors who will work on the tropics, often in a clinical setting. Other health professionals also take this course as part of their education, either as a stand alone course, or as the start of their Master in International Health.	The assessment of the course consists of four assessments. The student needs to pass all examinations to successfully complete the course.    1. A written assignment â€“ 50%. A 2500 word paper analyzing social determinants of a  health problem in a country of choice. Students receive one group tutoring session and  one personal tutoring session. The essay is reviewed by 2 assessors who provide  detailed feedback.  2. A three hour, open book exam â€“ 50%. The open book exam covers a representation  of the subjects taught during the course. Student can have their laptops (offline) with all  course materials during the exam. In consultation with the tutor and with facilitators  the coordinators prepare a suitable test to assess the compreÂ¬hensive knowledge  and the problem-solving capacity of the candidates; A data base is available as a  source for suitable questions. Students get a mock exam to test themselves. All  exams are double marked. On student request (when fail), the student can get a  personal oral review of the exam.  3. Students are requested to keep a portfolio with documents showing their reflection on their learning process. The assessment of the final reflective commentary of the portfolio is pass/fail (the document is reviewed and unless the document is perceived as incomplete or not reaching the objectives, a pass is given. If the student does not get a pass (s)he is requested to revise the document) . Students receive a reflection from the tutor/ coordinator on their portfolio.  4. Students have to give a presentation, which is peer-assessed. The assessment of the presentation is pass/fail (the presentation is observed and unless it is perceived as incomplete or not reaching the objectives, a pass is given . If the student does not get a pass we sit down with the student to provide advise on how to improve for next time). General oral feedback to the whole group is given for the presentations and personal written feedback is given for the â€˜global actorsâ€˜ presentation.     Papers and exams with open-ended questions are always marked by two examiners, who mark the assignments individually and independently.    If a student fails, (s)he can resit the open book exam or hand-in the SDH paper on a specified date within 4 weeks of the end of the course.	<br>Maximum number of students: 30	<br>Prerequisites for the program are:  â€¢ Bachelorâ€™s degree, or equivalent academic training in medicine or any paramedical  science  â€¢ Two years of relevant work experience, incl. work experience in low and middle  income settings (relevant in global/ international health, in LMIC, with migrants, â€¦)   â€¢ Proven proficiency in spoken and written English. The minimum scores required:  TOEFL 5.5 or IELTS 6.0.  â€¢ Computer literacy is expected    Applications are assessed in an online application system.	<br>first-come, first-served basis	<br>6.850 Euro. This fee does not include living expenses, transportation costs, insurance or any other incidental costs.	<br>There are no special scholarships for the core-course/NTC. Suggestions for financial support can be found on our website www.kit.nl/fellowships or www.grantfinder.nl	<br>-New sessions were added on topics that the advisory committee and students missed as relevant to international health: &rsquo;Dealing with corruption&rsquo;, Palliative care, extra time for Non-communicable diseases etc. Other sessions were cancelled as they were now integrated in other classes (e.g. urban health).  -Students are encouraged to do self reflective exercises and to keep a self reflection portfolio  -Students prepare an individual 5 minute presentation on an &rsquo;a global actor in health&rsquo;  -In line with these changes two new examinations were added: the self reflection summary and the presentation. These examinations aim to examine whether the student is able to &rsquo;clearly communicate and work professionally&rsquo;  -the course is now mostly &rsquo;paperless&rsquo; and an online repository is used for distribution of course materials. A laptop or tablet can be used to look up information during the open book exam.	<br>Students generally praise the facilitators, especially their knowledge on recent developments in the field. Role plays, games, debates and simulations are most interesting and provide most learning. Students like the opportunity to learn from each other&rsquo;s experience as well.  Students found that the course was well organised, such as the reading material being on time, and changes in the schedule being announced. It was also commented that the management was easy to approach.  The reading materials are thought to be very good and relevant but integration and connection to the classroom sessions can be improved for some classes.  Some non-medical students have trouble with clinical information in some of the health problem sessions and they would like optional sessions. Others would like more tutoring sessions on their paper. Many facilitators use examples from Africa, and less examples from other continents are given.   In response: teachers are asked to focus less on Africa and more on other continents, they are asked to better integrate the required reading in their classes. Teachers are encouraged to use even more debates/role plays etc. Some optional classes are offered, but time is limited.	<br>Student are very positive about the use of online repositories. These are also used to give feedback to individual and group work products and they are used during the open book examination. Note keeping on an electronic device is done by many.  Self reflection portfolio&rsquo;s often mention the groupwork and presentations as important parts of the course for development of professional skills.	<br>  The course in KIT consists of the following five modules: Introduction Module, Determinants of Health, Health Problem, Basic Research Methods and Health Systems. The modules &rsquo;Determinants of Health&rsquo; and &rsquo;Basic Research Methods&rsquo; combined cover the content of the category &rsquo;Concepts and Research Methods&rsquo; as used by tropEd (Table 2). Below the content of each of the modules is described in detail.    Introduction Module    This module has a double aim: on the one hand to introduce students to international health with a particular reference to globalisation and health, on the other hand to help students develop learning and communication skills that will be necessary in their daily practice and for further personal studying. International health finds itself where globalisation operates at the interface between tropical medicine and public health. This module explores how globalisation affects both the health status of individuals in low and middle income countries and the way the health system in these countries operates.  Globalisation is multifaceted and one of its many aspects is the increase of relevant information now available to health professionals. In order to process this information and in order to keeps one&rsquo;s knowledge updated, one needs to be able to appreciate the value of this tremendous flow in other words to operate a selection according to well chosen criteria. This module will bring to the students the skills to do so. By definition the MIH is international: how to communicate with fellow students will be a first opportunity in the intercultural communication skills that they will need as health professionals in Low and Middle Income Countries. In dealing with the local population, with refugees or with donor agencies graduates of International Health will need to operate in a multicultural environment in which they will have to explain their actions, to lobby or to give well formulated instructions. The sessions on intercultural communication and presentation skills aim to raise the awareness of cultural issues in communication and to prepare students to the rest of their study; to their work and to further self study. Additionally, the module will provide a session about learning styles and self-reflection. This session will be the departing point of a continuous process though the NTC aimed to provide student with tools for professional development (mainly about attitude and behaviour). The follow-up of the process will be done using a system of personal portfolios.      Determinants of health module    Health is highly valued in all societies, though cultures differ in perceptions of causes of health and ill health, and in the action they take to promote or restore health. There is also agreement on the broad categories of factors that influence health. If we analyse the environmental factors that influence health it becomes clear that each of these factors is not only separately related to health, but that they mutually influence each other. Poverty has a clear influence on the health of women and men but ill health also affects the wealth of individuals and families. Gender and age have an impact on the health of individuals and families. While some aspects of the demographic transition have obvious impacts on health, others have more subtle but none the less important health consequences. Moreover, the recent acceleration in population movements within countries and across borders can have dire consequences for the health of displaced population and sometimes that of the recipient population. Changes in the physical environment may not only influence the economy of the country and of individuals; they may also have political consequences, and cause changes in the value attached to the health of individuals, in (health) policy and budget allocations, and therefore in the functioning of the health services. In fact, all factors are mutually related, but in each country the strength and direction of the influences may differ. Many connections may also still be unknown, and some may be so sensitive (e.g. influence of pollution due to industrial 'development' on health) that research into this field is not encouraged by policymakers, or that no action is taken on research findings which would require action in favour of health of large population groups. Policy makers, clinicians and managers therefore need to be conscious of the various factors, which influence health. Finally, all the above mentioned determinants are themselves influenced by the present processes that are intensifying human interactions at all level, i.e. globalisation: determinants of health are not fixed, they evolve and with them, their impact on health.    Basic research Module    Epidemiological studies are crucial in answering questions on the importance of determinants of disease and the effectiveness of interventions. As both epidemiology and statistics are basic knowledge systems to interpret literature, time will be devoted to the critical appraisal of published literature. The statistics part of the module will emphasise the interpretation of statistical tests, confidence intervals, p-values, etc. The emphasis in qualitative and participatory research is on generating knowledge to inform decisions and interventions. Involvement of patients, community groups, grassroots workers and managers help to identify local needs and priorities and places health issues in the context of people's lives, thus giving direction to health programme development and service provision. An introduction to medical anthropology and sociology will help to explain health, illness and health care from a socio-cultural perspective, which is of crucial importance to interpret health- and health care seeking behaviour. The complementary nature of qualitative an quantitative approaches for the planning, development and evaluation of specific interventions and health promotion strategies will be stressed. The use of a combination of qualitative and quantitative methods will be illustrated with examples of specific disease control programmes such as tuberculosis, HIV/AIDS and malaria, but also through problem solving strategies in the management of health systems. The link between evidence-based knowledge and evidence-based decision-making is stressed    Health Problems module    This module builds knowledge and skills to recognise, and analyse key issues regarding diagnosis and management of the most important diseases and health problems occurring under resource-poor conditions. The module consists of three components: curative and preventive care for adults, curative and preventive care for children, and sexual and reproductive health. In the component regarding adults particular attention is given to the three main killer diseases: HIV/AIDS, tuberculosis and malaria. Management of HIV/AIDS, including HAART based on the latest evidence is highlighted. Diagnosis and treatment of opportunistic infections, and related dermatologic problems are discussed. Different forms of malaria, also in relation to other fever related diseases, as well as treatment, differentiating between different resistance patterns are. Best practices in recognition, diagnosis and treatment of tuberculosis are highlighted, including the DOTS strategy. For other diseases emphasis is placed on a syndromic approach, as in resource constraint working conditions not all diagnostic procedures are available. As such the syndromes related to fever, coma, convulsion, cough, diarrhoea and anaemia are discussed, the possible related diagnosis and treatment are dealt with, using an evidence based approach. As mental health problems are often underestimated in low-income countries, basic issues are discussed. Parasitology is taught in several sessions and includes some practical instruction in lab techniques and identification of major parasites.   A large proportion of the patients in resource poor countries are children, therefore a number of clinical and related aspects of children are dealt with in terms of diagnosis and treatment specific for low and middle income settings using a syndromic approach. Because the Integrated Management of Childhood Illnesses is very much propagated and used in low-income countries, the application, use and stimulation of the IMCI approach as well as EPI will be practised.   Safe motherhood is an essential component of this module, looking at the determinants of maternal and perinatal mortality as well as effective clinical and public health interventions to decrease these. As the focus from population control has changed towards sexual health and individual rights, fertility regulation issues and the societal influence on individual reproductive decision-making process is the subject of a session in this module. Sexual transmitted infections, their relationship with the HIV/AIDS epidemic, as well as diagnosis and treatment are dealt with using a syndromic approach. Advice on Post Exposure Prophylaxis for the professional health worker is provided.    Health Systems Module    Health systems in countries all over the world are facing different kind of challenges in order to meet the ever increasing needs and demands of their citizens. Demographic changes, technological developments, a more conscious and assertive demand for quality care compete with requirements of reaching or maintaining universal access and containing costs. This module starts therefore with an introduction on how health systems are defined, their goals, functions and main actors. Basic health economic concepts are explained in order to understand how health systems are financed (through user fees, insurance systems, taxes, or donor funding), how providers of services are paid (fees, salaries, contracting) and how market failures in health influence the choice for public and/or private provision of services. Health economics also provides basic tools for priority setting and resource allocation in the planning process. A short introduction to health promotion links this module to the one on determinants of health, as health systems enclose &rsquo;all activities, whose primary purpose is to promote, restore, improve or maintain health&rsquo; (WHR 2000) The emphasis in this module is on the practical implementation of health programmes and the organisation of health care at district level. This district level is situated at the crossroads of national health systems and -policies and the community: the community as consumer, target group and partner in health care. In order to make efficient use of the scarce resources available to the health sector, the sector has to be well organised at this operational level. Roles of community initiatives, health centres and hospitals as well as NGO&rsquo;s and private providers are discussed, and attention is drawn to the importance of other sectors in relation to health. Working within the health system health professionals deal with a number of management issues. Management in district health systems includes the management of resources, drugs, personnel, and information. Therefore resource management, elements of bookkeeping and the use of management information systems are important topics. Management of human resources entails aspects of training and continuous education, performance management and motivation, as well as supervision. Basic skills for the management of projects, as well as in communication and managing oneself are part of this module. Monitoring of quality of care and quality improvement is highlighted. Attention will be paid to the management of drugs, including the drug supply cycle and the rational use of drugs.  National and international policies and initiatives and different health sector reform strategies are discussed in relation to what they imply for equity, efficiency and effective coverage of priority health programmes and their implementation at the district level. What are the implications of decentralization policies, strongly vertically and top-down organised programmes or brain drain and human resources motivation issues on the day to day running of a district health systems? How communities are involved in planning for their health and how are providers and managers held accountable for their performance? Due consideration is given to the specific situation of health care delivery in emergency situations, health issues around refugees and the influence that refugees may have on resident populations. Throughout the module, attention is paid to a pro-poor approach and gender implications of health policies.	Netherlands		Face to face	<br>KITs approach is very practice oriented. Facilitators are active in the field and have up to date knowledge of situations encountered. Therefore we can offer and up-to-date approach to complex public health issues. The course is directed at health professionals (physicians, nurses, midwives etc) and aims to be at the cutting edge of clinical and public health.  Both the facilitators and the students are from various disciplines and countries. This can result in a vivid exchange of viewpoints/ knowledge. The classroom sessions are highly interactive to facilitate this exchange.    The course is organized jointly with the University Hospital of Amsterdam (UvA) and the Vrije Universiteit Medical Centre (VU) in Amsterdam.	20 ECTS credits	
Netherlands Course in Tropical Medicine and Hygiene	<br>  Learning Objectives NTC   Course / Core Module MIH KIT TropEd objective  Introduction Module (IM)    LO1 Identify relevant literature databases and search them effectively 1  LO2 Give a clear oral presentation on a relevant subject 1  LO3 Write a scientific paper on a relevant subject 1  LO4 Use different learning styles for further academic and personal development  5  LO5 Use self-reflection for further academic and personal development 5  LO6 Use appropriate intercultural communication for good relation management in international health 5  Social Determinants of Health (SDH)    LO7 Identify and analyse the major, interrelated social determinants of health (SDH) and origins of health problems/ disease  2  LO8 Describe and analyse the SDGs  and impact of globalisation and migration on health and health systems in Low and Middle Income Countries (LMIC)  2  LO9 Discuss inequalities, inequities and human rights and relate them to SDH 3  LO10 Discuss the interaction  between age, constitutional factors, demography, socioeconomic status (SES), culture, sex/ gender, environment and health/ health problems 2  LO11 Discuss the interrelation between aid architecture, health policies, health care services, food production and nutrition, water and sanitation, health promotion/ disease prevention, climate change , and health/ health problems 2  Health Needs and Responses (HN)    LO12 Diagnose, treat and develop prevention strategies for the sick child like diarrhoea, failure to thrive, HIV, fever, acute respiratory infections, malnourishment, anaemia, coma, convulsions  2  LO13 Apply child health responses like care of the newborn, ETAT, IMCI, recommended vaccinations, growth and development in a child, including micro-nutrient deficiencies 2  LO14 Identify, analyse, discuss prevention/ treatment and monitoring & evaluation (M&E) of key issues and (district) health services in the area of sexual reproductive health and rights (SRHR), such as family planning, STIâ€™s, maternal health 2  LO15 Diagnose, treat and develop prevention strategies for the sick adult related to fever, coma, convulsion, cough, diarrhoea, anaemia in LMIC 2  LO16 Diagnose, treat and develop prevention strategies for major infectious diseases like HIV/ AIDS, malaria, tuberculosis, hepatitis B and C, leprosy 2  LO17 Diagnose, treat and develop prevention strategies for non-communicable diseases (NCD) in LMIC 2  LO18 Diagnose, treat and develop prevention strategies for common dermatological, ophthalmologic and gastro-intestinal problems (including bowel parasites) in LMIC  2  LO19 Diagnose, treat and develop prevention strategies for mental health problems and palliative care in LMIC 2  Basic Research Methods    LO20 Discuss the main concepts of epidemiology in health services delivery, health policy and outbreak management 1,4  LO21 Differentiate between different types of data and variables and describe ways to summarize, tabulate and present these 1  LO22 Critically appraise published epidemiological literature and draw implications for practice and policy  1,4  LO23 Differentiate between different types and methodologies of qualitative research and identify appropriate application in international health  1  LO24 Appraise qualitative research and interpret results critically for implications in policy and practice 1,4  LO25 Discuss the relevance of medical anthropology in dealing with public health problems and qualitative research 1  LO26 Analyse health problems and develop an approach to investigate these; critically discuss the usefulness and complementary nature of qualitative and quantitative research in this analytic approach 1  Health Systems    LO27 Describe the set-up, role, functions and weaknesses of health policies and  health systems 3  LO28 Analyse and discuss factors that influence the coverage and utilisation of health services  in a district health system  3  LO29 Explain and analyse health policies and reforms at the national level and the implementation of health programmes in the district, related to equity, efficiency and quality of service delivery  3  LO30 Describe and appraise different ways of financing a health system, discuss resource allocation and management of financial resources for a more efficient use 3  LO31 Discuss health promotion, prevention and protection to improve health of communities in LMIC 3  LO32 Discuss the drug supply cycle in a district, including selection, procurement, distribution and the rational use of drugs  3  LO33 Identify managerial aspects of common situations and problems in the hospital and project management; propose and plan improvements for deficiencies in quality of care and/or management problems 3  LO34 Discuss human resources issues at a health facility, including training, continuous education, supervision and performance management  3  LO35 Discuss community involvement in health and describe strategies to enhance community involvement and accountability 3  LO36 Assess the needs of a population in an emergency setting, describe the essential components and constraints (organisation/ content) of emergency health programmes implementation 3  LO37 Discuss the influence of corruption, media, advocacy, health management information systems (HMIS) on health systems and health outcomes of communities in LMIC 3  LO38 Discuss the role of important actors in the field of international health 4		1	M.Flinkenflogel@kit.nl	2011-06-07 17:26:56	2018-07-18	2020-09-22 11:09:33	administrador	troped	0		14 weeks full time study, including 1 examination/ graduation week. Next dates for 2020: 7.09.-11.12.2020	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl	Maaike FlinkenflÃ¶gel			2011-06-07 17:35:30	Contact time: on average 4 days a week 6 hrs per day (about 304 hrs total excluding about 10 hrs open book exam, opening, closing ceremony etc)  Self study and not facilitated group work: on average one full day a week and several hours on class days (about 290 hrs total)	2020-09-07	2020-12-11	<br>Accredited in 2004 in Madrid.  Re-accredited in 2009 in London, in 2014 in Umea in 2019 in Lisbon.  This accreditation is valid until January 2024.	<br>  There are generally two sessions a day. A session consists of three hours including a coffee/tea break. On average 1 day a week is kept free from sessions for self-learning. Sessions usually consist of an introductory presentation combined with other teaching methods as described below.    The content of the course is oriented as much as possible to the working situation of the participants. Participants have intensive contacts with highly qualified staff who are active in the field. Methods are varied and include discussions, group work, lectures, case studies, exercises, serious gaming, self-reflection, giving feedback to others and self-study. Simulations and role plays are used to familiarize participants with problem-solving in cross-cultural management and planning. Reading material is prepared and distributed beforehand via online repositories. Laptops and/or tablets are required. Two days of the course are given in the laboratory.	Specific features characterising our core course     Central to KITs approach is the elaboration of practical expertise in policy development and implementation. Most of the facilitators are active in the field and have up to date knowledge of situations encountered. In the Netherlands, the core course (NTC) is also part of a post-graduate training programme for Dutch physicians leading to a diploma in tropical medicine. Other components of the programme include residencies in surgery or paediatrics and in obstetrics and gynaecology. This post-graduate training programme is currently being assessed to see whether it can become an official profile/specialization in the Netherlands. The outcome of this assessment is expected in 2010. About half of the participants are medical doctors who will work on the tropics, often in a clinical setting. Other health professionals also take this course as part of their education, either as a stand alone course, or as the start of their Master in International Health.	The assessment of the course consists of four assessments. The student needs to pass all examinations to successfully complete the course.    1. A written assignment â€“ 50%. A 2500 word paper analyzing social determinants of a  health problem in a country of choice. Students receive one group tutoring session and  one personal tutoring session. The essay is reviewed by 2 assessors who provide  detailed feedback.  2. A three hour, open book exam â€“ 50%. The open book exam covers a representation  of the subjects taught during the course. Student can have their laptops (offline) with all  course materials during the exam. In consultation with the tutor and with facilitators  the coordinators prepare a suitable test to assess the compreÂ¬hensive knowledge  and the problem-solving capacity of the candidates; A data base is available as a  source for suitable questions. Students get a mock exam to test themselves. All  exams are double marked. On student request (when fail), the student can get a  personal oral review of the exam.  3. Students are requested to keep a portfolio with documents showing their reflection on their learning process. The assessment of the final reflective commentary of the portfolio is pass/fail (the document is reviewed and unless the document is perceived as incomplete or not reaching the objectives, a pass is given. If the student does not get a pass (s)he is requested to revise the document) . Students receive a reflection from the tutor/ coordinator on their portfolio.  4. Students have to give a presentation, which is peer-assessed. The assessment of the presentation is pass/fail (the presentation is observed and unless it is perceived as incomplete or not reaching the objectives, a pass is given . If the student does not get a pass we sit down with the student to provide advise on how to improve for next time). General oral feedback to the whole group is given for the presentations and personal written feedback is given for the â€˜global actorsâ€˜ presentation.     Papers and exams with open-ended questions are always marked by two examiners, who mark the assignments individually and independently.    If a student fails, (s)he can resit the open book exam or hand-in the SDH paper on a specified date within 4 weeks of the end of the course.	<br>Maximum number of students: 30	<br>Prerequisites for the program are:  â€¢ Bachelorâ€™s degree, or equivalent academic training in medicine or any paramedical  science  â€¢ Two years of relevant work experience, incl. work experience in low and middle  income settings (relevant in global/ international health, in LMIC, with migrants, â€¦)   â€¢ Proven proficiency in spoken and written English. The minimum scores required:  TOEFL 5.5 or IELTS 6.0.  â€¢ Computer literacy is expected    Applications are assessed in an online application system.	<br>first-come, first-served basis	<br>6.850 Euro. This fee does not include living expenses, transportation costs, insurance or any other incidental costs.	<br>There are no special scholarships for the core-course/NTC. Suggestions for financial support can be found on our website www.kit.nl/fellowships or www.grantfinder.nl	<br>-New sessions were added on topics that the advisory committee and students missed as relevant to international health: &rsquo;Dealing with corruption&rsquo;, Palliative care, extra time for Non-communicable diseases etc. Other sessions were cancelled as they were now integrated in other classes (e.g. urban health).  -Students are encouraged to do self reflective exercises and to keep a self reflection portfolio  -Students prepare an individual 5 minute presentation on an &rsquo;a global actor in health&rsquo;  -In line with these changes two new examinations were added: the self reflection summary and the presentation. These examinations aim to examine whether the student is able to &rsquo;clearly communicate and work professionally&rsquo;  -the course is now mostly &rsquo;paperless&rsquo; and an online repository is used for distribution of course materials. A laptop or tablet can be used to look up information during the open book exam.	<br>Students generally praise the facilitators, especially their knowledge on recent developments in the field. Role plays, games, debates and simulations are most interesting and provide most learning. Students like the opportunity to learn from each other&rsquo;s experience as well.  Students found that the course was well organised, such as the reading material being on time, and changes in the schedule being announced. It was also commented that the management was easy to approach.  The reading materials are thought to be very good and relevant but integration and connection to the classroom sessions can be improved for some classes.  Some non-medical students have trouble with clinical information in some of the health problem sessions and they would like optional sessions. Others would like more tutoring sessions on their paper. Many facilitators use examples from Africa, and less examples from other continents are given.   In response: teachers are asked to focus less on Africa and more on other continents, they are asked to better integrate the required reading in their classes. Teachers are encouraged to use even more debates/role plays etc. Some optional classes are offered, but time is limited.	<br>Student are very positive about the use of online repositories. These are also used to give feedback to individual and group work products and they are used during the open book examination. Note keeping on an electronic device is done by many.  Self reflection portfolio&rsquo;s often mention the groupwork and presentations as important parts of the course for development of professional skills.	<br>  The course in KIT consists of the following five modules: Introduction Module, Determinants of Health, Health Problem, Basic Research Methods and Health Systems. The modules &rsquo;Determinants of Health&rsquo; and &rsquo;Basic Research Methods&rsquo; combined cover the content of the category &rsquo;Concepts and Research Methods&rsquo; as used by tropEd (Table 2). Below the content of each of the modules is described in detail.    Introduction Module    This module has a double aim: on the one hand to introduce students to international health with a particular reference to globalisation and health, on the other hand to help students develop learning and communication skills that will be necessary in their daily practice and for further personal studying. International health finds itself where globalisation operates at the interface between tropical medicine and public health. This module explores how globalisation affects both the health status of individuals in low and middle income countries and the way the health system in these countries operates.  Globalisation is multifaceted and one of its many aspects is the increase of relevant information now available to health professionals. In order to process this information and in order to keeps one&rsquo;s knowledge updated, one needs to be able to appreciate the value of this tremendous flow in other words to operate a selection according to well chosen criteria. This module will bring to the students the skills to do so. By definition the MIH is international: how to communicate with fellow students will be a first opportunity in the intercultural communication skills that they will need as health professionals in Low and Middle Income Countries. In dealing with the local population, with refugees or with donor agencies graduates of International Health will need to operate in a multicultural environment in which they will have to explain their actions, to lobby or to give well formulated instructions. The sessions on intercultural communication and presentation skills aim to raise the awareness of cultural issues in communication and to prepare students to the rest of their study; to their work and to further self study. Additionally, the module will provide a session about learning styles and self-reflection. This session will be the departing point of a continuous process though the NTC aimed to provide student with tools for professional development (mainly about attitude and behaviour). The follow-up of the process will be done using a system of personal portfolios.      Determinants of health module    Health is highly valued in all societies, though cultures differ in perceptions of causes of health and ill health, and in the action they take to promote or restore health. There is also agreement on the broad categories of factors that influence health. If we analyse the environmental factors that influence health it becomes clear that each of these factors is not only separately related to health, but that they mutually influence each other. Poverty has a clear influence on the health of women and men but ill health also affects the wealth of individuals and families. Gender and age have an impact on the health of individuals and families. While some aspects of the demographic transition have obvious impacts on health, others have more subtle but none the less important health consequences. Moreover, the recent acceleration in population movements within countries and across borders can have dire consequences for the health of displaced population and sometimes that of the recipient population. Changes in the physical environment may not only influence the economy of the country and of individuals; they may also have political consequences, and cause changes in the value attached to the health of individuals, in (health) policy and budget allocations, and therefore in the functioning of the health services. In fact, all factors are mutually related, but in each country the strength and direction of the influences may differ. Many connections may also still be unknown, and some may be so sensitive (e.g. influence of pollution due to industrial 'development' on health) that research into this field is not encouraged by policymakers, or that no action is taken on research findings which would require action in favour of health of large population groups. Policy makers, clinicians and managers therefore need to be conscious of the various factors, which influence health. Finally, all the above mentioned determinants are themselves influenced by the present processes that are intensifying human interactions at all level, i.e. globalisation: determinants of health are not fixed, they evolve and with them, their impact on health.    Basic research Module    Epidemiological studies are crucial in answering questions on the importance of determinants of disease and the effectiveness of interventions. As both epidemiology and statistics are basic knowledge systems to interpret literature, time will be devoted to the critical appraisal of published literature. The statistics part of the module will emphasise the interpretation of statistical tests, confidence intervals, p-values, etc. The emphasis in qualitative and participatory research is on generating knowledge to inform decisions and interventions. Involvement of patients, community groups, grassroots workers and managers help to identify local needs and priorities and places health issues in the context of people's lives, thus giving direction to health programme development and service provision. An introduction to medical anthropology and sociology will help to explain health, illness and health care from a socio-cultural perspective, which is of crucial importance to interpret health- and health care seeking behaviour. The complementary nature of qualitative an quantitative approaches for the planning, development and evaluation of specific interventions and health promotion strategies will be stressed. The use of a combination of qualitative and quantitative methods will be illustrated with examples of specific disease control programmes such as tuberculosis, HIV/AIDS and malaria, but also through problem solving strategies in the management of health systems. The link between evidence-based knowledge and evidence-based decision-making is stressed    Health Problems module    This module builds knowledge and skills to recognise, and analyse key issues regarding diagnosis and management of the most important diseases and health problems occurring under resource-poor conditions. The module consists of three components: curative and preventive care for adults, curative and preventive care for children, and sexual and reproductive health. In the component regarding adults particular attention is given to the three main killer diseases: HIV/AIDS, tuberculosis and malaria. Management of HIV/AIDS, including HAART based on the latest evidence is highlighted. Diagnosis and treatment of opportunistic infections, and related dermatologic problems are discussed. Different forms of malaria, also in relation to other fever related diseases, as well as treatment, differentiating between different resistance patterns are. Best practices in recognition, diagnosis and treatment of tuberculosis are highlighted, including the DOTS strategy. For other diseases emphasis is placed on a syndromic approach, as in resource constraint working conditions not all diagnostic procedures are available. As such the syndromes related to fever, coma, convulsion, cough, diarrhoea and anaemia are discussed, the possible related diagnosis and treatment are dealt with, using an evidence based approach. As mental health problems are often underestimated in low-income countries, basic issues are discussed. Parasitology is taught in several sessions and includes some practical instruction in lab techniques and identification of major parasites.   A large proportion of the patients in resource poor countries are children, therefore a number of clinical and related aspects of children are dealt with in terms of diagnosis and treatment specific for low and middle income settings using a syndromic approach. Because the Integrated Management of Childhood Illnesses is very much propagated and used in low-income countries, the application, use and stimulation of the IMCI approach as well as EPI will be practised.   Safe motherhood is an essential component of this module, looking at the determinants of maternal and perinatal mortality as well as effective clinical and public health interventions to decrease these. As the focus from population control has changed towards sexual health and individual rights, fertility regulation issues and the societal influence on individual reproductive decision-making process is the subject of a session in this module. Sexual transmitted infections, their relationship with the HIV/AIDS epidemic, as well as diagnosis and treatment are dealt with using a syndromic approach. Advice on Post Exposure Prophylaxis for the professional health worker is provided.    Health Systems Module    Health systems in countries all over the world are facing different kind of challenges in order to meet the ever increasing needs and demands of their citizens. Demographic changes, technological developments, a more conscious and assertive demand for quality care compete with requirements of reaching or maintaining universal access and containing costs. This module starts therefore with an introduction on how health systems are defined, their goals, functions and main actors. Basic health economic concepts are explained in order to understand how health systems are financed (through user fees, insurance systems, taxes, or donor funding), how providers of services are paid (fees, salaries, contracting) and how market failures in health influence the choice for public and/or private provision of services. Health economics also provides basic tools for priority setting and resource allocation in the planning process. A short introduction to health promotion links this module to the one on determinants of health, as health systems enclose &rsquo;all activities, whose primary purpose is to promote, restore, improve or maintain health&rsquo; (WHR 2000) The emphasis in this module is on the practical implementation of health programmes and the organisation of health care at district level. This district level is situated at the crossroads of national health systems and -policies and the community: the community as consumer, target group and partner in health care. In order to make efficient use of the scarce resources available to the health sector, the sector has to be well organised at this operational level. Roles of community initiatives, health centres and hospitals as well as NGO&rsquo;s and private providers are discussed, and attention is drawn to the importance of other sectors in relation to health. Working within the health system health professionals deal with a number of management issues. Management in district health systems includes the management of resources, drugs, personnel, and information. Therefore resource management, elements of bookkeeping and the use of management information systems are important topics. Management of human resources entails aspects of training and continuous education, performance management and motivation, as well as supervision. Basic skills for the management of projects, as well as in communication and managing oneself are part of this module. Monitoring of quality of care and quality improvement is highlighted. Attention will be paid to the management of drugs, including the drug supply cycle and the rational use of drugs.  National and international policies and initiatives and different health sector reform strategies are discussed in relation to what they imply for equity, efficiency and effective coverage of priority health programmes and their implementation at the district level. What are the implications of decentralization policies, strongly vertically and top-down organised programmes or brain drain and human resources motivation issues on the day to day running of a district health systems? How communities are involved in planning for their health and how are providers and managers held accountable for their performance? Due consideration is given to the specific situation of health care delivery in emergency situations, health issues around refugees and the influence that refugees may have on resident populations. Throughout the module, attention is paid to a pro-poor approach and gender implications of health policies.				<br>KITs approach is very practice oriented. Facilitators are active in the field and have up to date knowledge of situations encountered. Therefore we can offer and up-to-date approach to complex public health issues. The course is directed at health professionals (physicians, nurses, midwives etc) and aims to be at the cutting edge of clinical and public health.  Both the facilitators and the students are from various disciplines and countries. This can result in a vivid exchange of viewpoints/ knowledge. The classroom sessions are highly interactive to facilitate this exchange.    The course is organized jointly with the University Hospital of Amsterdam (UvA) and the Vrije Universiteit Medical Centre (VU) in Amsterdam.		
Netherlands Course in Tropical Medicine and Hygiene	<br>  Learning Objectives NTC   Course / Core Module MIH KIT TropEd objective  Introduction Module (IM)    LO1 Identify relevant literature databases and search them effectively 1  LO2 Give a clear oral presentation on a relevant subject 1  LO3 Write a scientific paper on a relevant subject 1  LO4 Use different learning styles for further academic and personal development  5  LO5 Use self-reflection for further academic and personal development 5  LO6 Use appropriate intercultural communication for good relation management in international health 5  Social Determinants of Health (SDH)    LO7 Identify and analyse the major, interrelated social determinants of health (SDH) and origins of health problems/ disease  2  LO8 Describe and analyse the SDGs  and impact of globalisation and migration on health and health systems in Low and Middle Income Countries (LMIC)  2  LO9 Discuss inequalities, inequities and human rights and relate them to SDH 3  LO10 Discuss the interaction  between age, constitutional factors, demography, socioeconomic status (SES), culture, sex/ gender, environment and health/ health problems 2  LO11 Discuss the interrelation between aid architecture, health policies, health care services, food production and nutrition, water and sanitation, health promotion/ disease prevention, climate change , and health/ health problems 2  Health Needs and Responses (HN)    LO12 Diagnose, treat and develop prevention strategies for the sick child like diarrhoea, failure to thrive, HIV, fever, acute respiratory infections, malnourishment, anaemia, coma, convulsions  2  LO13 Apply child health responses like care of the newborn, ETAT, IMCI, recommended vaccinations, growth and development in a child, including micro-nutrient deficiencies 2  LO14 Identify, analyse, discuss prevention/ treatment and monitoring & evaluation (M&E) of key issues and (district) health services in the area of sexual reproductive health and rights (SRHR), such as family planning, STIâ€™s, maternal health 2  LO15 Diagnose, treat and develop prevention strategies for the sick adult related to fever, coma, convulsion, cough, diarrhoea, anaemia in LMIC 2  LO16 Diagnose, treat and develop prevention strategies for major infectious diseases like HIV/ AIDS, malaria, tuberculosis, hepatitis B and C, leprosy 2  LO17 Diagnose, treat and develop prevention strategies for non-communicable diseases (NCD) in LMIC 2  LO18 Diagnose, treat and develop prevention strategies for common dermatological, ophthalmologic and gastro-intestinal problems (including bowel parasites) in LMIC  2  LO19 Diagnose, treat and develop prevention strategies for mental health problems and palliative care in LMIC 2  Basic Research Methods    LO20 Discuss the main concepts of epidemiology in health services delivery, health policy and outbreak management 1,4  LO21 Differentiate between different types of data and variables and describe ways to summarize, tabulate and present these 1  LO22 Critically appraise published epidemiological literature and draw implications for practice and policy  1,4  LO23 Differentiate between different types and methodologies of qualitative research and identify appropriate application in international health  1  LO24 Appraise qualitative research and interpret results critically for implications in policy and practice 1,4  LO25 Discuss the relevance of medical anthropology in dealing with public health problems and qualitative research 1  LO26 Analyse health problems and develop an approach to investigate these; critically discuss the usefulness and complementary nature of qualitative and quantitative research in this analytic approach 1  Health Systems    LO27 Describe the set-up, role, functions and weaknesses of health policies and  health systems 3  LO28 Analyse and discuss factors that influence the coverage and utilisation of health services  in a district health system  3  LO29 Explain and analyse health policies and reforms at the national level and the implementation of health programmes in the district, related to equity, efficiency and quality of service delivery  3  LO30 Describe and appraise different ways of financing a health system, discuss resource allocation and management of financial resources for a more efficient use 3  LO31 Discuss health promotion, prevention and protection to improve health of communities in LMIC 3  LO32 Discuss the drug supply cycle in a district, including selection, procurement, distribution and the rational use of drugs  3  LO33 Identify managerial aspects of common situations and problems in the hospital and project management; propose and plan improvements for deficiencies in quality of care and/or management problems 3  LO34 Discuss human resources issues at a health facility, including training, continuous education, supervision and performance management  3  LO35 Discuss community involvement in health and describe strategies to enhance community involvement and accountability 3  LO36 Assess the needs of a population in an emergency setting, describe the essential components and constraints (organisation/ content) of emergency health programmes implementation 3  LO37 Discuss the influence of corruption, media, advocacy, health management information systems (HMIS) on health systems and health outcomes of communities in LMIC 3  LO38 Discuss the role of important actors in the field of international health 4		1	M.Flinkenflogel@kit.nl	2011-06-07 17:26:56	2018-07-18	2020-09-22 11:09:33	administrador	troped	0		14 weeks full time study, including 1 examination/ graduation week. Next dates for 2020: 7.09.-11.12.2020	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl				2011-06-07 17:35:30	Contact time: on average 4 days a week 6 hrs per day (about 304 hrs total excluding about 10 hrs open book exam, opening, closing ceremony etc)  Self study and not facilitated group work: on average one full day a week and several hours on class days (about 290 hrs total)	2020-09-07	2020-12-11	<br>Accredited in 2004 in Madrid.  Re-accredited in 2009 in London, in 2014 in Umea in 2019 in Lisbon.  This accreditation is valid until January 2024.	<br>  There are generally two sessions a day. A session consists of three hours including a coffee/tea break. On average 1 day a week is kept free from sessions for self-learning. Sessions usually consist of an introductory presentation combined with other teaching methods as described below.    The content of the course is oriented as much as possible to the working situation of the participants. Participants have intensive contacts with highly qualified staff who are active in the field. Methods are varied and include discussions, group work, lectures, case studies, exercises, serious gaming, self-reflection, giving feedback to others and self-study. Simulations and role plays are used to familiarize participants with problem-solving in cross-cultural management and planning. Reading material is prepared and distributed beforehand via online repositories. Laptops and/or tablets are required. Two days of the course are given in the laboratory.	Specific features characterising our core course     Central to KITs approach is the elaboration of practical expertise in policy development and implementation. Most of the facilitators are active in the field and have up to date knowledge of situations encountered. In the Netherlands, the core course (NTC) is also part of a post-graduate training programme for Dutch physicians leading to a diploma in tropical medicine. Other components of the programme include residencies in surgery or paediatrics and in obstetrics and gynaecology. This post-graduate training programme is currently being assessed to see whether it can become an official profile/specialization in the Netherlands. The outcome of this assessment is expected in 2010. About half of the participants are medical doctors who will work on the tropics, often in a clinical setting. Other health professionals also take this course as part of their education, either as a stand alone course, or as the start of their Master in International Health.	The assessment of the course consists of four assessments. The student needs to pass all examinations to successfully complete the course.    1. A written assignment â€“ 50%. A 2500 word paper analyzing social determinants of a  health problem in a country of choice. Students receive one group tutoring session and  one personal tutoring session. The essay is reviewed by 2 assessors who provide  detailed feedback.  2. A three hour, open book exam â€“ 50%. The open book exam covers a representation  of the subjects taught during the course. Student can have their laptops (offline) with all  course materials during the exam. In consultation with the tutor and with facilitators  the coordinators prepare a suitable test to assess the compreÂ¬hensive knowledge  and the problem-solving capacity of the candidates; A data base is available as a  source for suitable questions. Students get a mock exam to test themselves. All  exams are double marked. On student request (when fail), the student can get a  personal oral review of the exam.  3. Students are requested to keep a portfolio with documents showing their reflection on their learning process. The assessment of the final reflective commentary of the portfolio is pass/fail (the document is reviewed and unless the document is perceived as incomplete or not reaching the objectives, a pass is given. If the student does not get a pass (s)he is requested to revise the document) . Students receive a reflection from the tutor/ coordinator on their portfolio.  4. Students have to give a presentation, which is peer-assessed. The assessment of the presentation is pass/fail (the presentation is observed and unless it is perceived as incomplete or not reaching the objectives, a pass is given . If the student does not get a pass we sit down with the student to provide advise on how to improve for next time). General oral feedback to the whole group is given for the presentations and personal written feedback is given for the â€˜global actorsâ€˜ presentation.     Papers and exams with open-ended questions are always marked by two examiners, who mark the assignments individually and independently.    If a student fails, (s)he can resit the open book exam or hand-in the SDH paper on a specified date within 4 weeks of the end of the course.	<br>Maximum number of students: 30	<br>Prerequisites for the program are:  â€¢ Bachelorâ€™s degree, or equivalent academic training in medicine or any paramedical  science  â€¢ Two years of relevant work experience, incl. work experience in low and middle  income settings (relevant in global/ international health, in LMIC, with migrants, â€¦)   â€¢ Proven proficiency in spoken and written English. The minimum scores required:  TOEFL 5.5 or IELTS 6.0.  â€¢ Computer literacy is expected    Applications are assessed in an online application system.	<br>first-come, first-served basis	<br>6.850 Euro. This fee does not include living expenses, transportation costs, insurance or any other incidental costs.	<br>There are no special scholarships for the core-course/NTC. Suggestions for financial support can be found on our website www.kit.nl/fellowships or www.grantfinder.nl	<br>-New sessions were added on topics that the advisory committee and students missed as relevant to international health: &rsquo;Dealing with corruption&rsquo;, Palliative care, extra time for Non-communicable diseases etc. Other sessions were cancelled as they were now integrated in other classes (e.g. urban health).  -Students are encouraged to do self reflective exercises and to keep a self reflection portfolio  -Students prepare an individual 5 minute presentation on an &rsquo;a global actor in health&rsquo;  -In line with these changes two new examinations were added: the self reflection summary and the presentation. These examinations aim to examine whether the student is able to &rsquo;clearly communicate and work professionally&rsquo;  -the course is now mostly &rsquo;paperless&rsquo; and an online repository is used for distribution of course materials. A laptop or tablet can be used to look up information during the open book exam.	<br>Students generally praise the facilitators, especially their knowledge on recent developments in the field. Role plays, games, debates and simulations are most interesting and provide most learning. Students like the opportunity to learn from each other&rsquo;s experience as well.  Students found that the course was well organised, such as the reading material being on time, and changes in the schedule being announced. It was also commented that the management was easy to approach.  The reading materials are thought to be very good and relevant but integration and connection to the classroom sessions can be improved for some classes.  Some non-medical students have trouble with clinical information in some of the health problem sessions and they would like optional sessions. Others would like more tutoring sessions on their paper. Many facilitators use examples from Africa, and less examples from other continents are given.   In response: teachers are asked to focus less on Africa and more on other continents, they are asked to better integrate the required reading in their classes. Teachers are encouraged to use even more debates/role plays etc. Some optional classes are offered, but time is limited.	<br>Student are very positive about the use of online repositories. These are also used to give feedback to individual and group work products and they are used during the open book examination. Note keeping on an electronic device is done by many.  Self reflection portfolio&rsquo;s often mention the groupwork and presentations as important parts of the course for development of professional skills.	<br>  The course in KIT consists of the following five modules: Introduction Module, Determinants of Health, Health Problem, Basic Research Methods and Health Systems. The modules &rsquo;Determinants of Health&rsquo; and &rsquo;Basic Research Methods&rsquo; combined cover the content of the category &rsquo;Concepts and Research Methods&rsquo; as used by tropEd (Table 2). Below the content of each of the modules is described in detail.    Introduction Module    This module has a double aim: on the one hand to introduce students to international health with a particular reference to globalisation and health, on the other hand to help students develop learning and communication skills that will be necessary in their daily practice and for further personal studying. International health finds itself where globalisation operates at the interface between tropical medicine and public health. This module explores how globalisation affects both the health status of individuals in low and middle income countries and the way the health system in these countries operates.  Globalisation is multifaceted and one of its many aspects is the increase of relevant information now available to health professionals. In order to process this information and in order to keeps one&rsquo;s knowledge updated, one needs to be able to appreciate the value of this tremendous flow in other words to operate a selection according to well chosen criteria. This module will bring to the students the skills to do so. By definition the MIH is international: how to communicate with fellow students will be a first opportunity in the intercultural communication skills that they will need as health professionals in Low and Middle Income Countries. In dealing with the local population, with refugees or with donor agencies graduates of International Health will need to operate in a multicultural environment in which they will have to explain their actions, to lobby or to give well formulated instructions. The sessions on intercultural communication and presentation skills aim to raise the awareness of cultural issues in communication and to prepare students to the rest of their study; to their work and to further self study. Additionally, the module will provide a session about learning styles and self-reflection. This session will be the departing point of a continuous process though the NTC aimed to provide student with tools for professional development (mainly about attitude and behaviour). The follow-up of the process will be done using a system of personal portfolios.      Determinants of health module    Health is highly valued in all societies, though cultures differ in perceptions of causes of health and ill health, and in the action they take to promote or restore health. There is also agreement on the broad categories of factors that influence health. If we analyse the environmental factors that influence health it becomes clear that each of these factors is not only separately related to health, but that they mutually influence each other. Poverty has a clear influence on the health of women and men but ill health also affects the wealth of individuals and families. Gender and age have an impact on the health of individuals and families. While some aspects of the demographic transition have obvious impacts on health, others have more subtle but none the less important health consequences. Moreover, the recent acceleration in population movements within countries and across borders can have dire consequences for the health of displaced population and sometimes that of the recipient population. Changes in the physical environment may not only influence the economy of the country and of individuals; they may also have political consequences, and cause changes in the value attached to the health of individuals, in (health) policy and budget allocations, and therefore in the functioning of the health services. In fact, all factors are mutually related, but in each country the strength and direction of the influences may differ. Many connections may also still be unknown, and some may be so sensitive (e.g. influence of pollution due to industrial 'development' on health) that research into this field is not encouraged by policymakers, or that no action is taken on research findings which would require action in favour of health of large population groups. Policy makers, clinicians and managers therefore need to be conscious of the various factors, which influence health. Finally, all the above mentioned determinants are themselves influenced by the present processes that are intensifying human interactions at all level, i.e. globalisation: determinants of health are not fixed, they evolve and with them, their impact on health.    Basic research Module    Epidemiological studies are crucial in answering questions on the importance of determinants of disease and the effectiveness of interventions. As both epidemiology and statistics are basic knowledge systems to interpret literature, time will be devoted to the critical appraisal of published literature. The statistics part of the module will emphasise the interpretation of statistical tests, confidence intervals, p-values, etc. The emphasis in qualitative and participatory research is on generating knowledge to inform decisions and interventions. Involvement of patients, community groups, grassroots workers and managers help to identify local needs and priorities and places health issues in the context of people's lives, thus giving direction to health programme development and service provision. An introduction to medical anthropology and sociology will help to explain health, illness and health care from a socio-cultural perspective, which is of crucial importance to interpret health- and health care seeking behaviour. The complementary nature of qualitative an quantitative approaches for the planning, development and evaluation of specific interventions and health promotion strategies will be stressed. The use of a combination of qualitative and quantitative methods will be illustrated with examples of specific disease control programmes such as tuberculosis, HIV/AIDS and malaria, but also through problem solving strategies in the management of health systems. The link between evidence-based knowledge and evidence-based decision-making is stressed    Health Problems module    This module builds knowledge and skills to recognise, and analyse key issues regarding diagnosis and management of the most important diseases and health problems occurring under resource-poor conditions. The module consists of three components: curative and preventive care for adults, curative and preventive care for children, and sexual and reproductive health. In the component regarding adults particular attention is given to the three main killer diseases: HIV/AIDS, tuberculosis and malaria. Management of HIV/AIDS, including HAART based on the latest evidence is highlighted. Diagnosis and treatment of opportunistic infections, and related dermatologic problems are discussed. Different forms of malaria, also in relation to other fever related diseases, as well as treatment, differentiating between different resistance patterns are. Best practices in recognition, diagnosis and treatment of tuberculosis are highlighted, including the DOTS strategy. For other diseases emphasis is placed on a syndromic approach, as in resource constraint working conditions not all diagnostic procedures are available. As such the syndromes related to fever, coma, convulsion, cough, diarrhoea and anaemia are discussed, the possible related diagnosis and treatment are dealt with, using an evidence based approach. As mental health problems are often underestimated in low-income countries, basic issues are discussed. Parasitology is taught in several sessions and includes some practical instruction in lab techniques and identification of major parasites.   A large proportion of the patients in resource poor countries are children, therefore a number of clinical and related aspects of children are dealt with in terms of diagnosis and treatment specific for low and middle income settings using a syndromic approach. Because the Integrated Management of Childhood Illnesses is very much propagated and used in low-income countries, the application, use and stimulation of the IMCI approach as well as EPI will be practised.   Safe motherhood is an essential component of this module, looking at the determinants of maternal and perinatal mortality as well as effective clinical and public health interventions to decrease these. As the focus from population control has changed towards sexual health and individual rights, fertility regulation issues and the societal influence on individual reproductive decision-making process is the subject of a session in this module. Sexual transmitted infections, their relationship with the HIV/AIDS epidemic, as well as diagnosis and treatment are dealt with using a syndromic approach. Advice on Post Exposure Prophylaxis for the professional health worker is provided.    Health Systems Module    Health systems in countries all over the world are facing different kind of challenges in order to meet the ever increasing needs and demands of their citizens. Demographic changes, technological developments, a more conscious and assertive demand for quality care compete with requirements of reaching or maintaining universal access and containing costs. This module starts therefore with an introduction on how health systems are defined, their goals, functions and main actors. Basic health economic concepts are explained in order to understand how health systems are financed (through user fees, insurance systems, taxes, or donor funding), how providers of services are paid (fees, salaries, contracting) and how market failures in health influence the choice for public and/or private provision of services. Health economics also provides basic tools for priority setting and resource allocation in the planning process. A short introduction to health promotion links this module to the one on determinants of health, as health systems enclose &rsquo;all activities, whose primary purpose is to promote, restore, improve or maintain health&rsquo; (WHR 2000) The emphasis in this module is on the practical implementation of health programmes and the organisation of health care at district level. This district level is situated at the crossroads of national health systems and -policies and the community: the community as consumer, target group and partner in health care. In order to make efficient use of the scarce resources available to the health sector, the sector has to be well organised at this operational level. Roles of community initiatives, health centres and hospitals as well as NGO&rsquo;s and private providers are discussed, and attention is drawn to the importance of other sectors in relation to health. Working within the health system health professionals deal with a number of management issues. Management in district health systems includes the management of resources, drugs, personnel, and information. Therefore resource management, elements of bookkeeping and the use of management information systems are important topics. Management of human resources entails aspects of training and continuous education, performance management and motivation, as well as supervision. Basic skills for the management of projects, as well as in communication and managing oneself are part of this module. Monitoring of quality of care and quality improvement is highlighted. Attention will be paid to the management of drugs, including the drug supply cycle and the rational use of drugs.  National and international policies and initiatives and different health sector reform strategies are discussed in relation to what they imply for equity, efficiency and effective coverage of priority health programmes and their implementation at the district level. What are the implications of decentralization policies, strongly vertically and top-down organised programmes or brain drain and human resources motivation issues on the day to day running of a district health systems? How communities are involved in planning for their health and how are providers and managers held accountable for their performance? Due consideration is given to the specific situation of health care delivery in emergency situations, health issues around refugees and the influence that refugees may have on resident populations. Throughout the module, attention is paid to a pro-poor approach and gender implications of health policies.				<br>KITs approach is very practice oriented. Facilitators are active in the field and have up to date knowledge of situations encountered. Therefore we can offer and up-to-date approach to complex public health issues. The course is directed at health professionals (physicians, nurses, midwives etc) and aims to be at the cutting edge of clinical and public health.  Both the facilitators and the students are from various disciplines and countries. This can result in a vivid exchange of viewpoints/ knowledge. The classroom sessions are highly interactive to facilitate this exchange.    The course is organized jointly with the University Hospital of Amsterdam (UvA) and the Vrije Universiteit Medical Centre (VU) in Amsterdam.		
Public health anthropology: concepts and tools	By the end of the course, participants will be able to:   â€¢ Reflect on the use of ethnographic methods to conduct research in order to identify cultural paradigms and practices related to health and illness  â€¢ Employ an anthropological perspective in identifying problems and finding solutions to public health problems encountered in the field  â€¢ Apply the knowledge and skills acquired in class to develop research questions and define the methodology needed to do public health anthropology research  â€¢ Apply public health anthropology tools to collect and analyze data, including the use of software technology		1	Grys@uni-heidelberg.de	2011-11-14 05:12:21	2018-06-10	2020-09-16 10:40:56	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 Weeks	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Dr. Aurelia Souares	English	advanced optional	2011-11-14 06:18:46	90 SIT: 70 direct contact hours (50 hours of lectures and 20 hours of facilitated group work) and 20 hours self-directed learning.	2021-01-25	2020-02-05	<br>Accredited in Edinburgh, Sep. 2004. Re-accredited in October 2011 and October 2016. This accreditation is valid until October 2021.	<br>Teaching methods will include a combination of lectures (30%), group discussions (15%), and group exercises on concepts, methods and data analysis followed by class presentations (25%) as well as case studies to illustrate the practical application of anthropological approaches to public health issues (30%).  Participants will work individually and in groups. Students will be divided in groups of maximum 4 people.   10 hours will be spent practising Nvivo to analyse data.   4 hours will be spent practising qualitative tools for data collection: In-depth interview and focus group discussion.  In all lectures, group discussion and group exercises have a prominent place and allow active students participation.	<br>Participants will have to download Nvivo 11 trial version before the course. There is a 14 days free trial version accessible on internet at the following webpage:  http://www.qsrinternational.com/trial-nvivo  Tutorial and trial version have to be installed on personal laptop the first day of the course and participants have to bring their own laptop.    The course is co-cordinated by Dr. AurÃ©lia Souares (Institute of Public Health, Heidelberg) and Prof. Dr. Verena Keck (Medizinethnologisches Team, Heidelberg) and with the collaboration of Prof. Dr. William Sax (South Asia Institute, Heidelberg).	<br>Course participants are expected to attend all teaching and group work sessions and actively participate in class and group work discussions.  Assessment of the participantsâ€™ achievement of the learning objectives will be determined by a portfolio submitted the last morning of the course. This portfolio is divided into five parts:  1. Understanding of public health anthropology (30 points)  Essay question (max 3 pages): How will I apply public health anthropology in practice? This essay question is unique for each participant as the specific focus is to describe how to apply the knowledge acquired from the course in the respective study plans/professions/institutes and how the ethnographic methods learned can be implementedâ€.   Expectations from the students here are that they can summarize some of the concepts and tools used in PHA and show how they can be applied to their work context.  2. Interview guidelines (20 points)  As a group written assignment participants are asked to develop an interview guide.  3. Focus group guidelines (20 points)  As a group written assignment participants are asked to develop a FGD guide.  For these two parts, students are evaluated on the introduction, a sample of questions and the structure of the guidelines.  4.  Practicing Observation (10 points)  The aim of this exercise is to allow participants to acquire a flavour of what observation entails. It is about experiencing and self-learning. Students are expected here to define a topic where observation can be useful and reflect on the few observations they have done.  5. Data analyses exercise (20 points)   Participants will receive documents for data analysis using NVivo software. Exercises include importing documents into NVivo, creating attributes, coding, creating memos, creating reports and exporting them as attachments to the portfolio.   The maximum grade for the portfolio is 100 points. Passing mark is 60% for the entire portfolio (all five parts together). In case of failure participants have the chance to resubmit the portfolio within 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None	<br>Change in second coordinator (anthropology specialist), change in the assessment procedures to make the assignment more applied as students are now evaluated based on their practice of developing tools and analyzing data as well as reflecting on the use of public health anthropology in their own practice.	<br>â€œContent was good. Portfolio approach to evaluate the learning objectives was excellent.â€  â€œExcellent in all respects - many thanksâ€  â€œ However, some lectures could improve on the delivery methods used...instead of focusing on theory, practical experiences could be drawn especially from the diverse background and experiences of the course participantsâ€  â€œWay of teaching in this course is less interactive and less engaging mostly by anthropologist.â€	<br>Portfolio approach for the assignment has been developed successfully over the last two courses.  Teaching methods in anthropology are very different to what public health students are used to, we had to adapt the methodology of teaching of our anthropologists to the expectations of the students and make their teaching more interactive and more engaging, using slides to present and more group work and discussions. This has been successfully implemented as well.	<br>The main topics to be covered in this module are:  Introduction to Public Health Anthropology (25 hours)  â€¢ Cultural ideas and practices relevant to health and disease, as a key to understanding peopleâ€™s behaviour   â€¢ Overview of medical systems as cultural systems   â€¢ Explanatory models and health seeking behaviour   â€¢ Research metho  Research methods in Public Health Anthropology (30 hours)  â€¢ Ethnographic methods as a basis for qualitative research   â€¢ Overview of tools used for data collection   â€¢ Preparing and conducting in-depth interviews and-, focus group discussions  â€¢ Practicing observations  â€¢ Analysing qualitative data using NVivo 11  â€¢ Rapid Appraisal Methods  Applying Public Health Anthropology in the field of:   â€¢ Reproductive health, malaria, diabetes, interdisciplinary and transcultural competences (15 hours)	Germany	Anthropology	Face to face		3 ECTS credits	
Public health anthropology: concepts and tools	By the end of the course, participants will be able to:   â€¢ Reflect on the use of ethnographic methods to conduct research in order to identify cultural paradigms and practices related to health and illness  â€¢ Employ an anthropological perspective in identifying problems and finding solutions to public health problems encountered in the field  â€¢ Apply the knowledge and skills acquired in class to develop research questions and define the methodology needed to do public health anthropology research  â€¢ Apply public health anthropology tools to collect and analyze data, including the use of software technology		1	Grys@uni-heidelberg.de	2011-11-14 05:12:21	2018-06-10	2020-09-16 10:40:56	troped	troped	0		2 Weeks	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Prof. Dr. Verena Keck			2011-11-14 06:18:46	90 SIT: 70 direct contact hours (50 hours of lectures and 20 hours of facilitated group work) and 20 hours self-directed learning.	2021-01-25	2020-02-05	<br>Accredited in Edinburgh, Sep. 2004. Re-accredited in October 2011 and October 2016. This accreditation is valid until October 2021.	<br>Teaching methods will include a combination of lectures (30%), group discussions (15%), and group exercises on concepts, methods and data analysis followed by class presentations (25%) as well as case studies to illustrate the practical application of anthropological approaches to public health issues (30%).  Participants will work individually and in groups. Students will be divided in groups of maximum 4 people.   10 hours will be spent practising Nvivo to analyse data.   4 hours will be spent practising qualitative tools for data collection: In-depth interview and focus group discussion.  In all lectures, group discussion and group exercises have a prominent place and allow active students participation.	<br>Participants will have to download Nvivo 11 trial version before the course. There is a 14 days free trial version accessible on internet at the following webpage:  http://www.qsrinternational.com/trial-nvivo  Tutorial and trial version have to be installed on personal laptop the first day of the course and participants have to bring their own laptop.    The course is co-cordinated by Dr. AurÃ©lia Souares (Institute of Public Health, Heidelberg) and Prof. Dr. Verena Keck (Medizinethnologisches Team, Heidelberg) and with the collaboration of Prof. Dr. William Sax (South Asia Institute, Heidelberg).	<br>Course participants are expected to attend all teaching and group work sessions and actively participate in class and group work discussions.  Assessment of the participantsâ€™ achievement of the learning objectives will be determined by a portfolio submitted the last morning of the course. This portfolio is divided into five parts:  1. Understanding of public health anthropology (30 points)  Essay question (max 3 pages): How will I apply public health anthropology in practice? This essay question is unique for each participant as the specific focus is to describe how to apply the knowledge acquired from the course in the respective study plans/professions/institutes and how the ethnographic methods learned can be implementedâ€.   Expectations from the students here are that they can summarize some of the concepts and tools used in PHA and show how they can be applied to their work context.  2. Interview guidelines (20 points)  As a group written assignment participants are asked to develop an interview guide.  3. Focus group guidelines (20 points)  As a group written assignment participants are asked to develop a FGD guide.  For these two parts, students are evaluated on the introduction, a sample of questions and the structure of the guidelines.  4.  Practicing Observation (10 points)  The aim of this exercise is to allow participants to acquire a flavour of what observation entails. It is about experiencing and self-learning. Students are expected here to define a topic where observation can be useful and reflect on the few observations they have done.  5. Data analyses exercise (20 points)   Participants will receive documents for data analysis using NVivo software. Exercises include importing documents into NVivo, creating attributes, coding, creating memos, creating reports and exporting them as attachments to the portfolio.   The maximum grade for the portfolio is 100 points. Passing mark is 60% for the entire portfolio (all five parts together). In case of failure participants have the chance to resubmit the portfolio within 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None	<br>Change in second coordinator (anthropology specialist), change in the assessment procedures to make the assignment more applied as students are now evaluated based on their practice of developing tools and analyzing data as well as reflecting on the use of public health anthropology in their own practice.	<br>â€œContent was good. Portfolio approach to evaluate the learning objectives was excellent.â€  â€œExcellent in all respects - many thanksâ€  â€œ However, some lectures could improve on the delivery methods used...instead of focusing on theory, practical experiences could be drawn especially from the diverse background and experiences of the course participantsâ€  â€œWay of teaching in this course is less interactive and less engaging mostly by anthropologist.â€	<br>Portfolio approach for the assignment has been developed successfully over the last two courses.  Teaching methods in anthropology are very different to what public health students are used to, we had to adapt the methodology of teaching of our anthropologists to the expectations of the students and make their teaching more interactive and more engaging, using slides to present and more group work and discussions. This has been successfully implemented as well.	<br>The main topics to be covered in this module are:  Introduction to Public Health Anthropology (25 hours)  â€¢ Cultural ideas and practices relevant to health and disease, as a key to understanding peopleâ€™s behaviour   â€¢ Overview of medical systems as cultural systems   â€¢ Explanatory models and health seeking behaviour   â€¢ Research metho  Research methods in Public Health Anthropology (30 hours)  â€¢ Ethnographic methods as a basis for qualitative research   â€¢ Overview of tools used for data collection   â€¢ Preparing and conducting in-depth interviews and-, focus group discussions  â€¢ Practicing observations  â€¢ Analysing qualitative data using NVivo 11  â€¢ Rapid Appraisal Methods  Applying Public Health Anthropology in the field of:   â€¢ Reproductive health, malaria, diabetes, interdisciplinary and transcultural competences (15 hours)		International / global				
Public health anthropology: concepts and tools	By the end of the course, participants will be able to:   â€¢ Reflect on the use of ethnographic methods to conduct research in order to identify cultural paradigms and practices related to health and illness  â€¢ Employ an anthropological perspective in identifying problems and finding solutions to public health problems encountered in the field  â€¢ Apply the knowledge and skills acquired in class to develop research questions and define the methodology needed to do public health anthropology research  â€¢ Apply public health anthropology tools to collect and analyze data, including the use of software technology		1	Grys@uni-heidelberg.de	2011-11-14 05:12:21	2018-06-10	2020-09-16 10:40:56	troped	troped	0		2 Weeks	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2011-11-14 06:18:46	90 SIT: 70 direct contact hours (50 hours of lectures and 20 hours of facilitated group work) and 20 hours self-directed learning.	2021-01-25	2020-02-05	<br>Accredited in Edinburgh, Sep. 2004. Re-accredited in October 2011 and October 2016. This accreditation is valid until October 2021.	<br>Teaching methods will include a combination of lectures (30%), group discussions (15%), and group exercises on concepts, methods and data analysis followed by class presentations (25%) as well as case studies to illustrate the practical application of anthropological approaches to public health issues (30%).  Participants will work individually and in groups. Students will be divided in groups of maximum 4 people.   10 hours will be spent practising Nvivo to analyse data.   4 hours will be spent practising qualitative tools for data collection: In-depth interview and focus group discussion.  In all lectures, group discussion and group exercises have a prominent place and allow active students participation.	<br>Participants will have to download Nvivo 11 trial version before the course. There is a 14 days free trial version accessible on internet at the following webpage:  http://www.qsrinternational.com/trial-nvivo  Tutorial and trial version have to be installed on personal laptop the first day of the course and participants have to bring their own laptop.    The course is co-cordinated by Dr. AurÃ©lia Souares (Institute of Public Health, Heidelberg) and Prof. Dr. Verena Keck (Medizinethnologisches Team, Heidelberg) and with the collaboration of Prof. Dr. William Sax (South Asia Institute, Heidelberg).	<br>Course participants are expected to attend all teaching and group work sessions and actively participate in class and group work discussions.  Assessment of the participantsâ€™ achievement of the learning objectives will be determined by a portfolio submitted the last morning of the course. This portfolio is divided into five parts:  1. Understanding of public health anthropology (30 points)  Essay question (max 3 pages): How will I apply public health anthropology in practice? This essay question is unique for each participant as the specific focus is to describe how to apply the knowledge acquired from the course in the respective study plans/professions/institutes and how the ethnographic methods learned can be implementedâ€.   Expectations from the students here are that they can summarize some of the concepts and tools used in PHA and show how they can be applied to their work context.  2. Interview guidelines (20 points)  As a group written assignment participants are asked to develop an interview guide.  3. Focus group guidelines (20 points)  As a group written assignment participants are asked to develop a FGD guide.  For these two parts, students are evaluated on the introduction, a sample of questions and the structure of the guidelines.  4.  Practicing Observation (10 points)  The aim of this exercise is to allow participants to acquire a flavour of what observation entails. It is about experiencing and self-learning. Students are expected here to define a topic where observation can be useful and reflect on the few observations they have done.  5. Data analyses exercise (20 points)   Participants will receive documents for data analysis using NVivo software. Exercises include importing documents into NVivo, creating attributes, coding, creating memos, creating reports and exporting them as attachments to the portfolio.   The maximum grade for the portfolio is 100 points. Passing mark is 60% for the entire portfolio (all five parts together). In case of failure participants have the chance to resubmit the portfolio within 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None	<br>Change in second coordinator (anthropology specialist), change in the assessment procedures to make the assignment more applied as students are now evaluated based on their practice of developing tools and analyzing data as well as reflecting on the use of public health anthropology in their own practice.	<br>â€œContent was good. Portfolio approach to evaluate the learning objectives was excellent.â€  â€œExcellent in all respects - many thanksâ€  â€œ However, some lectures could improve on the delivery methods used...instead of focusing on theory, practical experiences could be drawn especially from the diverse background and experiences of the course participantsâ€  â€œWay of teaching in this course is less interactive and less engaging mostly by anthropologist.â€	<br>Portfolio approach for the assignment has been developed successfully over the last two courses.  Teaching methods in anthropology are very different to what public health students are used to, we had to adapt the methodology of teaching of our anthropologists to the expectations of the students and make their teaching more interactive and more engaging, using slides to present and more group work and discussions. This has been successfully implemented as well.	<br>The main topics to be covered in this module are:  Introduction to Public Health Anthropology (25 hours)  â€¢ Cultural ideas and practices relevant to health and disease, as a key to understanding peopleâ€™s behaviour   â€¢ Overview of medical systems as cultural systems   â€¢ Explanatory models and health seeking behaviour   â€¢ Research metho  Research methods in Public Health Anthropology (30 hours)  â€¢ Ethnographic methods as a basis for qualitative research   â€¢ Overview of tools used for data collection   â€¢ Preparing and conducting in-depth interviews and-, focus group discussions  â€¢ Practicing observations  â€¢ Analysing qualitative data using NVivo 11  â€¢ Rapid Appraisal Methods  Applying Public Health Anthropology in the field of:   â€¢ Reproductive health, malaria, diabetes, interdisciplinary and transcultural competences (15 hours)		Qualitative methods				
Public health anthropology: concepts and tools	By the end of the course, participants will be able to:   â€¢ Reflect on the use of ethnographic methods to conduct research in order to identify cultural paradigms and practices related to health and illness  â€¢ Employ an anthropological perspective in identifying problems and finding solutions to public health problems encountered in the field  â€¢ Apply the knowledge and skills acquired in class to develop research questions and define the methodology needed to do public health anthropology research  â€¢ Apply public health anthropology tools to collect and analyze data, including the use of software technology		1	Grys@uni-heidelberg.de	2011-11-14 05:12:21	2018-06-10	2020-09-16 10:40:56	troped	troped	0		2 Weeks	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2011-11-14 06:18:46	90 SIT: 70 direct contact hours (50 hours of lectures and 20 hours of facilitated group work) and 20 hours self-directed learning.	2021-01-25	2020-02-05	<br>Accredited in Edinburgh, Sep. 2004. Re-accredited in October 2011 and October 2016. This accreditation is valid until October 2021.	<br>Teaching methods will include a combination of lectures (30%), group discussions (15%), and group exercises on concepts, methods and data analysis followed by class presentations (25%) as well as case studies to illustrate the practical application of anthropological approaches to public health issues (30%).  Participants will work individually and in groups. Students will be divided in groups of maximum 4 people.   10 hours will be spent practising Nvivo to analyse data.   4 hours will be spent practising qualitative tools for data collection: In-depth interview and focus group discussion.  In all lectures, group discussion and group exercises have a prominent place and allow active students participation.	<br>Participants will have to download Nvivo 11 trial version before the course. There is a 14 days free trial version accessible on internet at the following webpage:  http://www.qsrinternational.com/trial-nvivo  Tutorial and trial version have to be installed on personal laptop the first day of the course and participants have to bring their own laptop.    The course is co-cordinated by Dr. AurÃ©lia Souares (Institute of Public Health, Heidelberg) and Prof. Dr. Verena Keck (Medizinethnologisches Team, Heidelberg) and with the collaboration of Prof. Dr. William Sax (South Asia Institute, Heidelberg).	<br>Course participants are expected to attend all teaching and group work sessions and actively participate in class and group work discussions.  Assessment of the participantsâ€™ achievement of the learning objectives will be determined by a portfolio submitted the last morning of the course. This portfolio is divided into five parts:  1. Understanding of public health anthropology (30 points)  Essay question (max 3 pages): How will I apply public health anthropology in practice? This essay question is unique for each participant as the specific focus is to describe how to apply the knowledge acquired from the course in the respective study plans/professions/institutes and how the ethnographic methods learned can be implementedâ€.   Expectations from the students here are that they can summarize some of the concepts and tools used in PHA and show how they can be applied to their work context.  2. Interview guidelines (20 points)  As a group written assignment participants are asked to develop an interview guide.  3. Focus group guidelines (20 points)  As a group written assignment participants are asked to develop a FGD guide.  For these two parts, students are evaluated on the introduction, a sample of questions and the structure of the guidelines.  4.  Practicing Observation (10 points)  The aim of this exercise is to allow participants to acquire a flavour of what observation entails. It is about experiencing and self-learning. Students are expected here to define a topic where observation can be useful and reflect on the few observations they have done.  5. Data analyses exercise (20 points)   Participants will receive documents for data analysis using NVivo software. Exercises include importing documents into NVivo, creating attributes, coding, creating memos, creating reports and exporting them as attachments to the portfolio.   The maximum grade for the portfolio is 100 points. Passing mark is 60% for the entire portfolio (all five parts together). In case of failure participants have the chance to resubmit the portfolio within 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None	<br>Change in second coordinator (anthropology specialist), change in the assessment procedures to make the assignment more applied as students are now evaluated based on their practice of developing tools and analyzing data as well as reflecting on the use of public health anthropology in their own practice.	<br>â€œContent was good. Portfolio approach to evaluate the learning objectives was excellent.â€  â€œExcellent in all respects - many thanksâ€  â€œ However, some lectures could improve on the delivery methods used...instead of focusing on theory, practical experiences could be drawn especially from the diverse background and experiences of the course participantsâ€  â€œWay of teaching in this course is less interactive and less engaging mostly by anthropologist.â€	<br>Portfolio approach for the assignment has been developed successfully over the last two courses.  Teaching methods in anthropology are very different to what public health students are used to, we had to adapt the methodology of teaching of our anthropologists to the expectations of the students and make their teaching more interactive and more engaging, using slides to present and more group work and discussions. This has been successfully implemented as well.	<br>The main topics to be covered in this module are:  Introduction to Public Health Anthropology (25 hours)  â€¢ Cultural ideas and practices relevant to health and disease, as a key to understanding peopleâ€™s behaviour   â€¢ Overview of medical systems as cultural systems   â€¢ Explanatory models and health seeking behaviour   â€¢ Research metho  Research methods in Public Health Anthropology (30 hours)  â€¢ Ethnographic methods as a basis for qualitative research   â€¢ Overview of tools used for data collection   â€¢ Preparing and conducting in-depth interviews and-, focus group discussions  â€¢ Practicing observations  â€¢ Analysing qualitative data using NVivo 11  â€¢ Rapid Appraisal Methods  Applying Public Health Anthropology in the field of:   â€¢ Reproductive health, malaria, diabetes, interdisciplinary and transcultural competences (15 hours)						
Health Policy and Financing	<br>At the end of the module the participants should be able to:  â€¢ Discuss and apply a framework for policy analysis, considering effectiveness, equity and implementation challenges.  â€¢ Appraise alternative (and innovative) modes of financing health systems, including the role of external aid and donors.  â€¢ Analyse the key characteristics of health system decentralization in low and middle income countries - importance, diversity, trade-offs, context specificity; and propose broad strategies for making decentralization more effective.   â€¢ Examine and discuss the meaning and importance of community participation in relation to health systems, and particularly its role towards achieving better accountability and governance.    â€¢ Analyse comparative advantages and disadvantages of public and private roles within health systems, across functions and institutions dealing with the various building blocks; and discuss in particular, the role of contracting and performance based finance.		1	F.Maldonado@kit.nl	2011-11-15 05:48:56	2018-07-18	2020-09-22 11:30:54	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3 weeks	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl	Eelco Jacobs	English	advanced optional	2011-11-15 07:24:34	112 Student Investment Hours   Contact hours: 56 hours (class sessions 50 hours; assisted tutorials 6 hours)    Self-study hours including exam: 56 hours	2021-05-17	2021-06-04	<br>Accredited in Madrid, May 2004. Re-acredited in October 2011 and February 2016. This accreditation is valid until February 2021.	<br>Interactive lectures, group work on practical case studies,  tutorial group sessions on these debates, class presentations and plenary discussion on policy issues.	<a href="http://www.kit.nl/health/training/health-policy-financing/">online application</a>	<br>Participants are required to write a policy brief (2000 words +/- 10%) on a specific topic. Participants are allowed one resit.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to Bachelors level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first serve	<br> 2.060 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover a wider range of policy debates and financing issues, in depth.    We also recognised that a key aspect of public health practice is to be able to engage with and communicate with policy makers; participants will learn how to write a â€˜Policy Briefâ€™.  The examination has been changed to reflect these developments; participants will now be required to write a â€˜Policy Briefâ€™ on a topic of current policy importance.	<br>Over the years, students have consistently evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics and also to include few more topics. We have incorporated these findings in restructuring the module.		<br>â€¢ Review on health systems and health reforms;   â€¢ Operationalising equity considerations across the policy cycle   â€¢ Overview of key considerations in financing health systems.  â€¢ Alternative modes of financing based on WHO report (2010),   â€¢ Challenges of health insurance; and contracting/performance based financing;   â€¢ Organization of aid, major developments in the area of international (development) finance, including those in the area of aid, debt (relief) and the financial sector,   â€¢ The economics behind aid, and the financial crisis, the linkages between these developments and health;   â€¢ World Trade Organization, intellectual property and Trade Related Aspects of Intellectual Property Rights (TRIPS);   â€¢ Characteristics and challenges around decentralization in the context of health systems;  â€¢ Community participation as a means for better governance and accountability;   â€¢ Public and private roles: in provision of health services, in financing, and other functions across the building blocks of health systems;  â€¢ Vertical vs horizontal programs and integration of services; Policy analysis;   â€¢ Current issues in health policy and finance.  â€¢ How to write a policy brief	Netherlands	Actors / stakeholders	Face to face		4 ECTS credits	
Health Policy and Financing	<br>At the end of the module the participants should be able to:  â€¢ Discuss and apply a framework for policy analysis, considering effectiveness, equity and implementation challenges.  â€¢ Appraise alternative (and innovative) modes of financing health systems, including the role of external aid and donors.  â€¢ Analyse the key characteristics of health system decentralization in low and middle income countries - importance, diversity, trade-offs, context specificity; and propose broad strategies for making decentralization more effective.   â€¢ Examine and discuss the meaning and importance of community participation in relation to health systems, and particularly its role towards achieving better accountability and governance.    â€¢ Analyse comparative advantages and disadvantages of public and private roles within health systems, across functions and institutions dealing with the various building blocks; and discuss in particular, the role of contracting and performance based finance.		1	F.Maldonado@kit.nl	2011-11-15 05:48:56	2018-07-18	2020-09-22 11:30:54	troped	troped	0		3 weeks	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl	Yme v.d. Berg			2011-11-15 07:24:34	112 Student Investment Hours   Contact hours: 56 hours (class sessions 50 hours; assisted tutorials 6 hours)    Self-study hours including exam: 56 hours	2021-05-17	2021-06-04	<br>Accredited in Madrid, May 2004. Re-acredited in October 2011 and February 2016. This accreditation is valid until February 2021.	<br>Interactive lectures, group work on practical case studies,  tutorial group sessions on these debates, class presentations and plenary discussion on policy issues.	<a href="http://www.kit.nl/health/training/health-policy-financing/">online application</a>	<br>Participants are required to write a policy brief (2000 words +/- 10%) on a specific topic. Participants are allowed one resit.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to Bachelors level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first serve	<br> 2.060 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover a wider range of policy debates and financing issues, in depth.    We also recognised that a key aspect of public health practice is to be able to engage with and communicate with policy makers; participants will learn how to write a â€˜Policy Briefâ€™.  The examination has been changed to reflect these developments; participants will now be required to write a â€˜Policy Briefâ€™ on a topic of current policy importance.	<br>Over the years, students have consistently evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics and also to include few more topics. We have incorporated these findings in restructuring the module.		<br>â€¢ Review on health systems and health reforms;   â€¢ Operationalising equity considerations across the policy cycle   â€¢ Overview of key considerations in financing health systems.  â€¢ Alternative modes of financing based on WHO report (2010),   â€¢ Challenges of health insurance; and contracting/performance based financing;   â€¢ Organization of aid, major developments in the area of international (development) finance, including those in the area of aid, debt (relief) and the financial sector,   â€¢ The economics behind aid, and the financial crisis, the linkages between these developments and health;   â€¢ World Trade Organization, intellectual property and Trade Related Aspects of Intellectual Property Rights (TRIPS);   â€¢ Characteristics and challenges around decentralization in the context of health systems;  â€¢ Community participation as a means for better governance and accountability;   â€¢ Public and private roles: in provision of health services, in financing, and other functions across the building blocks of health systems;  â€¢ Vertical vs horizontal programs and integration of services; Policy analysis;   â€¢ Current issues in health policy and finance.  â€¢ How to write a policy brief		Health Policy (incl. advocacy)				
Health Policy and Financing	<br>At the end of the module the participants should be able to:  â€¢ Discuss and apply a framework for policy analysis, considering effectiveness, equity and implementation challenges.  â€¢ Appraise alternative (and innovative) modes of financing health systems, including the role of external aid and donors.  â€¢ Analyse the key characteristics of health system decentralization in low and middle income countries - importance, diversity, trade-offs, context specificity; and propose broad strategies for making decentralization more effective.   â€¢ Examine and discuss the meaning and importance of community participation in relation to health systems, and particularly its role towards achieving better accountability and governance.    â€¢ Analyse comparative advantages and disadvantages of public and private roles within health systems, across functions and institutions dealing with the various building blocks; and discuss in particular, the role of contracting and performance based finance.		1	F.Maldonado@kit.nl	2011-11-15 05:48:56	2018-07-18	2020-09-22 11:30:54	troped	troped	0		3 weeks	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl				2011-11-15 07:24:34	112 Student Investment Hours   Contact hours: 56 hours (class sessions 50 hours; assisted tutorials 6 hours)    Self-study hours including exam: 56 hours	2021-05-17	2021-06-04	<br>Accredited in Madrid, May 2004. Re-acredited in October 2011 and February 2016. This accreditation is valid until February 2021.	<br>Interactive lectures, group work on practical case studies,  tutorial group sessions on these debates, class presentations and plenary discussion on policy issues.	<a href="http://www.kit.nl/health/training/health-policy-financing/">online application</a>	<br>Participants are required to write a policy brief (2000 words +/- 10%) on a specific topic. Participants are allowed one resit.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to Bachelors level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first serve	<br> 2.060 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover a wider range of policy debates and financing issues, in depth.    We also recognised that a key aspect of public health practice is to be able to engage with and communicate with policy makers; participants will learn how to write a â€˜Policy Briefâ€™.  The examination has been changed to reflect these developments; participants will now be required to write a â€˜Policy Briefâ€™ on a topic of current policy importance.	<br>Over the years, students have consistently evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics and also to include few more topics. We have incorporated these findings in restructuring the module.		<br>â€¢ Review on health systems and health reforms;   â€¢ Operationalising equity considerations across the policy cycle   â€¢ Overview of key considerations in financing health systems.  â€¢ Alternative modes of financing based on WHO report (2010),   â€¢ Challenges of health insurance; and contracting/performance based financing;   â€¢ Organization of aid, major developments in the area of international (development) finance, including those in the area of aid, debt (relief) and the financial sector,   â€¢ The economics behind aid, and the financial crisis, the linkages between these developments and health;   â€¢ World Trade Organization, intellectual property and Trade Related Aspects of Intellectual Property Rights (TRIPS);   â€¢ Characteristics and challenges around decentralization in the context of health systems;  â€¢ Community participation as a means for better governance and accountability;   â€¢ Public and private roles: in provision of health services, in financing, and other functions across the building blocks of health systems;  â€¢ Vertical vs horizontal programs and integration of services; Policy analysis;   â€¢ Current issues in health policy and finance.  â€¢ How to write a policy brief		Health reform				
Health Policy and Financing	<br>At the end of the module the participants should be able to:  â€¢ Discuss and apply a framework for policy analysis, considering effectiveness, equity and implementation challenges.  â€¢ Appraise alternative (and innovative) modes of financing health systems, including the role of external aid and donors.  â€¢ Analyse the key characteristics of health system decentralization in low and middle income countries - importance, diversity, trade-offs, context specificity; and propose broad strategies for making decentralization more effective.   â€¢ Examine and discuss the meaning and importance of community participation in relation to health systems, and particularly its role towards achieving better accountability and governance.    â€¢ Analyse comparative advantages and disadvantages of public and private roles within health systems, across functions and institutions dealing with the various building blocks; and discuss in particular, the role of contracting and performance based finance.		1	F.Maldonado@kit.nl	2011-11-15 05:48:56	2018-07-18	2020-09-22 11:30:54	troped	troped	0		3 weeks	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.  Tel: +31-20-5688256 / Website: http://www.kit.nl				2011-11-15 07:24:34	112 Student Investment Hours   Contact hours: 56 hours (class sessions 50 hours; assisted tutorials 6 hours)    Self-study hours including exam: 56 hours	2021-05-17	2021-06-04	<br>Accredited in Madrid, May 2004. Re-acredited in October 2011 and February 2016. This accreditation is valid until February 2021.	<br>Interactive lectures, group work on practical case studies,  tutorial group sessions on these debates, class presentations and plenary discussion on policy issues.	<a href="http://www.kit.nl/health/training/health-policy-financing/">online application</a>	<br>Participants are required to write a policy brief (2000 words +/- 10%) on a specific topic. Participants are allowed one resit.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to Bachelors level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first serve	<br> 2.060 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover a wider range of policy debates and financing issues, in depth.    We also recognised that a key aspect of public health practice is to be able to engage with and communicate with policy makers; participants will learn how to write a â€˜Policy Briefâ€™.  The examination has been changed to reflect these developments; participants will now be required to write a â€˜Policy Briefâ€™ on a topic of current policy importance.	<br>Over the years, students have consistently evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics and also to include few more topics. We have incorporated these findings in restructuring the module.		<br>â€¢ Review on health systems and health reforms;   â€¢ Operationalising equity considerations across the policy cycle   â€¢ Overview of key considerations in financing health systems.  â€¢ Alternative modes of financing based on WHO report (2010),   â€¢ Challenges of health insurance; and contracting/performance based financing;   â€¢ Organization of aid, major developments in the area of international (development) finance, including those in the area of aid, debt (relief) and the financial sector,   â€¢ The economics behind aid, and the financial crisis, the linkages between these developments and health;   â€¢ World Trade Organization, intellectual property and Trade Related Aspects of Intellectual Property Rights (TRIPS);   â€¢ Characteristics and challenges around decentralization in the context of health systems;  â€¢ Community participation as a means for better governance and accountability;   â€¢ Public and private roles: in provision of health services, in financing, and other functions across the building blocks of health systems;  â€¢ Vertical vs horizontal programs and integration of services; Policy analysis;   â€¢ Current issues in health policy and finance.  â€¢ How to write a policy brief						
Reproductive Health and Health Promotion	At the end of the module students should be able to:  -  Define and describe key issues in reproductive health and list its major components and goals.  -  Critically appraise obstetric care in China in the light of internationally recommended strategies to reduce maternal and neonatal mortality and morbidity.   -  Explain the specific needs of adolescents, both male and female, and discuss strategies to address them.  -  Discuss methods to improve population quality and contraceptive methods.  -  List common RTIs and STDs and describe approaches to diagnosis and treatment.  -  Demonstrate a basic understanding of consequences of common disorders and diseases of the reproductive system.  -  Describe objectives, scope and methods of information, education and counselling on reproductive health and responsible parenthood.  -  Engage in current debates on reproductive health.		0		2011-11-16 03:05:47	2011-11-16	2014-03-19 03:20:55	troped	troped	0				Prof. Dr. Yukai Du	English	advanced optional	2011-11-16 04:09:14	2.0 ECTS credit points, SIT=60 hrs,  consisting of:  contact time 40 hours (32 lecture hours and 8 practice hours)   self study time 20 hrs (including preparation of 15 minutes presentation).	2006-05-29	2006-09-06		Lectures (50%), group work, and group discussions (30%), student presentations (20%).		The assessment consist of:  (1) A 15 minutes presentation on a subject related to reproductive health or reproductive health promotion.  (2) A two-hours written exam consisting of 6 open questions.  The mark will be based on the originality, relevance, structure and content of the presentation (35%) and the result of the written exam (65%). If the overall mark is insufficient the student can make another presentation and/or take one re-examination.	The number of participants is limited to 25, the number of TropEd students to 6.	Students admitted to a Masters Degree Programme (e.g. TropEd European Network) may join the course. Proficiency in English (TOEFL 550 or IELTS 6.0 or equivalent) is required.		400 Euro	none.				Topics covered include:  -  An overview of reproductive health: from a focus on family planning and safe motherhood towards a comprehensive reproductive health approach.  -  A brief overview of the health system in China (including urban/rural differences; public and private providers).   -  Making Pregnancy Safer: concepts, options, current issues; antenatal, delivery, postnatal practices and services, in urban and rural areas; neonatal care.  -  Adolescents in a rapidly changing society.  -  Improving population quality  -  RTIs and STDs: epidemiology, diagnosis, treatment, and supportive interventions (counselling, education, condom promotion, compliance with treatment, contacting partners for treatment, HIV VCT, etc.).  -  Major disorders and diseases of the reproductive system: e.g. infertility, cancer of the reproductive and the menopause.  -  Reproductive health promotion.	China					
Reproductive Health and Health Promotion	At the end of the module students should be able to:  -  Define and describe key issues in reproductive health and list its major components and goals.  -  Critically appraise obstetric care in China in the light of internationally recommended strategies to reduce maternal and neonatal mortality and morbidity.   -  Explain the specific needs of adolescents, both male and female, and discuss strategies to address them.  -  Discuss methods to improve population quality and contraceptive methods.  -  List common RTIs and STDs and describe approaches to diagnosis and treatment.  -  Demonstrate a basic understanding of consequences of common disorders and diseases of the reproductive system.  -  Describe objectives, scope and methods of information, education and counselling on reproductive health and responsible parenthood.  -  Engage in current debates on reproductive health.		0		2011-11-16 03:05:47	2011-11-16	2014-03-19 03:20:55	troped	troped	0							2011-11-16 04:09:14	2.0 ECTS credit points, SIT=60 hrs,  consisting of:  contact time 40 hours (32 lecture hours and 8 practice hours)   self study time 20 hrs (including preparation of 15 minutes presentation).	2006-05-29	2006-09-06		Lectures (50%), group work, and group discussions (30%), student presentations (20%).		The assessment consist of:  (1) A 15 minutes presentation on a subject related to reproductive health or reproductive health promotion.  (2) A two-hours written exam consisting of 6 open questions.  The mark will be based on the originality, relevance, structure and content of the presentation (35%) and the result of the written exam (65%). If the overall mark is insufficient the student can make another presentation and/or take one re-examination.	The number of participants is limited to 25, the number of TropEd students to 6.	Students admitted to a Masters Degree Programme (e.g. TropEd European Network) may join the course. Proficiency in English (TOEFL 550 or IELTS 6.0 or equivalent) is required.		400 Euro	none.				Topics covered include:  -  An overview of reproductive health: from a focus on family planning and safe motherhood towards a comprehensive reproductive health approach.  -  A brief overview of the health system in China (including urban/rural differences; public and private providers).   -  Making Pregnancy Safer: concepts, options, current issues; antenatal, delivery, postnatal practices and services, in urban and rural areas; neonatal care.  -  Adolescents in a rapidly changing society.  -  Improving population quality  -  RTIs and STDs: epidemiology, diagnosis, treatment, and supportive interventions (counselling, education, condom promotion, compliance with treatment, contacting partners for treatment, HIV VCT, etc.).  -  Major disorders and diseases of the reproductive system: e.g. infertility, cancer of the reproductive and the menopause.  -  Reproductive health promotion.						
Health Care Systems in Low- and Middle-Income Societies	By the end of the module, the student should be able to:    Knowledge:  Analyse the historical, cultural, organizational, economical and political aspects of health care systems in low- and middle-income societies from an interdisciplinary perspective.    Discuss central health systems challenges and priorities in relation to service delivery, the health workforce, information, tools and technologies, financing, leadership and governance.    Evaluate central mechanisms for health systems strengthening in terms of service delivery, human resources, information, tools, products and technologies, financing, leadership and governance.      Skills:  Independently retrieve, analyse and compare academic literature on health systems     Appraise examples of health systems interventions that aim to strengthen health and equity     Identify health systems theories, models and tools and assess their strengths and weaknesses with a view to applicability in a low- and middle income setting     Competences:  Assess and discuss complex health systems related challenges and propose new solutions    Apply change management tools and approaches to a hypothetical case    Take responsibility for own academic development and specialization during the module		0	spollak@sund.ku.dk	2011-11-16 03:42:11	2013-11-21	2016-06-27 21:33:36	troped	troped	0				Britt Pinkowsky TersbÃ¸l,	English	advanced optional	2011-11-16 04:46:18	300 hours  Contact hours: approx. 110 (94 lecture hours, 12 seminar hours, 4-hour examination)  Self-study hours: approx. 190 (incl.10 hours for exam preparation)	2014-02-03	2014-04-04	Accredited 2001 in Budapest; re-accredied in Stockholm in September 2007; in Barcelona in October 2011 and in Brescia, January 2013. This accreditation is valid until January 2018.	The module is organised with three 45-minute lectures in the morning four days a week and with one study day a week. There may occasionally be two lectures or organised group- or individual work in the afternoon until 15.00. The lectures include student involvement in discussions and facilitated group work. Apart from lectures, a mid-term seminar takes place which aims to synthesise the different topics taught so far and underline the interrelated nature of e.g. policy and financing, health information systems and governance.  The students have to work with four minor assignments during the module that aim to strengthen the students ability to reflect critically on the content of lectures, the obligatory literature and discussions in class. These are not formally assessed (graded), but students receive written and/or oral feedback on their work.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	A final 4-hour open book examination using essay questions at the end of the module (100% of overall mark).   Assessment is graded according to the Danish 7-point scale (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)  According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.   Re-sits take place as a 30-minute oral exam with 30 minutes preparation time.	30 (no max. number of tropEd students)	Students must live up to the admissions criteria for the Master of International Health:   -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		EU: 30.000 DKK (app. 4000 EUR)   Non-EU: 45.000 DKK (app. 6000 EUR)	Erasmus Mundus (tropEd Track 2a)	The module has been reorganised to ensure a higher degree of coherence between the different topics taught as students have previously found the module to be somewhat fragmented. This has been achieved by using the WHO framework â€œSix Building Blocks of Health Systemsâ€ as the organizing principle. The Learning objectives have been reorganised in accordance with the above changes and the Danish National Qualifications Framework.	Overall, students have positively commented on the fact that the module has many highly experienced and dedicated lecturers who are keen to involve the student and discuss with them.   Over time, the module was by some found to be too fragmented and lacking in coherence in the topics covered.	Steps have been taken to improve coherence and ensure better integration of different aspects of health systems (cf. 20.)	The course takes as a point of departure the WHO framework â€œSix Building Blocks of Health Systemsâ€. This framework assists an understanding of the interaction between the different dimensions and steering mechanisms of health systems. The students will also devote time for a critical assessment of this WHO framework.     The students will work with each of the Building Blocks. Lectures, assignments and seminars built coherency and  ensure critical reflection on the inter-related nature of the Building Blocks.     The following content is included in the module:    A) Introduction to Health Care Systems    - Typology of Health Care Systems  - WHO framework â€œSix Building Blocks of Health Systemsâ€  - Guiding values and principles (e.g.   Paris declaration, Ata Alma Declaration)    - Aid modalities  - Priority setting  - Anthropology of Health Care Systems  - Equity and human rights  - Gender equality  - Pro-poor approaches  - Ultimate outcomes    B) Six Building Blocks of Health Systems    1. Leadership and Governance  - Introduction: central mechanism for health systems strengthening  - Health sector reform  - Decentralization  - Policy   - Project management  - Change management   - Monitoring & evaluation   - Quality assurance   - Accountability  - Transparency and good governance  - Donor funding, harmonization, alignment    2. Financing  - Health care market  - Basic concepts of economics  - Common types of economic analysis  - Costing of health work force   - Financing methods  - Equity  - Priority setting  - Health insurance models  - Provider payment models  - Public-private sector    3. Health work force  - Human resources   - Distribution  - Performance, management and monitoring  - National and international brain drain  - Supervision and accountability  - Motivation and retention   - Anthropological perspectives on work force motivation, commitment and performance     4. Service Delivery  - Quality of Care,   - Efficiency & productivity  - Access (accessibility, acceptability, affordability)  - Vertical vs. horizontal programs  - Demand and coverage  - Service delivery models  - Health promotion and prevention  - Primary health care    5. Medical Products, Vaccines and Technologies  - Global and national policies   - Political and ethical perspectives: Equal and universal access  - Product selection and procurement  - Requirements planning and forecasting  - Quality and safety  - Inventory management  - Rational use of products  - Development of new products (Example given by Malaria vaccine researchers)  - Essential drug program  - Anthropology of medicines and medical technologies     6. Information and health communication  - National Health Information Systems (models and central concepts)  - SWAP â€“ donor requirements, Paris Agenda  - National surveillance and response  - Standards, methods and tools applied  - Analysis and application of national health information systems data  - IEC (information, education, communication) approaches  - Core theories and principles in health communication    C) Cross cutting assignment work and seminars (four assignments/ 1 mid-term seminar)  - Health, human rights and equity  - Health sector reform and gender  - Health work force â€“ attrition and motivation  - Anthropology of the interface between health system and communities  - Seminar: Financing & policy - Reaching the marginalized)	Denmark	Governance			10 ECTS credits	
Health Care Systems in Low- and Middle-Income Societies	By the end of the module, the student should be able to:    Knowledge:  Analyse the historical, cultural, organizational, economical and political aspects of health care systems in low- and middle-income societies from an interdisciplinary perspective.    Discuss central health systems challenges and priorities in relation to service delivery, the health workforce, information, tools and technologies, financing, leadership and governance.    Evaluate central mechanisms for health systems strengthening in terms of service delivery, human resources, information, tools, products and technologies, financing, leadership and governance.      Skills:  Independently retrieve, analyse and compare academic literature on health systems     Appraise examples of health systems interventions that aim to strengthen health and equity     Identify health systems theories, models and tools and assess their strengths and weaknesses with a view to applicability in a low- and middle income setting     Competences:  Assess and discuss complex health systems related challenges and propose new solutions    Apply change management tools and approaches to a hypothetical case    Take responsibility for own academic development and specialization during the module		0	spollak@sund.ku.dk	2011-11-16 03:42:11	2013-11-21	2016-06-27 21:33:36	troped	troped	0							2011-11-16 04:46:18	300 hours  Contact hours: approx. 110 (94 lecture hours, 12 seminar hours, 4-hour examination)  Self-study hours: approx. 190 (incl.10 hours for exam preparation)	2014-02-03	2014-04-04	Accredited 2001 in Budapest; re-accredied in Stockholm in September 2007; in Barcelona in October 2011 and in Brescia, January 2013. This accreditation is valid until January 2018.	The module is organised with three 45-minute lectures in the morning four days a week and with one study day a week. There may occasionally be two lectures or organised group- or individual work in the afternoon until 15.00. The lectures include student involvement in discussions and facilitated group work. Apart from lectures, a mid-term seminar takes place which aims to synthesise the different topics taught so far and underline the interrelated nature of e.g. policy and financing, health information systems and governance.  The students have to work with four minor assignments during the module that aim to strengthen the students ability to reflect critically on the content of lectures, the obligatory literature and discussions in class. These are not formally assessed (graded), but students receive written and/or oral feedback on their work.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	A final 4-hour open book examination using essay questions at the end of the module (100% of overall mark).   Assessment is graded according to the Danish 7-point scale (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)  According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.   Re-sits take place as a 30-minute oral exam with 30 minutes preparation time.	30 (no max. number of tropEd students)	Students must live up to the admissions criteria for the Master of International Health:   -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		EU: 30.000 DKK (app. 4000 EUR)   Non-EU: 45.000 DKK (app. 6000 EUR)	Erasmus Mundus (tropEd Track 2a)	The module has been reorganised to ensure a higher degree of coherence between the different topics taught as students have previously found the module to be somewhat fragmented. This has been achieved by using the WHO framework â€œSix Building Blocks of Health Systemsâ€ as the organizing principle. The Learning objectives have been reorganised in accordance with the above changes and the Danish National Qualifications Framework.	Overall, students have positively commented on the fact that the module has many highly experienced and dedicated lecturers who are keen to involve the student and discuss with them.   Over time, the module was by some found to be too fragmented and lacking in coherence in the topics covered.	Steps have been taken to improve coherence and ensure better integration of different aspects of health systems (cf. 20.)	The course takes as a point of departure the WHO framework â€œSix Building Blocks of Health Systemsâ€. This framework assists an understanding of the interaction between the different dimensions and steering mechanisms of health systems. The students will also devote time for a critical assessment of this WHO framework.     The students will work with each of the Building Blocks. Lectures, assignments and seminars built coherency and  ensure critical reflection on the inter-related nature of the Building Blocks.     The following content is included in the module:    A) Introduction to Health Care Systems    - Typology of Health Care Systems  - WHO framework â€œSix Building Blocks of Health Systemsâ€  - Guiding values and principles (e.g.   Paris declaration, Ata Alma Declaration)    - Aid modalities  - Priority setting  - Anthropology of Health Care Systems  - Equity and human rights  - Gender equality  - Pro-poor approaches  - Ultimate outcomes    B) Six Building Blocks of Health Systems    1. Leadership and Governance  - Introduction: central mechanism for health systems strengthening  - Health sector reform  - Decentralization  - Policy   - Project management  - Change management   - Monitoring & evaluation   - Quality assurance   - Accountability  - Transparency and good governance  - Donor funding, harmonization, alignment    2. Financing  - Health care market  - Basic concepts of economics  - Common types of economic analysis  - Costing of health work force   - Financing methods  - Equity  - Priority setting  - Health insurance models  - Provider payment models  - Public-private sector    3. Health work force  - Human resources   - Distribution  - Performance, management and monitoring  - National and international brain drain  - Supervision and accountability  - Motivation and retention   - Anthropological perspectives on work force motivation, commitment and performance     4. Service Delivery  - Quality of Care,   - Efficiency & productivity  - Access (accessibility, acceptability, affordability)  - Vertical vs. horizontal programs  - Demand and coverage  - Service delivery models  - Health promotion and prevention  - Primary health care    5. Medical Products, Vaccines and Technologies  - Global and national policies   - Political and ethical perspectives: Equal and universal access  - Product selection and procurement  - Requirements planning and forecasting  - Quality and safety  - Inventory management  - Rational use of products  - Development of new products (Example given by Malaria vaccine researchers)  - Essential drug program  - Anthropology of medicines and medical technologies     6. Information and health communication  - National Health Information Systems (models and central concepts)  - SWAP â€“ donor requirements, Paris Agenda  - National surveillance and response  - Standards, methods and tools applied  - Analysis and application of national health information systems data  - IEC (information, education, communication) approaches  - Core theories and principles in health communication    C) Cross cutting assignment work and seminars (four assignments/ 1 mid-term seminar)  - Health, human rights and equity  - Health sector reform and gender  - Health work force â€“ attrition and motivation  - Anthropology of the interface between health system and communities  - Seminar: Financing & policy - Reaching the marginalized)		Health economics				
Health Care Systems in Low- and Middle-Income Societies	By the end of the module, the student should be able to:    Knowledge:  Analyse the historical, cultural, organizational, economical and political aspects of health care systems in low- and middle-income societies from an interdisciplinary perspective.    Discuss central health systems challenges and priorities in relation to service delivery, the health workforce, information, tools and technologies, financing, leadership and governance.    Evaluate central mechanisms for health systems strengthening in terms of service delivery, human resources, information, tools, products and technologies, financing, leadership and governance.      Skills:  Independently retrieve, analyse and compare academic literature on health systems     Appraise examples of health systems interventions that aim to strengthen health and equity     Identify health systems theories, models and tools and assess their strengths and weaknesses with a view to applicability in a low- and middle income setting     Competences:  Assess and discuss complex health systems related challenges and propose new solutions    Apply change management tools and approaches to a hypothetical case    Take responsibility for own academic development and specialization during the module		0	spollak@sund.ku.dk	2011-11-16 03:42:11	2013-11-21	2016-06-27 21:33:36	troped	troped	0							2011-11-16 04:46:18	300 hours  Contact hours: approx. 110 (94 lecture hours, 12 seminar hours, 4-hour examination)  Self-study hours: approx. 190 (incl.10 hours for exam preparation)	2014-02-03	2014-04-04	Accredited 2001 in Budapest; re-accredied in Stockholm in September 2007; in Barcelona in October 2011 and in Brescia, January 2013. This accreditation is valid until January 2018.	The module is organised with three 45-minute lectures in the morning four days a week and with one study day a week. There may occasionally be two lectures or organised group- or individual work in the afternoon until 15.00. The lectures include student involvement in discussions and facilitated group work. Apart from lectures, a mid-term seminar takes place which aims to synthesise the different topics taught so far and underline the interrelated nature of e.g. policy and financing, health information systems and governance.  The students have to work with four minor assignments during the module that aim to strengthen the students ability to reflect critically on the content of lectures, the obligatory literature and discussions in class. These are not formally assessed (graded), but students receive written and/or oral feedback on their work.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	A final 4-hour open book examination using essay questions at the end of the module (100% of overall mark).   Assessment is graded according to the Danish 7-point scale (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)  According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.   Re-sits take place as a 30-minute oral exam with 30 minutes preparation time.	30 (no max. number of tropEd students)	Students must live up to the admissions criteria for the Master of International Health:   -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		EU: 30.000 DKK (app. 4000 EUR)   Non-EU: 45.000 DKK (app. 6000 EUR)	Erasmus Mundus (tropEd Track 2a)	The module has been reorganised to ensure a higher degree of coherence between the different topics taught as students have previously found the module to be somewhat fragmented. This has been achieved by using the WHO framework â€œSix Building Blocks of Health Systemsâ€ as the organizing principle. The Learning objectives have been reorganised in accordance with the above changes and the Danish National Qualifications Framework.	Overall, students have positively commented on the fact that the module has many highly experienced and dedicated lecturers who are keen to involve the student and discuss with them.   Over time, the module was by some found to be too fragmented and lacking in coherence in the topics covered.	Steps have been taken to improve coherence and ensure better integration of different aspects of health systems (cf. 20.)	The course takes as a point of departure the WHO framework â€œSix Building Blocks of Health Systemsâ€. This framework assists an understanding of the interaction between the different dimensions and steering mechanisms of health systems. The students will also devote time for a critical assessment of this WHO framework.     The students will work with each of the Building Blocks. Lectures, assignments and seminars built coherency and  ensure critical reflection on the inter-related nature of the Building Blocks.     The following content is included in the module:    A) Introduction to Health Care Systems    - Typology of Health Care Systems  - WHO framework â€œSix Building Blocks of Health Systemsâ€  - Guiding values and principles (e.g.   Paris declaration, Ata Alma Declaration)    - Aid modalities  - Priority setting  - Anthropology of Health Care Systems  - Equity and human rights  - Gender equality  - Pro-poor approaches  - Ultimate outcomes    B) Six Building Blocks of Health Systems    1. Leadership and Governance  - Introduction: central mechanism for health systems strengthening  - Health sector reform  - Decentralization  - Policy   - Project management  - Change management   - Monitoring & evaluation   - Quality assurance   - Accountability  - Transparency and good governance  - Donor funding, harmonization, alignment    2. Financing  - Health care market  - Basic concepts of economics  - Common types of economic analysis  - Costing of health work force   - Financing methods  - Equity  - Priority setting  - Health insurance models  - Provider payment models  - Public-private sector    3. Health work force  - Human resources   - Distribution  - Performance, management and monitoring  - National and international brain drain  - Supervision and accountability  - Motivation and retention   - Anthropological perspectives on work force motivation, commitment and performance     4. Service Delivery  - Quality of Care,   - Efficiency & productivity  - Access (accessibility, acceptability, affordability)  - Vertical vs. horizontal programs  - Demand and coverage  - Service delivery models  - Health promotion and prevention  - Primary health care    5. Medical Products, Vaccines and Technologies  - Global and national policies   - Political and ethical perspectives: Equal and universal access  - Product selection and procurement  - Requirements planning and forecasting  - Quality and safety  - Inventory management  - Rational use of products  - Development of new products (Example given by Malaria vaccine researchers)  - Essential drug program  - Anthropology of medicines and medical technologies     6. Information and health communication  - National Health Information Systems (models and central concepts)  - SWAP â€“ donor requirements, Paris Agenda  - National surveillance and response  - Standards, methods and tools applied  - Analysis and application of national health information systems data  - IEC (information, education, communication) approaches  - Core theories and principles in health communication    C) Cross cutting assignment work and seminars (four assignments/ 1 mid-term seminar)  - Health, human rights and equity  - Health sector reform and gender  - Health work force â€“ attrition and motivation  - Anthropology of the interface between health system and communities  - Seminar: Financing & policy - Reaching the marginalized)		Organisation				
Health Care Systems in Low- and Middle-Income Societies	By the end of the module, the student should be able to:    Knowledge:  Analyse the historical, cultural, organizational, economical and political aspects of health care systems in low- and middle-income societies from an interdisciplinary perspective.    Discuss central health systems challenges and priorities in relation to service delivery, the health workforce, information, tools and technologies, financing, leadership and governance.    Evaluate central mechanisms for health systems strengthening in terms of service delivery, human resources, information, tools, products and technologies, financing, leadership and governance.      Skills:  Independently retrieve, analyse and compare academic literature on health systems     Appraise examples of health systems interventions that aim to strengthen health and equity     Identify health systems theories, models and tools and assess their strengths and weaknesses with a view to applicability in a low- and middle income setting     Competences:  Assess and discuss complex health systems related challenges and propose new solutions    Apply change management tools and approaches to a hypothetical case    Take responsibility for own academic development and specialization during the module		0	spollak@sund.ku.dk	2011-11-16 03:42:11	2013-11-21	2016-06-27 21:33:36	troped	troped	0							2011-11-16 04:46:18	300 hours  Contact hours: approx. 110 (94 lecture hours, 12 seminar hours, 4-hour examination)  Self-study hours: approx. 190 (incl.10 hours for exam preparation)	2014-02-03	2014-04-04	Accredited 2001 in Budapest; re-accredied in Stockholm in September 2007; in Barcelona in October 2011 and in Brescia, January 2013. This accreditation is valid until January 2018.	The module is organised with three 45-minute lectures in the morning four days a week and with one study day a week. There may occasionally be two lectures or organised group- or individual work in the afternoon until 15.00. The lectures include student involvement in discussions and facilitated group work. Apart from lectures, a mid-term seminar takes place which aims to synthesise the different topics taught so far and underline the interrelated nature of e.g. policy and financing, health information systems and governance.  The students have to work with four minor assignments during the module that aim to strengthen the students ability to reflect critically on the content of lectures, the obligatory literature and discussions in class. These are not formally assessed (graded), but students receive written and/or oral feedback on their work.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	A final 4-hour open book examination using essay questions at the end of the module (100% of overall mark).   Assessment is graded according to the Danish 7-point scale (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)  According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.   Re-sits take place as a 30-minute oral exam with 30 minutes preparation time.	30 (no max. number of tropEd students)	Students must live up to the admissions criteria for the Master of International Health:   -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		EU: 30.000 DKK (app. 4000 EUR)   Non-EU: 45.000 DKK (app. 6000 EUR)	Erasmus Mundus (tropEd Track 2a)	The module has been reorganised to ensure a higher degree of coherence between the different topics taught as students have previously found the module to be somewhat fragmented. This has been achieved by using the WHO framework â€œSix Building Blocks of Health Systemsâ€ as the organizing principle. The Learning objectives have been reorganised in accordance with the above changes and the Danish National Qualifications Framework.	Overall, students have positively commented on the fact that the module has many highly experienced and dedicated lecturers who are keen to involve the student and discuss with them.   Over time, the module was by some found to be too fragmented and lacking in coherence in the topics covered.	Steps have been taken to improve coherence and ensure better integration of different aspects of health systems (cf. 20.)	The course takes as a point of departure the WHO framework â€œSix Building Blocks of Health Systemsâ€. This framework assists an understanding of the interaction between the different dimensions and steering mechanisms of health systems. The students will also devote time for a critical assessment of this WHO framework.     The students will work with each of the Building Blocks. Lectures, assignments and seminars built coherency and  ensure critical reflection on the inter-related nature of the Building Blocks.     The following content is included in the module:    A) Introduction to Health Care Systems    - Typology of Health Care Systems  - WHO framework â€œSix Building Blocks of Health Systemsâ€  - Guiding values and principles (e.g.   Paris declaration, Ata Alma Declaration)    - Aid modalities  - Priority setting  - Anthropology of Health Care Systems  - Equity and human rights  - Gender equality  - Pro-poor approaches  - Ultimate outcomes    B) Six Building Blocks of Health Systems    1. Leadership and Governance  - Introduction: central mechanism for health systems strengthening  - Health sector reform  - Decentralization  - Policy   - Project management  - Change management   - Monitoring & evaluation   - Quality assurance   - Accountability  - Transparency and good governance  - Donor funding, harmonization, alignment    2. Financing  - Health care market  - Basic concepts of economics  - Common types of economic analysis  - Costing of health work force   - Financing methods  - Equity  - Priority setting  - Health insurance models  - Provider payment models  - Public-private sector    3. Health work force  - Human resources   - Distribution  - Performance, management and monitoring  - National and international brain drain  - Supervision and accountability  - Motivation and retention   - Anthropological perspectives on work force motivation, commitment and performance     4. Service Delivery  - Quality of Care,   - Efficiency & productivity  - Access (accessibility, acceptability, affordability)  - Vertical vs. horizontal programs  - Demand and coverage  - Service delivery models  - Health promotion and prevention  - Primary health care    5. Medical Products, Vaccines and Technologies  - Global and national policies   - Political and ethical perspectives: Equal and universal access  - Product selection and procurement  - Requirements planning and forecasting  - Quality and safety  - Inventory management  - Rational use of products  - Development of new products (Example given by Malaria vaccine researchers)  - Essential drug program  - Anthropology of medicines and medical technologies     6. Information and health communication  - National Health Information Systems (models and central concepts)  - SWAP â€“ donor requirements, Paris Agenda  - National surveillance and response  - Standards, methods and tools applied  - Analysis and application of national health information systems data  - IEC (information, education, communication) approaches  - Core theories and principles in health communication    C) Cross cutting assignment work and seminars (four assignments/ 1 mid-term seminar)  - Health, human rights and equity  - Health sector reform and gender  - Health work force â€“ attrition and motivation  - Anthropology of the interface between health system and communities  - Seminar: Financing & policy - Reaching the marginalized)						
Clinical trials and infectious and tropical diseases	The course aims to provide students with a comprehensive understanding of clinical trial design, implementation, and methods of analysis, with a strong emphasis on linking theoretical concepts to practical application.  The course begins with a thorough review of the theoretical concepts essential to trial design. Following are several sessions on the practicalities of trial implementation such as dealing with ethical issues, trial logistics, data management, and financing.  The course ends with several guess lectures where students are given the opportunity to learn and interact with experts who have conducted clinical trials in areas such as HIV, TB, and hepatitis.  The course focuses on clinical trials conducted in the field of infectious and tropical diseases and in the context of developing countries, but the concepts and methods covered in the course are applicable to clinical trials conducted in any setting.  By the end of the course, students should be able to:  -  Describe in depth the different types of clinical trials and the primary methods of design, implementation and analysis  -  Elaborate on the legislative and technical processes involved in clinical trial development and implementation   -  Develop a clinical trial protocol  -  Identify ethical and safety issues key to clinical trials in low and middle income countries  -  Use the tools and methods essential for designing and managing clinical trials  -  Thoroughly critique the design and implementation of clinical trials  -  Choose the appropriate method of analysis  -  Critically interpret and report clinical trial results  -  Identify challenges in communicating clinical trial results		0		2011-11-16 03:56:12	2011-11-16	2012-09-07 16:44:48	troped	troped	0				Arnaud Fontanet 	French	advanced optional	2011-11-16 05:01:41	6 ECTS â€“ full-time (Monday-Friday)	2009-03-02	2009-03-27	Accredited in Copenhagen, September 2008, valid until September 2013	The course includes introductory lectures, specialized guest lecturers, computer-based practical exercises, and directed self study.  Each student receives a copy of key text book â€œEssais cliniques - Théorie, pratique et critiqueâ€ by G. Bouvenot and M. Vray.		1)  Group project/presentation (50%): In groups of 2-3, students will work together to develop a study protocol that addresses a specific research question of their choosing.  The rational, objectives, and methodology of the protocol are then presented to the class during a15-minute presentation and the students respond to questions.    2) Open-book examination (50%): The exam consists of several questions calling for a critical analysis of practical examples related to clinical trials.  For Troped students who do not pass the examination (mark &#8805; 10/20), additional reading material will be provided and it will be possible to take the written part of the examination again within two months.	Maximum of 30 students; maximum of 5 tropEd students	-  At least three years of academic training in biology or the medical sciences at the university level   -  For students with no prior training in biostatistics, a 5-day training session will be provided prior to the beginning of the course  -  For students who have not followed secondary education in French, a level of French proficiency equivalent to a level 4 at the TCF examination is required.		600 euros (+ 200 euros for the optional 5-day training session on biostatistics)					-  History of clinical trials, including phases of development, the role of the pharmaceutical industry, and legislative developments  -  Phases of drug research and development  -  Principles and design of clinical trials, such as randomization, blinding and causality  -  Trial protocols and types of clinical trials  -  Superiority, non-inferiority, and equivalence trials  -  Ethical issues and good clinical practice  -  Ethical conduct of trials in low and middle-income countries  -  Procedures for informed consent  -  Methods of randomization  -  Individual versus community randomization  -  Managing and monitoring trials  -  Informed consent  -  Sample size and power estimation  -  Methods of analysis, including intention to treat and per protocol analyses  -  Declaration and follow-up of serious adverse events  -  Scientific committees, data and safety advisory boards, and regulatory oversight  -  Databases, clinical report forms, and other tools  -  Introduction to vaccine trials  -  Reports, publications, oral communications  -  Critical reading of articles  -  Guest lectures on field experience in clinical trials evaluating products (drugs or vaccines) for HIV, malaria, tuberculosis, hepatitis B.  -  Ongoing work on individual projects with a presentation at the end	France					
Clinical trials and infectious and tropical diseases	The course aims to provide students with a comprehensive understanding of clinical trial design, implementation, and methods of analysis, with a strong emphasis on linking theoretical concepts to practical application.  The course begins with a thorough review of the theoretical concepts essential to trial design. Following are several sessions on the practicalities of trial implementation such as dealing with ethical issues, trial logistics, data management, and financing.  The course ends with several guess lectures where students are given the opportunity to learn and interact with experts who have conducted clinical trials in areas such as HIV, TB, and hepatitis.  The course focuses on clinical trials conducted in the field of infectious and tropical diseases and in the context of developing countries, but the concepts and methods covered in the course are applicable to clinical trials conducted in any setting.  By the end of the course, students should be able to:  -  Describe in depth the different types of clinical trials and the primary methods of design, implementation and analysis  -  Elaborate on the legislative and technical processes involved in clinical trial development and implementation   -  Develop a clinical trial protocol  -  Identify ethical and safety issues key to clinical trials in low and middle income countries  -  Use the tools and methods essential for designing and managing clinical trials  -  Thoroughly critique the design and implementation of clinical trials  -  Choose the appropriate method of analysis  -  Critically interpret and report clinical trial results  -  Identify challenges in communicating clinical trial results		0		2011-11-16 03:56:12	2011-11-16	2012-09-07 16:44:48	troped	troped	0				Muriel Vray 			2011-11-16 05:01:41	6 ECTS â€“ full-time (Monday-Friday)	2009-03-02	2009-03-27	Accredited in Copenhagen, September 2008, valid until September 2013	The course includes introductory lectures, specialized guest lecturers, computer-based practical exercises, and directed self study.  Each student receives a copy of key text book â€œEssais cliniques - Théorie, pratique et critiqueâ€ by G. Bouvenot and M. Vray.		1)  Group project/presentation (50%): In groups of 2-3, students will work together to develop a study protocol that addresses a specific research question of their choosing.  The rational, objectives, and methodology of the protocol are then presented to the class during a15-minute presentation and the students respond to questions.    2) Open-book examination (50%): The exam consists of several questions calling for a critical analysis of practical examples related to clinical trials.  For Troped students who do not pass the examination (mark &#8805; 10/20), additional reading material will be provided and it will be possible to take the written part of the examination again within two months.	Maximum of 30 students; maximum of 5 tropEd students	-  At least three years of academic training in biology or the medical sciences at the university level   -  For students with no prior training in biostatistics, a 5-day training session will be provided prior to the beginning of the course  -  For students who have not followed secondary education in French, a level of French proficiency equivalent to a level 4 at the TCF examination is required.		600 euros (+ 200 euros for the optional 5-day training session on biostatistics)					-  History of clinical trials, including phases of development, the role of the pharmaceutical industry, and legislative developments  -  Phases of drug research and development  -  Principles and design of clinical trials, such as randomization, blinding and causality  -  Trial protocols and types of clinical trials  -  Superiority, non-inferiority, and equivalence trials  -  Ethical issues and good clinical practice  -  Ethical conduct of trials in low and middle-income countries  -  Procedures for informed consent  -  Methods of randomization  -  Individual versus community randomization  -  Managing and monitoring trials  -  Informed consent  -  Sample size and power estimation  -  Methods of analysis, including intention to treat and per protocol analyses  -  Declaration and follow-up of serious adverse events  -  Scientific committees, data and safety advisory boards, and regulatory oversight  -  Databases, clinical report forms, and other tools  -  Introduction to vaccine trials  -  Reports, publications, oral communications  -  Critical reading of articles  -  Guest lectures on field experience in clinical trials evaluating products (drugs or vaccines) for HIV, malaria, tuberculosis, hepatitis B.  -  Ongoing work on individual projects with a presentation at the end						
Clinical trials and infectious and tropical diseases	The course aims to provide students with a comprehensive understanding of clinical trial design, implementation, and methods of analysis, with a strong emphasis on linking theoretical concepts to practical application.  The course begins with a thorough review of the theoretical concepts essential to trial design. Following are several sessions on the practicalities of trial implementation such as dealing with ethical issues, trial logistics, data management, and financing.  The course ends with several guess lectures where students are given the opportunity to learn and interact with experts who have conducted clinical trials in areas such as HIV, TB, and hepatitis.  The course focuses on clinical trials conducted in the field of infectious and tropical diseases and in the context of developing countries, but the concepts and methods covered in the course are applicable to clinical trials conducted in any setting.  By the end of the course, students should be able to:  -  Describe in depth the different types of clinical trials and the primary methods of design, implementation and analysis  -  Elaborate on the legislative and technical processes involved in clinical trial development and implementation   -  Develop a clinical trial protocol  -  Identify ethical and safety issues key to clinical trials in low and middle income countries  -  Use the tools and methods essential for designing and managing clinical trials  -  Thoroughly critique the design and implementation of clinical trials  -  Choose the appropriate method of analysis  -  Critically interpret and report clinical trial results  -  Identify challenges in communicating clinical trial results		0		2011-11-16 03:56:12	2011-11-16	2012-09-07 16:44:48	troped	troped	0							2011-11-16 05:01:41	6 ECTS â€“ full-time (Monday-Friday)	2009-03-02	2009-03-27	Accredited in Copenhagen, September 2008, valid until September 2013	The course includes introductory lectures, specialized guest lecturers, computer-based practical exercises, and directed self study.  Each student receives a copy of key text book â€œEssais cliniques - Théorie, pratique et critiqueâ€ by G. Bouvenot and M. Vray.		1)  Group project/presentation (50%): In groups of 2-3, students will work together to develop a study protocol that addresses a specific research question of their choosing.  The rational, objectives, and methodology of the protocol are then presented to the class during a15-minute presentation and the students respond to questions.    2) Open-book examination (50%): The exam consists of several questions calling for a critical analysis of practical examples related to clinical trials.  For Troped students who do not pass the examination (mark &#8805; 10/20), additional reading material will be provided and it will be possible to take the written part of the examination again within two months.	Maximum of 30 students; maximum of 5 tropEd students	-  At least three years of academic training in biology or the medical sciences at the university level   -  For students with no prior training in biostatistics, a 5-day training session will be provided prior to the beginning of the course  -  For students who have not followed secondary education in French, a level of French proficiency equivalent to a level 4 at the TCF examination is required.		600 euros (+ 200 euros for the optional 5-day training session on biostatistics)					-  History of clinical trials, including phases of development, the role of the pharmaceutical industry, and legislative developments  -  Phases of drug research and development  -  Principles and design of clinical trials, such as randomization, blinding and causality  -  Trial protocols and types of clinical trials  -  Superiority, non-inferiority, and equivalence trials  -  Ethical issues and good clinical practice  -  Ethical conduct of trials in low and middle-income countries  -  Procedures for informed consent  -  Methods of randomization  -  Individual versus community randomization  -  Managing and monitoring trials  -  Informed consent  -  Sample size and power estimation  -  Methods of analysis, including intention to treat and per protocol analyses  -  Declaration and follow-up of serious adverse events  -  Scientific committees, data and safety advisory boards, and regulatory oversight  -  Databases, clinical report forms, and other tools  -  Introduction to vaccine trials  -  Reports, publications, oral communications  -  Critical reading of articles  -  Guest lectures on field experience in clinical trials evaluating products (drugs or vaccines) for HIV, malaria, tuberculosis, hepatitis B.  -  Ongoing work on individual projects with a presentation at the end						
Decision-making in Public Health: Evidence, Politics or Diplomacy	<br>By the end of this course participants will be able to:    â€¢ Establish and critically discuss evidence-informed concepts   and identify different approaches for health policy decisions  â€¢ Develop strategies for evidence-based decision-making and pertinent evidence-informed decisions on a given problem in the field of health, including prioritization of information, critical appraisal and synthesis of information  â€¢ Identify and involve stakeholders influencing health research, policy and practice		0	grys@uni-heidelberg.de	2011-11-16 04:03:23	2018-06-10	2019-10-18 10:45:43	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	5 days + pre-reading	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Dr. Olaf Horstick	English	advanced optional	2011-11-16 05:12:37	<br>60 SIT  (40 hours contact time and 20 hours self-study time, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.	2019-05-20	2019-05-24	<br>Accredited in Bordeaux 2007 and re-accredited in October 2011. Re-accredited in Uppsala, September 2012 with 2 ECTS and re-accredited in November 2017.  This accreditation is valid until November 2022.	<br>The course aims to initiate an active participatory learning process.   â€¢ Key facts and concepts are addressed in the interactive lectures, which amount to 16 hours of the coursework.   â€¢ 10 hours of individual reading assignments deepens this knowledge.   â€¢ Development of related skills is supported by tutored individual practical exercises during the course (10 hours) and individual written assignments (10 hours) to be submitted after course end.   â€¢ Case studies are used for better understanding and analysing processes at work in the dynamics between evidence, policy and practice. These form the basis for group work (max 5 participants per group) followed by group presentations (10 hours).   â€¢ A panel debate and plenary discussion is used to synthesize the contents at the end of the module (4 hours)		<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.   Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment (essay), 2500 words; critical synthesis of retrieved information on selected topics  â€¢ 40%: Group work, 15 min oral presentation on selected topics    If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR, General admission:  750 EUR	None.	<br>No major changes since last accreditation. The course is now coordinated by two persons.	<br>Overall, the course received very good evaluations. The participatory approach with strong group work elements on â€œassess, choose and changeâ€ is perceived as one of the strengths of the course. Suggestions for improvement included a more structured guidance for group work processes.	<br>More clear guidance at the beginning of the group work process is needed.	<br>This course aims to provide students with the necessary tools to develop  evidence-informed decisions in health.     First - the module aims to equip students with the skills to systematically assess and critically appraise existing information (literature, reports, websites, databases - building on simple searches for high level authoritative evidence, or (if this is not available) developing concepts how to establish evidence-informed technical overviews).     Students learn to provide evidence for their own managerial decision-making, but also for communicating and translating such evidence into the process of changing and improving policy and practice.     Second - With case studies other approaches of decision-making in health, as often applied in practice, such as political or diplomacy-driven approaches will be identified. This aims to raise awareness of students to the different motives of stakeholders in decision-making.     Third - strategies for ensuring the use of evidence-informed decisions will be discussed, with a focus on concepts to establish evidence-informed technical overviews   including  â€¢ methods and tools that increase evidence relevance for practice, e.g.: involving decision-makers and communities, using effective communication strategies   â€¢ synthesis and presentation of evidence-informed analysis	Germany	Disease prevention, control and elimination	Face to face		2 ECTS credits	
Decision-making in Public Health: Evidence, Politics or Diplomacy	<br>By the end of this course participants will be able to:    â€¢ Establish and critically discuss evidence-informed concepts   and identify different approaches for health policy decisions  â€¢ Develop strategies for evidence-based decision-making and pertinent evidence-informed decisions on a given problem in the field of health, including prioritization of information, critical appraisal and synthesis of information  â€¢ Identify and involve stakeholders influencing health research, policy and practice		0	grys@uni-heidelberg.de	2011-11-16 04:03:23	2018-06-10	2019-10-18 10:45:43	troped	troped	0		5 days + pre-reading	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Dr. Silvia Runge-Ranzinger			2011-11-16 05:12:37	<br>60 SIT  (40 hours contact time and 20 hours self-study time, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.	2019-05-20	2019-05-24	<br>Accredited in Bordeaux 2007 and re-accredited in October 2011. Re-accredited in Uppsala, September 2012 with 2 ECTS and re-accredited in November 2017.  This accreditation is valid until November 2022.	<br>The course aims to initiate an active participatory learning process.   â€¢ Key facts and concepts are addressed in the interactive lectures, which amount to 16 hours of the coursework.   â€¢ 10 hours of individual reading assignments deepens this knowledge.   â€¢ Development of related skills is supported by tutored individual practical exercises during the course (10 hours) and individual written assignments (10 hours) to be submitted after course end.   â€¢ Case studies are used for better understanding and analysing processes at work in the dynamics between evidence, policy and practice. These form the basis for group work (max 5 participants per group) followed by group presentations (10 hours).   â€¢ A panel debate and plenary discussion is used to synthesize the contents at the end of the module (4 hours)		<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.   Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment (essay), 2500 words; critical synthesis of retrieved information on selected topics  â€¢ 40%: Group work, 15 min oral presentation on selected topics    If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR, General admission:  750 EUR	None.	<br>No major changes since last accreditation. The course is now coordinated by two persons.	<br>Overall, the course received very good evaluations. The participatory approach with strong group work elements on â€œassess, choose and changeâ€ is perceived as one of the strengths of the course. Suggestions for improvement included a more structured guidance for group work processes.	<br>More clear guidance at the beginning of the group work process is needed.	<br>This course aims to provide students with the necessary tools to develop  evidence-informed decisions in health.     First - the module aims to equip students with the skills to systematically assess and critically appraise existing information (literature, reports, websites, databases - building on simple searches for high level authoritative evidence, or (if this is not available) developing concepts how to establish evidence-informed technical overviews).     Students learn to provide evidence for their own managerial decision-making, but also for communicating and translating such evidence into the process of changing and improving policy and practice.     Second - With case studies other approaches of decision-making in health, as often applied in practice, such as political or diplomacy-driven approaches will be identified. This aims to raise awareness of students to the different motives of stakeholders in decision-making.     Third - strategies for ensuring the use of evidence-informed decisions will be discussed, with a focus on concepts to establish evidence-informed technical overviews   including  â€¢ methods and tools that increase evidence relevance for practice, e.g.: involving decision-makers and communities, using effective communication strategies   â€¢ synthesis and presentation of evidence-informed analysis		Evidence based medicine				
Decision-making in Public Health: Evidence, Politics or Diplomacy	<br>By the end of this course participants will be able to:    â€¢ Establish and critically discuss evidence-informed concepts   and identify different approaches for health policy decisions  â€¢ Develop strategies for evidence-based decision-making and pertinent evidence-informed decisions on a given problem in the field of health, including prioritization of information, critical appraisal and synthesis of information  â€¢ Identify and involve stakeholders influencing health research, policy and practice		0	grys@uni-heidelberg.de	2011-11-16 04:03:23	2018-06-10	2019-10-18 10:45:43	troped	troped	0		5 days + pre-reading	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2011-11-16 05:12:37	<br>60 SIT  (40 hours contact time and 20 hours self-study time, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.	2019-05-20	2019-05-24	<br>Accredited in Bordeaux 2007 and re-accredited in October 2011. Re-accredited in Uppsala, September 2012 with 2 ECTS and re-accredited in November 2017.  This accreditation is valid until November 2022.	<br>The course aims to initiate an active participatory learning process.   â€¢ Key facts and concepts are addressed in the interactive lectures, which amount to 16 hours of the coursework.   â€¢ 10 hours of individual reading assignments deepens this knowledge.   â€¢ Development of related skills is supported by tutored individual practical exercises during the course (10 hours) and individual written assignments (10 hours) to be submitted after course end.   â€¢ Case studies are used for better understanding and analysing processes at work in the dynamics between evidence, policy and practice. These form the basis for group work (max 5 participants per group) followed by group presentations (10 hours).   â€¢ A panel debate and plenary discussion is used to synthesize the contents at the end of the module (4 hours)		<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.   Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment (essay), 2500 words; critical synthesis of retrieved information on selected topics  â€¢ 40%: Group work, 15 min oral presentation on selected topics    If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR, General admission:  750 EUR	None.	<br>No major changes since last accreditation. The course is now coordinated by two persons.	<br>Overall, the course received very good evaluations. The participatory approach with strong group work elements on â€œassess, choose and changeâ€ is perceived as one of the strengths of the course. Suggestions for improvement included a more structured guidance for group work processes.	<br>More clear guidance at the beginning of the group work process is needed.	<br>This course aims to provide students with the necessary tools to develop  evidence-informed decisions in health.     First - the module aims to equip students with the skills to systematically assess and critically appraise existing information (literature, reports, websites, databases - building on simple searches for high level authoritative evidence, or (if this is not available) developing concepts how to establish evidence-informed technical overviews).     Students learn to provide evidence for their own managerial decision-making, but also for communicating and translating such evidence into the process of changing and improving policy and practice.     Second - With case studies other approaches of decision-making in health, as often applied in practice, such as political or diplomacy-driven approaches will be identified. This aims to raise awareness of students to the different motives of stakeholders in decision-making.     Third - strategies for ensuring the use of evidence-informed decisions will be discussed, with a focus on concepts to establish evidence-informed technical overviews   including  â€¢ methods and tools that increase evidence relevance for practice, e.g.: involving decision-makers and communities, using effective communication strategies   â€¢ synthesis and presentation of evidence-informed analysis		Health Policy (incl. advocacy)				
Decision-making in Public Health: Evidence, Politics or Diplomacy	<br>By the end of this course participants will be able to:    â€¢ Establish and critically discuss evidence-informed concepts   and identify different approaches for health policy decisions  â€¢ Develop strategies for evidence-based decision-making and pertinent evidence-informed decisions on a given problem in the field of health, including prioritization of information, critical appraisal and synthesis of information  â€¢ Identify and involve stakeholders influencing health research, policy and practice		0	grys@uni-heidelberg.de	2011-11-16 04:03:23	2018-06-10	2019-10-18 10:45:43	troped	troped	0		5 days + pre-reading	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2011-11-16 05:12:37	<br>60 SIT  (40 hours contact time and 20 hours self-study time, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.	2019-05-20	2019-05-24	<br>Accredited in Bordeaux 2007 and re-accredited in October 2011. Re-accredited in Uppsala, September 2012 with 2 ECTS and re-accredited in November 2017.  This accreditation is valid until November 2022.	<br>The course aims to initiate an active participatory learning process.   â€¢ Key facts and concepts are addressed in the interactive lectures, which amount to 16 hours of the coursework.   â€¢ 10 hours of individual reading assignments deepens this knowledge.   â€¢ Development of related skills is supported by tutored individual practical exercises during the course (10 hours) and individual written assignments (10 hours) to be submitted after course end.   â€¢ Case studies are used for better understanding and analysing processes at work in the dynamics between evidence, policy and practice. These form the basis for group work (max 5 participants per group) followed by group presentations (10 hours).   â€¢ A panel debate and plenary discussion is used to synthesize the contents at the end of the module (4 hours)		<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.   Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment (essay), 2500 words; critical synthesis of retrieved information on selected topics  â€¢ 40%: Group work, 15 min oral presentation on selected topics    If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR, General admission:  750 EUR	None.	<br>No major changes since last accreditation. The course is now coordinated by two persons.	<br>Overall, the course received very good evaluations. The participatory approach with strong group work elements on â€œassess, choose and changeâ€ is perceived as one of the strengths of the course. Suggestions for improvement included a more structured guidance for group work processes.	<br>More clear guidance at the beginning of the group work process is needed.	<br>This course aims to provide students with the necessary tools to develop  evidence-informed decisions in health.     First - the module aims to equip students with the skills to systematically assess and critically appraise existing information (literature, reports, websites, databases - building on simple searches for high level authoritative evidence, or (if this is not available) developing concepts how to establish evidence-informed technical overviews).     Students learn to provide evidence for their own managerial decision-making, but also for communicating and translating such evidence into the process of changing and improving policy and practice.     Second - With case studies other approaches of decision-making in health, as often applied in practice, such as political or diplomacy-driven approaches will be identified. This aims to raise awareness of students to the different motives of stakeholders in decision-making.     Third - strategies for ensuring the use of evidence-informed decisions will be discussed, with a focus on concepts to establish evidence-informed technical overviews   including  â€¢ methods and tools that increase evidence relevance for practice, e.g.: involving decision-makers and communities, using effective communication strategies   â€¢ synthesis and presentation of evidence-informed analysis						
Advanced Statistical Methods in Epidemiology	<br>At the end of the module, students will be able to:  â€¢ Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.  â€¢ Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding  â€¢ Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them   â€¢ Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques  â€¢ Appraise how results from regression analysis are presented and discussed in the scientific literature.  â€¢ Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.		1	mscih-student@charite.de	2011-11-16 04:14:39	2018-06-27	2020-09-15 10:41:01	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	3 weeks	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin   Campus Virchow-Klinikum   Augustenburger Platz 1  Berlin-Wedding   Germany	Dr. Matthias Borchert	English	advanced optional	2011-11-16 05:20:47	<br>135 hours  90 contact hours (28.5h interactive lectures, 25.5h computer exercises, 6h exercises, 24h data analysis under supervision, 3h revision, 2h exam, 1h feedback)  45 self-study hours (independent)	2021-04-12	2021-04-30	<br>Accredited in Marseille in 2004, re-accredited in Mexico in May 2010,  in Uppsala in September 2012 and in December 2017. Accreditation is valid until December 2022.	<br>The first and the second week are divided into 45% interactive lectures, where subject areas are introduced, and 55% exercises with or without computers, where students can practice their freshly gained knowledge and skills.  The third week devotes 80% to practicing data analysis, using datasets provided by ITMIH. A supervisor meets the students once a day to discuss obstacles and progress, and is available â€“ within reason â€“ for further support upon request.  The remaining 20% of week three are devoted to revision, examination, and feedback.   Note that week three aims at consolidating knowledge and skills, so that no new content is introduced in week three.	<br>Students are expected to bring a calculator without internet connectivity (i.e. not a smartphone etc.) to the teaching sessions and the written exam. We recommend the following calculator: Casio fx-115MS or equivalent.  Recommended textbooks:   For this advanced module: Campbell MJ, 2006. Statistics at Square Two. 2nd edition. London: BMJ Books. ISBN-13: 978-1405134903  For reviewing relevant core course content: Campbell MJ & Swinscow TDV, 2009. Statistics at Square One. 11th edition. London: BMJ Books. ISBN-13: 978-1405191005  The module is run in collaboration with the Antwerp Institute of Tropical Medicine.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Three hour written closed-book examination. The overall pass mark is 60%.  Students who fail will be offered a re-sit examination, which should take place by the beginning of the following semester. Students who fail with a grade between â€œ4.1â€ and â€œ5â€ are offered to have a data analysis report evaluated instead of re-sitting the written closed-book examination. If the report achieves a â€œPassâ€ mark, the final grade will be a â€œ4.0 â€“ Sufficientâ€.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max 24 students .  Students and participants must attend 80% of the teaching time.	<br>Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (29 Jan 2018).  Deadline for payment: 8 weeks before module start (12 Feb 2018).  We shall confirm the module 6 weeks before module start latest (26 Feb 2018), subject to a sufficient number of applications. Late applications will be considered as long as places are available.	<br>1.237,50 EUR for tropEd MScIH students   1.546,88 EUR for guest students incl. Diploma	<br>none	<br>Given the complexity of the issues addressed in this module we continue to devote a substantial amount of time (2.5 days) to the revision of content covered for a first time in ITMIHâ€™s core course. This revision has been found to be helpful, even necessary for many students.  The content of the module has been revised with the view to emphasise content that many students tend to need for epidemiological MScIH thesis projects, and to deemphasize other advanced content. Therefore the analysis techniques for cluster survey data and data from matched case control studies have been added, while standardisation has been eliminated. Linear and logistic regression continue to be taught, the latter quite extensively given its importance in epidemiological research, while Poisson regression has been eliminated, as few students will analyse data from open cohort studies as MScIH thesis project.  Overall, the emphasis has moved away from mathematical background and formulae, in favour of understanding when to use which technique, how to use it, and how to interpret its result. This shift means to take into account the background and interests of the majority of students.  In response to student feedback about the high density of the two-week module and the lack of time to practice new skills, we have decided to add a third week, during which students analyse data sets under supervision. Little new content is being offered in the third week, which is predominantly devoted to consolidate what has been learned in week one and two.  Dr Matthias Borchert (formerly ITMIH, now Robert Koch Institute) took over as course coordinator in 2012. Since then, co-lecturers have come from the Antwerp Institute of Tropical Medicine and the London School of Hygiene and Tropical Medicine.	<br>Overall student evaluation has been very good to excellent. Students were especially pleased with the combination of theory and extensive practical exercises. Students demanded more time to practice data analysis under supervision, and a revision session at the end of the module.	<br>The course has in most years experienced high demand and interest. Most students have limited interest in statistical theory but are keen to acquire knowledge and skills they can use to analyse epidemiological data and to critically read scientific literature where results from multivariable analyses are presented. In the context of ITMIHâ€™s MScIH this advanced module should prepare students to conduct an epidemiological thesis project with competence and confidence.	<br>â€¢ Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.  â€¢ Analysis of cluster survey data  â€¢ Simple and multivariable linear regression  â€¢ Matching in case-control studies, analysis of matched data  â€¢ Unconditional and conditional logistic regression  â€¢ Model selection and variable selection  â€¢ Role of regression techniques in data analysis  â€¢ Role of regression techniques in scientific publications  â€¢ Outlook on further regression methods (regression models for count data, regression models for survival time data)  NB: The focus of the module is on linear, and even more on logistic regression.	Germany	Epidemiology	Face to face		4.5 ECTS credits	
Advanced Statistical Methods in Epidemiology	<br>At the end of the module, students will be able to:  â€¢ Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.  â€¢ Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding  â€¢ Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them   â€¢ Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques  â€¢ Appraise how results from regression analysis are presented and discussed in the scientific literature.  â€¢ Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.		1	mscih-student@charite.de	2011-11-16 04:14:39	2018-06-27	2020-09-15 10:41:01	troped	troped	0		3 weeks	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin   Campus Virchow-Klinikum   Augustenburger Platz 1  Berlin-Wedding   Germany				2011-11-16 05:20:47	<br>135 hours  90 contact hours (28.5h interactive lectures, 25.5h computer exercises, 6h exercises, 24h data analysis under supervision, 3h revision, 2h exam, 1h feedback)  45 self-study hours (independent)	2021-04-12	2021-04-30	<br>Accredited in Marseille in 2004, re-accredited in Mexico in May 2010,  in Uppsala in September 2012 and in December 2017. Accreditation is valid until December 2022.	<br>The first and the second week are divided into 45% interactive lectures, where subject areas are introduced, and 55% exercises with or without computers, where students can practice their freshly gained knowledge and skills.  The third week devotes 80% to practicing data analysis, using datasets provided by ITMIH. A supervisor meets the students once a day to discuss obstacles and progress, and is available â€“ within reason â€“ for further support upon request.  The remaining 20% of week three are devoted to revision, examination, and feedback.   Note that week three aims at consolidating knowledge and skills, so that no new content is introduced in week three.	<br>Students are expected to bring a calculator without internet connectivity (i.e. not a smartphone etc.) to the teaching sessions and the written exam. We recommend the following calculator: Casio fx-115MS or equivalent.  Recommended textbooks:   For this advanced module: Campbell MJ, 2006. Statistics at Square Two. 2nd edition. London: BMJ Books. ISBN-13: 978-1405134903  For reviewing relevant core course content: Campbell MJ & Swinscow TDV, 2009. Statistics at Square One. 11th edition. London: BMJ Books. ISBN-13: 978-1405191005  The module is run in collaboration with the Antwerp Institute of Tropical Medicine.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Three hour written closed-book examination. The overall pass mark is 60%.  Students who fail will be offered a re-sit examination, which should take place by the beginning of the following semester. Students who fail with a grade between â€œ4.1â€ and â€œ5â€ are offered to have a data analysis report evaluated instead of re-sitting the written closed-book examination. If the report achieves a â€œPassâ€ mark, the final grade will be a â€œ4.0 â€“ Sufficientâ€.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max 24 students .  Students and participants must attend 80% of the teaching time.	<br>Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (29 Jan 2018).  Deadline for payment: 8 weeks before module start (12 Feb 2018).  We shall confirm the module 6 weeks before module start latest (26 Feb 2018), subject to a sufficient number of applications. Late applications will be considered as long as places are available.	<br>1.237,50 EUR for tropEd MScIH students   1.546,88 EUR for guest students incl. Diploma	<br>none	<br>Given the complexity of the issues addressed in this module we continue to devote a substantial amount of time (2.5 days) to the revision of content covered for a first time in ITMIHâ€™s core course. This revision has been found to be helpful, even necessary for many students.  The content of the module has been revised with the view to emphasise content that many students tend to need for epidemiological MScIH thesis projects, and to deemphasize other advanced content. Therefore the analysis techniques for cluster survey data and data from matched case control studies have been added, while standardisation has been eliminated. Linear and logistic regression continue to be taught, the latter quite extensively given its importance in epidemiological research, while Poisson regression has been eliminated, as few students will analyse data from open cohort studies as MScIH thesis project.  Overall, the emphasis has moved away from mathematical background and formulae, in favour of understanding when to use which technique, how to use it, and how to interpret its result. This shift means to take into account the background and interests of the majority of students.  In response to student feedback about the high density of the two-week module and the lack of time to practice new skills, we have decided to add a third week, during which students analyse data sets under supervision. Little new content is being offered in the third week, which is predominantly devoted to consolidate what has been learned in week one and two.  Dr Matthias Borchert (formerly ITMIH, now Robert Koch Institute) took over as course coordinator in 2012. Since then, co-lecturers have come from the Antwerp Institute of Tropical Medicine and the London School of Hygiene and Tropical Medicine.	<br>Overall student evaluation has been very good to excellent. Students were especially pleased with the combination of theory and extensive practical exercises. Students demanded more time to practice data analysis under supervision, and a revision session at the end of the module.	<br>The course has in most years experienced high demand and interest. Most students have limited interest in statistical theory but are keen to acquire knowledge and skills they can use to analyse epidemiological data and to critically read scientific literature where results from multivariable analyses are presented. In the context of ITMIHâ€™s MScIH this advanced module should prepare students to conduct an epidemiological thesis project with competence and confidence.	<br>â€¢ Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.  â€¢ Analysis of cluster survey data  â€¢ Simple and multivariable linear regression  â€¢ Matching in case-control studies, analysis of matched data  â€¢ Unconditional and conditional logistic regression  â€¢ Model selection and variable selection  â€¢ Role of regression techniques in data analysis  â€¢ Role of regression techniques in scientific publications  â€¢ Outlook on further regression methods (regression models for count data, regression models for survival time data)  NB: The focus of the module is on linear, and even more on logistic regression.		Quantitative methods				
Advanced Statistical Methods in Epidemiology	<br>At the end of the module, students will be able to:  â€¢ Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.  â€¢ Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding  â€¢ Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them   â€¢ Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques  â€¢ Appraise how results from regression analysis are presented and discussed in the scientific literature.  â€¢ Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.		1	mscih-student@charite.de	2011-11-16 04:14:39	2018-06-27	2020-09-15 10:41:01	troped	troped	0		3 weeks	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin   Campus Virchow-Klinikum   Augustenburger Platz 1  Berlin-Wedding   Germany				2011-11-16 05:20:47	<br>135 hours  90 contact hours (28.5h interactive lectures, 25.5h computer exercises, 6h exercises, 24h data analysis under supervision, 3h revision, 2h exam, 1h feedback)  45 self-study hours (independent)	2021-04-12	2021-04-30	<br>Accredited in Marseille in 2004, re-accredited in Mexico in May 2010,  in Uppsala in September 2012 and in December 2017. Accreditation is valid until December 2022.	<br>The first and the second week are divided into 45% interactive lectures, where subject areas are introduced, and 55% exercises with or without computers, where students can practice their freshly gained knowledge and skills.  The third week devotes 80% to practicing data analysis, using datasets provided by ITMIH. A supervisor meets the students once a day to discuss obstacles and progress, and is available â€“ within reason â€“ for further support upon request.  The remaining 20% of week three are devoted to revision, examination, and feedback.   Note that week three aims at consolidating knowledge and skills, so that no new content is introduced in week three.	<br>Students are expected to bring a calculator without internet connectivity (i.e. not a smartphone etc.) to the teaching sessions and the written exam. We recommend the following calculator: Casio fx-115MS or equivalent.  Recommended textbooks:   For this advanced module: Campbell MJ, 2006. Statistics at Square Two. 2nd edition. London: BMJ Books. ISBN-13: 978-1405134903  For reviewing relevant core course content: Campbell MJ & Swinscow TDV, 2009. Statistics at Square One. 11th edition. London: BMJ Books. ISBN-13: 978-1405191005  The module is run in collaboration with the Antwerp Institute of Tropical Medicine.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Three hour written closed-book examination. The overall pass mark is 60%.  Students who fail will be offered a re-sit examination, which should take place by the beginning of the following semester. Students who fail with a grade between â€œ4.1â€ and â€œ5â€ are offered to have a data analysis report evaluated instead of re-sitting the written closed-book examination. If the report achieves a â€œPassâ€ mark, the final grade will be a â€œ4.0 â€“ Sufficientâ€.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max 24 students .  Students and participants must attend 80% of the teaching time.	<br>Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (29 Jan 2018).  Deadline for payment: 8 weeks before module start (12 Feb 2018).  We shall confirm the module 6 weeks before module start latest (26 Feb 2018), subject to a sufficient number of applications. Late applications will be considered as long as places are available.	<br>1.237,50 EUR for tropEd MScIH students   1.546,88 EUR for guest students incl. Diploma	<br>none	<br>Given the complexity of the issues addressed in this module we continue to devote a substantial amount of time (2.5 days) to the revision of content covered for a first time in ITMIHâ€™s core course. This revision has been found to be helpful, even necessary for many students.  The content of the module has been revised with the view to emphasise content that many students tend to need for epidemiological MScIH thesis projects, and to deemphasize other advanced content. Therefore the analysis techniques for cluster survey data and data from matched case control studies have been added, while standardisation has been eliminated. Linear and logistic regression continue to be taught, the latter quite extensively given its importance in epidemiological research, while Poisson regression has been eliminated, as few students will analyse data from open cohort studies as MScIH thesis project.  Overall, the emphasis has moved away from mathematical background and formulae, in favour of understanding when to use which technique, how to use it, and how to interpret its result. This shift means to take into account the background and interests of the majority of students.  In response to student feedback about the high density of the two-week module and the lack of time to practice new skills, we have decided to add a third week, during which students analyse data sets under supervision. Little new content is being offered in the third week, which is predominantly devoted to consolidate what has been learned in week one and two.  Dr Matthias Borchert (formerly ITMIH, now Robert Koch Institute) took over as course coordinator in 2012. Since then, co-lecturers have come from the Antwerp Institute of Tropical Medicine and the London School of Hygiene and Tropical Medicine.	<br>Overall student evaluation has been very good to excellent. Students were especially pleased with the combination of theory and extensive practical exercises. Students demanded more time to practice data analysis under supervision, and a revision session at the end of the module.	<br>The course has in most years experienced high demand and interest. Most students have limited interest in statistical theory but are keen to acquire knowledge and skills they can use to analyse epidemiological data and to critically read scientific literature where results from multivariable analyses are presented. In the context of ITMIHâ€™s MScIH this advanced module should prepare students to conduct an epidemiological thesis project with competence and confidence.	<br>â€¢ Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.  â€¢ Analysis of cluster survey data  â€¢ Simple and multivariable linear regression  â€¢ Matching in case-control studies, analysis of matched data  â€¢ Unconditional and conditional logistic regression  â€¢ Model selection and variable selection  â€¢ Role of regression techniques in data analysis  â€¢ Role of regression techniques in scientific publications  â€¢ Outlook on further regression methods (regression models for count data, regression models for survival time data)  NB: The focus of the module is on linear, and even more on logistic regression.		Research (in general)				
Advanced Statistical Methods in Epidemiology	<br>At the end of the module, students will be able to:  â€¢ Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.  â€¢ Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding  â€¢ Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them   â€¢ Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques  â€¢ Appraise how results from regression analysis are presented and discussed in the scientific literature.  â€¢ Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.		1	mscih-student@charite.de	2011-11-16 04:14:39	2018-06-27	2020-09-15 10:41:01	troped	troped	0		3 weeks	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin   Campus Virchow-Klinikum   Augustenburger Platz 1  Berlin-Wedding   Germany				2011-11-16 05:20:47	<br>135 hours  90 contact hours (28.5h interactive lectures, 25.5h computer exercises, 6h exercises, 24h data analysis under supervision, 3h revision, 2h exam, 1h feedback)  45 self-study hours (independent)	2021-04-12	2021-04-30	<br>Accredited in Marseille in 2004, re-accredited in Mexico in May 2010,  in Uppsala in September 2012 and in December 2017. Accreditation is valid until December 2022.	<br>The first and the second week are divided into 45% interactive lectures, where subject areas are introduced, and 55% exercises with or without computers, where students can practice their freshly gained knowledge and skills.  The third week devotes 80% to practicing data analysis, using datasets provided by ITMIH. A supervisor meets the students once a day to discuss obstacles and progress, and is available â€“ within reason â€“ for further support upon request.  The remaining 20% of week three are devoted to revision, examination, and feedback.   Note that week three aims at consolidating knowledge and skills, so that no new content is introduced in week three.	<br>Students are expected to bring a calculator without internet connectivity (i.e. not a smartphone etc.) to the teaching sessions and the written exam. We recommend the following calculator: Casio fx-115MS or equivalent.  Recommended textbooks:   For this advanced module: Campbell MJ, 2006. Statistics at Square Two. 2nd edition. London: BMJ Books. ISBN-13: 978-1405134903  For reviewing relevant core course content: Campbell MJ & Swinscow TDV, 2009. Statistics at Square One. 11th edition. London: BMJ Books. ISBN-13: 978-1405191005  The module is run in collaboration with the Antwerp Institute of Tropical Medicine.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Three hour written closed-book examination. The overall pass mark is 60%.  Students who fail will be offered a re-sit examination, which should take place by the beginning of the following semester. Students who fail with a grade between â€œ4.1â€ and â€œ5â€ are offered to have a data analysis report evaluated instead of re-sitting the written closed-book examination. If the report achieves a â€œPassâ€ mark, the final grade will be a â€œ4.0 â€“ Sufficientâ€.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max 24 students .  Students and participants must attend 80% of the teaching time.	<br>Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (29 Jan 2018).  Deadline for payment: 8 weeks before module start (12 Feb 2018).  We shall confirm the module 6 weeks before module start latest (26 Feb 2018), subject to a sufficient number of applications. Late applications will be considered as long as places are available.	<br>1.237,50 EUR for tropEd MScIH students   1.546,88 EUR for guest students incl. Diploma	<br>none	<br>Given the complexity of the issues addressed in this module we continue to devote a substantial amount of time (2.5 days) to the revision of content covered for a first time in ITMIHâ€™s core course. This revision has been found to be helpful, even necessary for many students.  The content of the module has been revised with the view to emphasise content that many students tend to need for epidemiological MScIH thesis projects, and to deemphasize other advanced content. Therefore the analysis techniques for cluster survey data and data from matched case control studies have been added, while standardisation has been eliminated. Linear and logistic regression continue to be taught, the latter quite extensively given its importance in epidemiological research, while Poisson regression has been eliminated, as few students will analyse data from open cohort studies as MScIH thesis project.  Overall, the emphasis has moved away from mathematical background and formulae, in favour of understanding when to use which technique, how to use it, and how to interpret its result. This shift means to take into account the background and interests of the majority of students.  In response to student feedback about the high density of the two-week module and the lack of time to practice new skills, we have decided to add a third week, during which students analyse data sets under supervision. Little new content is being offered in the third week, which is predominantly devoted to consolidate what has been learned in week one and two.  Dr Matthias Borchert (formerly ITMIH, now Robert Koch Institute) took over as course coordinator in 2012. Since then, co-lecturers have come from the Antwerp Institute of Tropical Medicine and the London School of Hygiene and Tropical Medicine.	<br>Overall student evaluation has been very good to excellent. Students were especially pleased with the combination of theory and extensive practical exercises. Students demanded more time to practice data analysis under supervision, and a revision session at the end of the module.	<br>The course has in most years experienced high demand and interest. Most students have limited interest in statistical theory but are keen to acquire knowledge and skills they can use to analyse epidemiological data and to critically read scientific literature where results from multivariable analyses are presented. In the context of ITMIHâ€™s MScIH this advanced module should prepare students to conduct an epidemiological thesis project with competence and confidence.	<br>â€¢ Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.  â€¢ Analysis of cluster survey data  â€¢ Simple and multivariable linear regression  â€¢ Matching in case-control studies, analysis of matched data  â€¢ Unconditional and conditional logistic regression  â€¢ Model selection and variable selection  â€¢ Role of regression techniques in data analysis  â€¢ Role of regression techniques in scientific publications  â€¢ Outlook on further regression methods (regression models for count data, regression models for survival time data)  NB: The focus of the module is on linear, and even more on logistic regression.		Statistics (incl.. risk assessment)				
Advanced Statistical Methods in Epidemiology	<br>At the end of the module, students will be able to:  â€¢ Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.  â€¢ Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding  â€¢ Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them   â€¢ Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques  â€¢ Appraise how results from regression analysis are presented and discussed in the scientific literature.  â€¢ Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.		1	mscih-student@charite.de	2011-11-16 04:14:39	2018-06-27	2020-09-15 10:41:01	troped	troped	0		3 weeks	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin   Campus Virchow-Klinikum   Augustenburger Platz 1  Berlin-Wedding   Germany				2011-11-16 05:20:47	<br>135 hours  90 contact hours (28.5h interactive lectures, 25.5h computer exercises, 6h exercises, 24h data analysis under supervision, 3h revision, 2h exam, 1h feedback)  45 self-study hours (independent)	2021-04-12	2021-04-30	<br>Accredited in Marseille in 2004, re-accredited in Mexico in May 2010,  in Uppsala in September 2012 and in December 2017. Accreditation is valid until December 2022.	<br>The first and the second week are divided into 45% interactive lectures, where subject areas are introduced, and 55% exercises with or without computers, where students can practice their freshly gained knowledge and skills.  The third week devotes 80% to practicing data analysis, using datasets provided by ITMIH. A supervisor meets the students once a day to discuss obstacles and progress, and is available â€“ within reason â€“ for further support upon request.  The remaining 20% of week three are devoted to revision, examination, and feedback.   Note that week three aims at consolidating knowledge and skills, so that no new content is introduced in week three.	<br>Students are expected to bring a calculator without internet connectivity (i.e. not a smartphone etc.) to the teaching sessions and the written exam. We recommend the following calculator: Casio fx-115MS or equivalent.  Recommended textbooks:   For this advanced module: Campbell MJ, 2006. Statistics at Square Two. 2nd edition. London: BMJ Books. ISBN-13: 978-1405134903  For reviewing relevant core course content: Campbell MJ & Swinscow TDV, 2009. Statistics at Square One. 11th edition. London: BMJ Books. ISBN-13: 978-1405191005  The module is run in collaboration with the Antwerp Institute of Tropical Medicine.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Three hour written closed-book examination. The overall pass mark is 60%.  Students who fail will be offered a re-sit examination, which should take place by the beginning of the following semester. Students who fail with a grade between â€œ4.1â€ and â€œ5â€ are offered to have a data analysis report evaluated instead of re-sitting the written closed-book examination. If the report achieves a â€œPassâ€ mark, the final grade will be a â€œ4.0 â€“ Sufficientâ€.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max 24 students .  Students and participants must attend 80% of the teaching time.	<br>Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (29 Jan 2018).  Deadline for payment: 8 weeks before module start (12 Feb 2018).  We shall confirm the module 6 weeks before module start latest (26 Feb 2018), subject to a sufficient number of applications. Late applications will be considered as long as places are available.	<br>1.237,50 EUR for tropEd MScIH students   1.546,88 EUR for guest students incl. Diploma	<br>none	<br>Given the complexity of the issues addressed in this module we continue to devote a substantial amount of time (2.5 days) to the revision of content covered for a first time in ITMIHâ€™s core course. This revision has been found to be helpful, even necessary for many students.  The content of the module has been revised with the view to emphasise content that many students tend to need for epidemiological MScIH thesis projects, and to deemphasize other advanced content. Therefore the analysis techniques for cluster survey data and data from matched case control studies have been added, while standardisation has been eliminated. Linear and logistic regression continue to be taught, the latter quite extensively given its importance in epidemiological research, while Poisson regression has been eliminated, as few students will analyse data from open cohort studies as MScIH thesis project.  Overall, the emphasis has moved away from mathematical background and formulae, in favour of understanding when to use which technique, how to use it, and how to interpret its result. This shift means to take into account the background and interests of the majority of students.  In response to student feedback about the high density of the two-week module and the lack of time to practice new skills, we have decided to add a third week, during which students analyse data sets under supervision. Little new content is being offered in the third week, which is predominantly devoted to consolidate what has been learned in week one and two.  Dr Matthias Borchert (formerly ITMIH, now Robert Koch Institute) took over as course coordinator in 2012. Since then, co-lecturers have come from the Antwerp Institute of Tropical Medicine and the London School of Hygiene and Tropical Medicine.	<br>Overall student evaluation has been very good to excellent. Students were especially pleased with the combination of theory and extensive practical exercises. Students demanded more time to practice data analysis under supervision, and a revision session at the end of the module.	<br>The course has in most years experienced high demand and interest. Most students have limited interest in statistical theory but are keen to acquire knowledge and skills they can use to analyse epidemiological data and to critically read scientific literature where results from multivariable analyses are presented. In the context of ITMIHâ€™s MScIH this advanced module should prepare students to conduct an epidemiological thesis project with competence and confidence.	<br>â€¢ Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.  â€¢ Analysis of cluster survey data  â€¢ Simple and multivariable linear regression  â€¢ Matching in case-control studies, analysis of matched data  â€¢ Unconditional and conditional logistic regression  â€¢ Model selection and variable selection  â€¢ Role of regression techniques in data analysis  â€¢ Role of regression techniques in scientific publications  â€¢ Outlook on further regression methods (regression models for count data, regression models for survival time data)  NB: The focus of the module is on linear, and even more on logistic regression.						
Corso di Perfezionamento in Salute Globale / TropEd Core Course in Global Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.    Specific objectives     At the end of the course, students should be able:    1.1 INTRODUCTION AND ORIENTATION:  LO. 1.1  to demonstrate a clear understanding of the role and impact of globalization on health and its major determinants    2. CONCEPTS AND RESEARCH METHODS:  LO 2.1: to define, select and organize different epidemiological study designs   LO 2.2: to analyze and critically discuss statistical results derived from selected research questions   LO 2.3: to report on qualitative and quantitative research findings and to communicate them to different stakeholders using effective methods of presentation     3. HEALTH PROBLEMS AND RESPONSES:  LO 3.1: to analyse and critically discuss the most important factors related to the burden of diseases in different countries and regions of the world.  LO 3.2: to describe and critically appraise the key clinical and epidemiological aspects of global health priorities in low- and middle-income countries, including communicable and non-communicable diseases  LO 3.3: to demonstrate basic competence in building a programmatic, public-health oriented response to major communicable and non-communicable diseases using appropriate and evidence-based tools   LO 3.4: to demonstrate competence in culture-friendly approaches to health issues     4. HEALTH SYSTEMS, MANAGEMENT AND COMMUNICATION:    LO 4.1 to appraise population dynamics and basic concepts of migration health  LO4.2 to demonstrate a clear understanding of actors, functions and activities of the international cooperation  LO 4.3: to appraise and describe the organization of health systems   LO 4.4: to apply principles, methods and tools for health planning and management at district, regional, national and international levels  LO 4.5: to appraise and apply basic principles of health economics  LO 4.6:  to assess health settings during emergency outbreaks, identify priorities and plan for key actions   LO 4.7: to facilitate knowledge sharing and promote team work, applying intercultural communication skills		1	master-corsiperfezionamento@unibs.it	2011-11-21 03:01:40	2016-12-19	2019-12-12 09:33:23	troped	troped	0	Italy - Clinica di Malattie Infettive e Tropicali, UniversitÃ  degli Studi di Brescia		<br>Edificio di Medicina e Chirurgia  UniversitÃ  degli Studi di Brescia  V.le Europa, 11  25123 Brescia  Italy	Prof. Alberto Matteelli	English	core course	2011-11-21 04:02:49	<br>A total of 600 SIT divided in 302 hours of face-to face learning and 298 hours of self-study hours.	2020-02-17	2020-05-29	<br>Accredited in Berlin 1998 and reaccredited in Brescia 2005, in 2011 in Bordeaux and in December 2016. This accreditation is valid until December 2021.	<br>Main teaching methods:  1. lectures (~33%)  2. interactive lessons: role-playing, case studies, problem-solving approach, group exercises/computer based exercises (~27%)  3. self-study and analysis (~50%)    Students are expected to actively participate with their own experiences through a spirit of exchange and team-collaboration. A problem-solving approach will be used throughout the course as a key-tool to favour knowledge and competencies.     Computer based exercises will be mainly performed during Epidemiological and Statistical lessons.   Students are expected to prepare for each session by studying recommended materials, but also encouraged to look for additional literature or any other source of in-depth analysis by themselves.	<br>During the whole duration of the core course a tutor is present in the classroom to assist and support students for didactic and/or logistic needs.  The collaboration of Academic Institutions and NGOs assures both the didactic methodologies and the adequate field experience. Lecturers working in developed countries as teachers from WHO, UNESCO chairs and other tropEd Institutions represent an added value, giving the course a wider, enriched perspective.	<br>A composite assessment methodology will be used.    At the end of each of the four modules, students will be tested by multiple choice questions (MCQ).  At the end of the module â€œBasic epidemiology and research methodsâ€, an epidemiological/statistical exam will be additionally performed using multiple exercises; assessment will be quantitative according to the proportion of correct solutions.   At the end of the module â€œHealth problems and responsesâ€ students will be additionally tested through the preparation of a concise narrative assay (maximum 6 pages pitch 12, single line spacing). Evaluation will be qualitative, expressed in marks.  At the end of the module â€œPlanning and managementâ€, students will be additionally tested through the preparation of a project plan for selected interventions. This will be a team evaluation (teams consisting of about 5 participants each), qualitative, expressed in marks.  A final oral exam (20 minutes/student) on the whole content of the core course will take place and will be qualitatively evaluated. The final exam commission is composed by some teachers of the Course from the University of Brescia and from Spedali Civili of Brescia. External examiners may be asked to participate.  Evaluation of each of the seven interim exams and the final exam will be expressed in marks. Marks will be in thirties (passing score=18/30) according to Italian university law, and transformed in ECTS scoring system according to the following schema:  - A = 30/30 and honours  - B = 30/30  - C = 27/30 to 29/30  - D = 24/30 to 26/30  - E = 18/30 to 23/30  - F = failure  The final score will be the mean of the seven interim exams and the final exam (weight of each exam: 12.5%). Students need to achieve at least 18/30 in each of the tests. In case of failure, students have the chance to re-sit one time.	<br>Min. 10 students, max. 25 students (no specific limitation for tropEd students).  Students are required to attend at least to 80% of class hours in order to be admitted to the final examination.	<br>Academic experience required:  - Master of Science in: medicine, biology, biotechnology, pharmacy, nursing, obstetrics, health assistance.  - Bachelor in: nursing, obstetrics, health  assistance (if obtained after the Italian University reform in 2000).  - Bachelor in: nursing, obstetrics, health  assistance, together with the high school leaving  certificate and the enrolment at the professional  register (if obtained before the Italian University reform in 2000).    For students having foreign equivalent academic  qualifications, the presentation of a Statement of Validity issued by the Italian diplomatic authorities is required.    The core course is mostly held in Italian, so a proficient knowledge of the language is required. Knowledge of English is also required, since some lessons are held in this language. However, no preliminary proficiency assessment of both languages is carried out.	<br>First come, first served basis	<br>2000 Euro for EU citizens; 600 Euro for candidates from low-income countries.	<br>Scholarships are offered each year for candidates born and resident in developing countries, based on available funds from the UNESCO Chair â€œTraining and empowering human resources for health development in resource-limited countriesâ€. The call for application will be announced by mid-2017.	<br>The following major changes were made to the currently accredited course:  - The title of the course has been modified  - The title and content of each course module has been changed and revised in order to better harmonize the different components and to better respond to the current global health problems and training needs:  ï‚§ â€œConcept and research methodsâ€ content was re-organized and strengthened:  the epidemiological part is now more analytical, based on a precise skeleton with a dedicated professor of Epidemiology and Statistics; qualitative methods have been added as well as a specific part on scientific reading and writing. The anthropological contribution has been significantly increased and elements of bio-ethics included.  ï‚§ â€œHealth Problemsâ€: communicable diseases lectures have been reduced in order to leave adequate time to non communicable diseases. Hepatitis and antimicrobial resistance were added because of their emerging public health relevance.  ï‚§ â€œHealth Planning and Managementâ€: was created as a specific module. Health Management and Project Planning, IDPs and refugees camp management as Wat-hab notions have been introduced and considered priorities for the studentsâ€™ knowledge, attitude and practice.  -  Learning methods were updated: the overall number of contact hours was reduced in order to leave more time to self-study, research and analysis.  Where possible, lectures were replaced by interactive lessons and group exercises (computer based exercises, case studies, team work)  - Assessment procedures were deeply changed.	<br>Students are asked to evaluate each lesson and to submit an overall evaluation of the course at the end of each module.    According to the evaluation surveys, carried out during the last three years, the majority of the students highly appreciated the content, methods and tools offered by the course.     The following positive points emerged:  - teaching staff high professional   - interactive, practical and stimulating teaching approach   - useful, interesting and constructive multidisciplinary approach  - exhaustiveness and variety of contents  - very good learning facilities (teaching rooms, library, etc.)    The identified drawbacks included:  - some lessons were too specific and complex for the audience  - some overlaps in content during the course  - unbalance between theoretical lessons (to many) and practical exercises (too few).	<br>The strengthening of a multi-disciplinary approach, with teaching staff coming from different backgrounds, offered a good overview to students willing to engage in Global and International health. In this sense, the course still represents a good base for those preparing to work in developing countries and/or in international organizations.     The majority of the students completing the core course find a job in developing countries (with NGOs or similar) within 6 months.    Both content and teaching methods require in-depth rethinking and modernization to cope with the continuing evolution of global health     Strengthening the collaboration and exchange in-between Trop Ed Institutes is an opportunity to be more and more exploited.	<br>The course is composed by:    1. Introduction and Orientation(1 week, 1,2 ECTS)  2. Concepts and research methods (4 weeks- 5,6 ECTS)  3. Health Problems and Responses (5 weeks- 7,5 ECTS)  4. Health Systems, Mangament and Communication (4 weeks- 5,7 ECTS)      Details please click <a href="www.troped.org/?q=node/79">here</a>	Italy		Face to face	<br>This core course is historically characterized by the solid background on communicable diseases and their programmatic and public health oriented approach.    It is strengthened by extensive components on Health Planning and Management as well as epidemiology and research methodology.    The course is implemented through the harmonic contribution of academic, national and international institutions and NGOs. Facilitators from different regions of the world, multiple professional backgrounds and variegated experiences in low, middle and high income countries contribute to generate a multidisciplinary atmosphere.     Training is developed with an anthropological, ethical, economical and environmental perspective.	20 ECTS credits	
Corso di Perfezionamento in Salute Globale / TropEd Core Course in Global Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.    Specific objectives     At the end of the course, students should be able:    1.1 INTRODUCTION AND ORIENTATION:  LO. 1.1  to demonstrate a clear understanding of the role and impact of globalization on health and its major determinants    2. CONCEPTS AND RESEARCH METHODS:  LO 2.1: to define, select and organize different epidemiological study designs   LO 2.2: to analyze and critically discuss statistical results derived from selected research questions   LO 2.3: to report on qualitative and quantitative research findings and to communicate them to different stakeholders using effective methods of presentation     3. HEALTH PROBLEMS AND RESPONSES:  LO 3.1: to analyse and critically discuss the most important factors related to the burden of diseases in different countries and regions of the world.  LO 3.2: to describe and critically appraise the key clinical and epidemiological aspects of global health priorities in low- and middle-income countries, including communicable and non-communicable diseases  LO 3.3: to demonstrate basic competence in building a programmatic, public-health oriented response to major communicable and non-communicable diseases using appropriate and evidence-based tools   LO 3.4: to demonstrate competence in culture-friendly approaches to health issues     4. HEALTH SYSTEMS, MANAGEMENT AND COMMUNICATION:    LO 4.1 to appraise population dynamics and basic concepts of migration health  LO4.2 to demonstrate a clear understanding of actors, functions and activities of the international cooperation  LO 4.3: to appraise and describe the organization of health systems   LO 4.4: to apply principles, methods and tools for health planning and management at district, regional, national and international levels  LO 4.5: to appraise and apply basic principles of health economics  LO 4.6:  to assess health settings during emergency outbreaks, identify priorities and plan for key actions   LO 4.7: to facilitate knowledge sharing and promote team work, applying intercultural communication skills		1	master-corsiperfezionamento@unibs.it	2011-11-21 03:01:40	2016-12-19	2019-12-12 09:33:23	troped	troped	0			<br>Edificio di Medicina e Chirurgia  UniversitÃ  degli Studi di Brescia  V.le Europa, 11  25123 Brescia  Italy		Italian		2011-11-21 04:02:49	<br>A total of 600 SIT divided in 302 hours of face-to face learning and 298 hours of self-study hours.	2020-02-17	2020-05-29	<br>Accredited in Berlin 1998 and reaccredited in Brescia 2005, in 2011 in Bordeaux and in December 2016. This accreditation is valid until December 2021.	<br>Main teaching methods:  1. lectures (~33%)  2. interactive lessons: role-playing, case studies, problem-solving approach, group exercises/computer based exercises (~27%)  3. self-study and analysis (~50%)    Students are expected to actively participate with their own experiences through a spirit of exchange and team-collaboration. A problem-solving approach will be used throughout the course as a key-tool to favour knowledge and competencies.     Computer based exercises will be mainly performed during Epidemiological and Statistical lessons.   Students are expected to prepare for each session by studying recommended materials, but also encouraged to look for additional literature or any other source of in-depth analysis by themselves.	<br>During the whole duration of the core course a tutor is present in the classroom to assist and support students for didactic and/or logistic needs.  The collaboration of Academic Institutions and NGOs assures both the didactic methodologies and the adequate field experience. Lecturers working in developed countries as teachers from WHO, UNESCO chairs and other tropEd Institutions represent an added value, giving the course a wider, enriched perspective.	<br>A composite assessment methodology will be used.    At the end of each of the four modules, students will be tested by multiple choice questions (MCQ).  At the end of the module â€œBasic epidemiology and research methodsâ€, an epidemiological/statistical exam will be additionally performed using multiple exercises; assessment will be quantitative according to the proportion of correct solutions.   At the end of the module â€œHealth problems and responsesâ€ students will be additionally tested through the preparation of a concise narrative assay (maximum 6 pages pitch 12, single line spacing). Evaluation will be qualitative, expressed in marks.  At the end of the module â€œPlanning and managementâ€, students will be additionally tested through the preparation of a project plan for selected interventions. This will be a team evaluation (teams consisting of about 5 participants each), qualitative, expressed in marks.  A final oral exam (20 minutes/student) on the whole content of the core course will take place and will be qualitatively evaluated. The final exam commission is composed by some teachers of the Course from the University of Brescia and from Spedali Civili of Brescia. External examiners may be asked to participate.  Evaluation of each of the seven interim exams and the final exam will be expressed in marks. Marks will be in thirties (passing score=18/30) according to Italian university law, and transformed in ECTS scoring system according to the following schema:  - A = 30/30 and honours  - B = 30/30  - C = 27/30 to 29/30  - D = 24/30 to 26/30  - E = 18/30 to 23/30  - F = failure  The final score will be the mean of the seven interim exams and the final exam (weight of each exam: 12.5%). Students need to achieve at least 18/30 in each of the tests. In case of failure, students have the chance to re-sit one time.	<br>Min. 10 students, max. 25 students (no specific limitation for tropEd students).  Students are required to attend at least to 80% of class hours in order to be admitted to the final examination.	<br>Academic experience required:  - Master of Science in: medicine, biology, biotechnology, pharmacy, nursing, obstetrics, health assistance.  - Bachelor in: nursing, obstetrics, health  assistance (if obtained after the Italian University reform in 2000).  - Bachelor in: nursing, obstetrics, health  assistance, together with the high school leaving  certificate and the enrolment at the professional  register (if obtained before the Italian University reform in 2000).    For students having foreign equivalent academic  qualifications, the presentation of a Statement of Validity issued by the Italian diplomatic authorities is required.    The core course is mostly held in Italian, so a proficient knowledge of the language is required. Knowledge of English is also required, since some lessons are held in this language. However, no preliminary proficiency assessment of both languages is carried out.	<br>First come, first served basis	<br>2000 Euro for EU citizens; 600 Euro for candidates from low-income countries.	<br>Scholarships are offered each year for candidates born and resident in developing countries, based on available funds from the UNESCO Chair â€œTraining and empowering human resources for health development in resource-limited countriesâ€. The call for application will be announced by mid-2017.	<br>The following major changes were made to the currently accredited course:  - The title of the course has been modified  - The title and content of each course module has been changed and revised in order to better harmonize the different components and to better respond to the current global health problems and training needs:  ï‚§ â€œConcept and research methodsâ€ content was re-organized and strengthened:  the epidemiological part is now more analytical, based on a precise skeleton with a dedicated professor of Epidemiology and Statistics; qualitative methods have been added as well as a specific part on scientific reading and writing. The anthropological contribution has been significantly increased and elements of bio-ethics included.  ï‚§ â€œHealth Problemsâ€: communicable diseases lectures have been reduced in order to leave adequate time to non communicable diseases. Hepatitis and antimicrobial resistance were added because of their emerging public health relevance.  ï‚§ â€œHealth Planning and Managementâ€: was created as a specific module. Health Management and Project Planning, IDPs and refugees camp management as Wat-hab notions have been introduced and considered priorities for the studentsâ€™ knowledge, attitude and practice.  -  Learning methods were updated: the overall number of contact hours was reduced in order to leave more time to self-study, research and analysis.  Where possible, lectures were replaced by interactive lessons and group exercises (computer based exercises, case studies, team work)  - Assessment procedures were deeply changed.	<br>Students are asked to evaluate each lesson and to submit an overall evaluation of the course at the end of each module.    According to the evaluation surveys, carried out during the last three years, the majority of the students highly appreciated the content, methods and tools offered by the course.     The following positive points emerged:  - teaching staff high professional   - interactive, practical and stimulating teaching approach   - useful, interesting and constructive multidisciplinary approach  - exhaustiveness and variety of contents  - very good learning facilities (teaching rooms, library, etc.)    The identified drawbacks included:  - some lessons were too specific and complex for the audience  - some overlaps in content during the course  - unbalance between theoretical lessons (to many) and practical exercises (too few).	<br>The strengthening of a multi-disciplinary approach, with teaching staff coming from different backgrounds, offered a good overview to students willing to engage in Global and International health. In this sense, the course still represents a good base for those preparing to work in developing countries and/or in international organizations.     The majority of the students completing the core course find a job in developing countries (with NGOs or similar) within 6 months.    Both content and teaching methods require in-depth rethinking and modernization to cope with the continuing evolution of global health     Strengthening the collaboration and exchange in-between Trop Ed Institutes is an opportunity to be more and more exploited.	<br>The course is composed by:    1. Introduction and Orientation(1 week, 1,2 ECTS)  2. Concepts and research methods (4 weeks- 5,6 ECTS)  3. Health Problems and Responses (5 weeks- 7,5 ECTS)  4. Health Systems, Mangament and Communication (4 weeks- 5,7 ECTS)      Details please click <a href="www.troped.org/?q=node/79">here</a>				<br>This core course is historically characterized by the solid background on communicable diseases and their programmatic and public health oriented approach.    It is strengthened by extensive components on Health Planning and Management as well as epidemiology and research methodology.    The course is implemented through the harmonic contribution of academic, national and international institutions and NGOs. Facilitators from different regions of the world, multiple professional backgrounds and variegated experiences in low, middle and high income countries contribute to generate a multidisciplinary atmosphere.     Training is developed with an anthropological, ethical, economical and environmental perspective.		
Corso di Perfezionamento in Salute Globale / TropEd Core Course in Global Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.    Specific objectives     At the end of the course, students should be able:    1.1 INTRODUCTION AND ORIENTATION:  LO. 1.1  to demonstrate a clear understanding of the role and impact of globalization on health and its major determinants    2. CONCEPTS AND RESEARCH METHODS:  LO 2.1: to define, select and organize different epidemiological study designs   LO 2.2: to analyze and critically discuss statistical results derived from selected research questions   LO 2.3: to report on qualitative and quantitative research findings and to communicate them to different stakeholders using effective methods of presentation     3. HEALTH PROBLEMS AND RESPONSES:  LO 3.1: to analyse and critically discuss the most important factors related to the burden of diseases in different countries and regions of the world.  LO 3.2: to describe and critically appraise the key clinical and epidemiological aspects of global health priorities in low- and middle-income countries, including communicable and non-communicable diseases  LO 3.3: to demonstrate basic competence in building a programmatic, public-health oriented response to major communicable and non-communicable diseases using appropriate and evidence-based tools   LO 3.4: to demonstrate competence in culture-friendly approaches to health issues     4. HEALTH SYSTEMS, MANAGEMENT AND COMMUNICATION:    LO 4.1 to appraise population dynamics and basic concepts of migration health  LO4.2 to demonstrate a clear understanding of actors, functions and activities of the international cooperation  LO 4.3: to appraise and describe the organization of health systems   LO 4.4: to apply principles, methods and tools for health planning and management at district, regional, national and international levels  LO 4.5: to appraise and apply basic principles of health economics  LO 4.6:  to assess health settings during emergency outbreaks, identify priorities and plan for key actions   LO 4.7: to facilitate knowledge sharing and promote team work, applying intercultural communication skills		1	master-corsiperfezionamento@unibs.it	2011-11-21 03:01:40	2016-12-19	2019-12-12 09:33:23	troped	troped	0			<br>Edificio di Medicina e Chirurgia  UniversitÃ  degli Studi di Brescia  V.le Europa, 11  25123 Brescia  Italy				2011-11-21 04:02:49	<br>A total of 600 SIT divided in 302 hours of face-to face learning and 298 hours of self-study hours.	2020-02-17	2020-05-29	<br>Accredited in Berlin 1998 and reaccredited in Brescia 2005, in 2011 in Bordeaux and in December 2016. This accreditation is valid until December 2021.	<br>Main teaching methods:  1. lectures (~33%)  2. interactive lessons: role-playing, case studies, problem-solving approach, group exercises/computer based exercises (~27%)  3. self-study and analysis (~50%)    Students are expected to actively participate with their own experiences through a spirit of exchange and team-collaboration. A problem-solving approach will be used throughout the course as a key-tool to favour knowledge and competencies.     Computer based exercises will be mainly performed during Epidemiological and Statistical lessons.   Students are expected to prepare for each session by studying recommended materials, but also encouraged to look for additional literature or any other source of in-depth analysis by themselves.	<br>During the whole duration of the core course a tutor is present in the classroom to assist and support students for didactic and/or logistic needs.  The collaboration of Academic Institutions and NGOs assures both the didactic methodologies and the adequate field experience. Lecturers working in developed countries as teachers from WHO, UNESCO chairs and other tropEd Institutions represent an added value, giving the course a wider, enriched perspective.	<br>A composite assessment methodology will be used.    At the end of each of the four modules, students will be tested by multiple choice questions (MCQ).  At the end of the module â€œBasic epidemiology and research methodsâ€, an epidemiological/statistical exam will be additionally performed using multiple exercises; assessment will be quantitative according to the proportion of correct solutions.   At the end of the module â€œHealth problems and responsesâ€ students will be additionally tested through the preparation of a concise narrative assay (maximum 6 pages pitch 12, single line spacing). Evaluation will be qualitative, expressed in marks.  At the end of the module â€œPlanning and managementâ€, students will be additionally tested through the preparation of a project plan for selected interventions. This will be a team evaluation (teams consisting of about 5 participants each), qualitative, expressed in marks.  A final oral exam (20 minutes/student) on the whole content of the core course will take place and will be qualitatively evaluated. The final exam commission is composed by some teachers of the Course from the University of Brescia and from Spedali Civili of Brescia. External examiners may be asked to participate.  Evaluation of each of the seven interim exams and the final exam will be expressed in marks. Marks will be in thirties (passing score=18/30) according to Italian university law, and transformed in ECTS scoring system according to the following schema:  - A = 30/30 and honours  - B = 30/30  - C = 27/30 to 29/30  - D = 24/30 to 26/30  - E = 18/30 to 23/30  - F = failure  The final score will be the mean of the seven interim exams and the final exam (weight of each exam: 12.5%). Students need to achieve at least 18/30 in each of the tests. In case of failure, students have the chance to re-sit one time.	<br>Min. 10 students, max. 25 students (no specific limitation for tropEd students).  Students are required to attend at least to 80% of class hours in order to be admitted to the final examination.	<br>Academic experience required:  - Master of Science in: medicine, biology, biotechnology, pharmacy, nursing, obstetrics, health assistance.  - Bachelor in: nursing, obstetrics, health  assistance (if obtained after the Italian University reform in 2000).  - Bachelor in: nursing, obstetrics, health  assistance, together with the high school leaving  certificate and the enrolment at the professional  register (if obtained before the Italian University reform in 2000).    For students having foreign equivalent academic  qualifications, the presentation of a Statement of Validity issued by the Italian diplomatic authorities is required.    The core course is mostly held in Italian, so a proficient knowledge of the language is required. Knowledge of English is also required, since some lessons are held in this language. However, no preliminary proficiency assessment of both languages is carried out.	<br>First come, first served basis	<br>2000 Euro for EU citizens; 600 Euro for candidates from low-income countries.	<br>Scholarships are offered each year for candidates born and resident in developing countries, based on available funds from the UNESCO Chair â€œTraining and empowering human resources for health development in resource-limited countriesâ€. The call for application will be announced by mid-2017.	<br>The following major changes were made to the currently accredited course:  - The title of the course has been modified  - The title and content of each course module has been changed and revised in order to better harmonize the different components and to better respond to the current global health problems and training needs:  ï‚§ â€œConcept and research methodsâ€ content was re-organized and strengthened:  the epidemiological part is now more analytical, based on a precise skeleton with a dedicated professor of Epidemiology and Statistics; qualitative methods have been added as well as a specific part on scientific reading and writing. The anthropological contribution has been significantly increased and elements of bio-ethics included.  ï‚§ â€œHealth Problemsâ€: communicable diseases lectures have been reduced in order to leave adequate time to non communicable diseases. Hepatitis and antimicrobial resistance were added because of their emerging public health relevance.  ï‚§ â€œHealth Planning and Managementâ€: was created as a specific module. Health Management and Project Planning, IDPs and refugees camp management as Wat-hab notions have been introduced and considered priorities for the studentsâ€™ knowledge, attitude and practice.  -  Learning methods were updated: the overall number of contact hours was reduced in order to leave more time to self-study, research and analysis.  Where possible, lectures were replaced by interactive lessons and group exercises (computer based exercises, case studies, team work)  - Assessment procedures were deeply changed.	<br>Students are asked to evaluate each lesson and to submit an overall evaluation of the course at the end of each module.    According to the evaluation surveys, carried out during the last three years, the majority of the students highly appreciated the content, methods and tools offered by the course.     The following positive points emerged:  - teaching staff high professional   - interactive, practical and stimulating teaching approach   - useful, interesting and constructive multidisciplinary approach  - exhaustiveness and variety of contents  - very good learning facilities (teaching rooms, library, etc.)    The identified drawbacks included:  - some lessons were too specific and complex for the audience  - some overlaps in content during the course  - unbalance between theoretical lessons (to many) and practical exercises (too few).	<br>The strengthening of a multi-disciplinary approach, with teaching staff coming from different backgrounds, offered a good overview to students willing to engage in Global and International health. In this sense, the course still represents a good base for those preparing to work in developing countries and/or in international organizations.     The majority of the students completing the core course find a job in developing countries (with NGOs or similar) within 6 months.    Both content and teaching methods require in-depth rethinking and modernization to cope with the continuing evolution of global health     Strengthening the collaboration and exchange in-between Trop Ed Institutes is an opportunity to be more and more exploited.	<br>The course is composed by:    1. Introduction and Orientation(1 week, 1,2 ECTS)  2. Concepts and research methods (4 weeks- 5,6 ECTS)  3. Health Problems and Responses (5 weeks- 7,5 ECTS)  4. Health Systems, Mangament and Communication (4 weeks- 5,7 ECTS)      Details please click <a href="www.troped.org/?q=node/79">here</a>				<br>This core course is historically characterized by the solid background on communicable diseases and their programmatic and public health oriented approach.    It is strengthened by extensive components on Health Planning and Management as well as epidemiology and research methodology.    The course is implemented through the harmonic contribution of academic, national and international institutions and NGOs. Facilitators from different regions of the world, multiple professional backgrounds and variegated experiences in low, middle and high income countries contribute to generate a multidisciplinary atmosphere.     Training is developed with an anthropological, ethical, economical and environmental perspective.		
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0	Germany - Institute of Tropical Medicine and International Health, Berlin	1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum	Hans-Friedemann Kinkel	English	advanced optional	2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises	Germany	Mental health problems	Face to face		2 ECTS credits	
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0		1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum				2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises		conflict-affected settings				
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0		1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum				2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises		culture				
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0		1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum				2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises		psychosocial				
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0		1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum				2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises		resilience				
Mental Health in a Cross-Cultural Perspective with a Special Focus on Traumatized Populations	<br>On successful completion of the module the student will be able to:  â€¢ Identify and analyse current conceptualization and critiques of the global mental health movement and psychosocial wellbeing approaches with special attention to the implications of these approaches for different stakeholders  â€¢ Critically appraise the evidence for global mental health approaches and psychosocial interventions (with a special focus on Post-Traumatic Stress Disorder) and demonstrate awareness of existing challenges  â€¢ Draw on theoretical debates and conceptual frameworks in analysing the role of culture and context in shaping the experience of mental health and wellbeing  â€¢ Critically evaluate current approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Differentiate and assess approached to addressing stigma directed against people with mental illness in post-emergency settings		1	hans-friedemann.kinkel@charite.de	2011-12-09 00:26:39	2018-06-27	2020-11-30 08:45:42	troped	romy	0		1 week	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum				2011-12-09 06:37:09	60 hours SIT (30 hrs contact time plus 15 hours self-directed learning during the course plus 15 hrs for assignment writing).	2021-03-01	2021-03-05	<br>Accredited in Berlin, January 2005 and re-accredited in November 2011, February 2017 and in March 2018. This accreditation is valid until March 2023. Re-accredited in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>There will be a mixture of sessions (~60%), case studies and role-plays (~15%), viewing of films related to mental health & trauma with discussion (~10%) and group work with discussion of results (~15%). For each session, after a short PowerPoint based lecture, there will be interactive discussions, sharing of professional experiences and self-reflection.	Course was been successfully run for the first time in March 2004.   Approved for 1.5 ECTS credit points in 2004, 2.0 ECTS in 2005 (with additional post-course work and report)	<br>Individual essay (case study), 2,500 words, pass mark 60%.  Essay results will be communicated to the student via email. Students who fail will be offered one resubmission, which should take place by the beginning of the following semester. A second resubmission is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. 30 students (unlimited tropEd students)	<br>Knowledge of unstable populations is helpful but not a precondition.  English proficiency: tropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module starts.   Deadline for payment: 8 weeks before module start.  We shall confirm the module 6 weeks before module start latest, subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>550,00â‚¬ TropEd MScIH students   687,50 â‚¬ for guest students incl. Diploma	<br>none	Change of course coordinator: With effect of 2018, Dr Hans-Friedemann Kinkel will act as coordinator of the course; Dr Carola Eyber will advise on the learning objectives, course contents and learning methods and will replace Dr Rothkegel as main lecturer. Dr Rothkegel has replaced Dr SchrÃ¶der as coordinator of the module in 2009.  In the first three years of this module, there was a strong focus on the Post Traumatic Stress Disorder. After reviewing studentsâ€™ feedback, the coordinator switched the focus of the module to a wider range of mental health problems and interventions. The cross-cultural aspects of mental health were added to the course since 2008. From 2012, traumatisation by natural disasters has been added as a topic	<br>Overall evaluation of this module was good.  Students were especially pleased with the group exercises and practical real life examples. However, they also pointed out that the cross-cultural aspects of mental health problems were missing, the module is too much focused on Post Traumatic Stress Disorder, and more time should be given to other mental health problems and intervention methods.  Most recent evaluations (2016) suggested more depth (concepts, theory, academic discussions) and more learning on the practice of working with traumatized people.	<br>The first module coordinator (Dr SchrÃ¶der) used many PTSD cases as examples and focused on a certain personal debriefing method. Although students appreciated these cases and experiences, they felt that a wider range of mental health topics and more contextual approach to trauma need to be included in the module. Therefore, Dr Rothkegel paid more attention to trauma as a process and influence of social support. More time for different approaches in dealing with mental health issues was allocated.  Considering recent student evaluations, Dr Eyber will be focusing more on global trends in mental health movements and present a critical perspective on challenges and debates in this field. Theoretical approaches from the disciplines of psychology, psychiatry and medical anthropology will be given more prominence, and varied case studies from the field continue to be used in the course.	<br>â€¢ Global Mental Health Movement: its history, aims and approaches. This includes critically analysing some of the theoretical assumptions underlying the GMHM and its relevance to conflict-affected settings  â€¢ Policy, guidelines and implementation of global mental health (e.g. mhGAP). The implications of GMH practice in relation to available evidence and perspectives from stakeholders will be critically analysed.  â€¢ Conceptualising post-traumatic stress disorders and psychosocial wellbeing: theories from psychology, sociology and development studies will be used to investigate how these approaches have been applied in relation to improving wellbeing in resource-poor and humanitarian settings  â€¢ Emergency contexts and humanitarian crises: an analysis of approaches, practice and guidelines in the field as well as challenges faced by agencies seeking to implement these.   â€¢ Approaches in conflict-affected settings to the prevention and treatment of sexual and gender-based violence  â€¢ Strategies for addressing stigma directed against people with mental illnesses in post-emergency settings  â€¢ Introduction of debriefing method, case studies and exercises						
Arboviral diseases: focus on Dengue and Chikungunya	<br>On completion of the module students should be able to:     1. Describe key elements of the epidemiologic and clinical characteristics of arboviral diseases including the following:  o The phylogenetic classification of arboviruses  o Distribution and transmission dynamics of the leading causes of arboviral disease  o Methods for accurate diagnosis of arboviral diseases  o Principles of clinical management of arboviral diseases  o Prevention of arboviral diseases, including the role of vector control and the use of human vaccines;  2. Design surveillance systems for arboviral diseases; and  3. Implement programs for prevention and control of arboviral diseases.		0		2011-12-26 07:13:09	2014-06-05	2017-10-10 04:43:04	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	5 days or one week of classroom instruction	ISGlobal, Barcelona, Spain		English	advanced optional	2011-12-26 13:23:32	45 hours  28 hours of classroom instruction + 1 hour of assessment time + 16 hours of independent study (This course is going to be accredited as 2 ECTS course in September 2014)	2014-10-20	2014-10-24	<br>Accredited in November 2011. This accreditation is valid until November 2016.	<br>Lectures by experts, in-class workshops and independent study/reading.	<br>This course is in collaboration with the U.S. Centers for Disease Control and Prevention (CDC)    Registration deadline: to be announced   Late registration: to be announced	<br>A 30 minute multiple choice examination will be given at the end of the course, followed by a 30 minute in-class correction of the exam.    In the event of less than 50% correct answers on the examination, students will have a second opportunity to take the examination with the same questions.     In addition, students taking the course for credit will be required to submit a 1-2 page proposal for an arboviral disease prevention program that includes the application of surveillance for program monitoring.     The total course grade will be weighted as follows: 60% for the exam and 40% for the disease prevention proposal.	<br>Maximum enrolment of 30 students	<br>1. Current enrollment in a health-related Masters or doctoral program   OR  2. National licensure in practice of medicine, nursing, or clinical laboratory diagnostics  OR  3. Professional experience in laboratory diagnostics, disease prevention, or epidemiology.     All students should have a solid prior understanding of principles of biology, determinants of human health, and pathophysiology of diseases in humans.     English proficiency: Native English or TOEFL paper-based total test score of 550 or higher, TOEFL internet-based score of 22 or higher for all categories.	<br>Students will be admitted to the course in order of application, on a rolling basis.	900 Euro	<br>Scholarship information will be posted at www.isglobal.org.				<br>Lectures (1 hour) on the following topics:    -  Arboviral Diseases of Humans: Phylogeny and Classification  -  Yellow Fever   -  Dengue I: Epidemiology, Clinical Presentation, and Diagnosis  -  Dengue II: Management, Prevention, and Control   -  Chikungunya   -  The PAHO Campaign to Eradicate Aedes aegypti   -  Vector Biology and Control I: Aedes aegypti and Aedes albopictus  -  West Nile Virus Disease   -  Japanese Encephalitis   -  Venezuelan Equine Encephalitis   -  Rift Valley Fever   -  Vector Biology and Control II: Culex vectors   -  O&rsquo;nyong nyong Fever, Ross River Virus Disease, Zika Virus Disease, Murray Valley Encephalitis, Congo-Crimean Hemorrhagic Fever, Toscana, & Other Arboviral Diseases   -  Tick-Borne Encephalitis, Powassan Encephalitis, Kyasanur Forest Disease, Louping Ill Virus Disease, Omsk Hemorraghagic Fever Vector Biology  -  Vector Biology and Control III: Ticks  -  Laboratory Diagnosis of Arboviral Diseases and Interpretation of Serologic Assay Results   -  Climate and Other Environmental Determinants of Arboviral Disease Transmission   -  Recommendations for Use of Licensed Vaccines: Yellow Fever, Japanese Encephalitis, Tick-Borne Encephalitis   -  Immunopathogenesis of Flaviviruses    -  Development of Dengue Vaccines    -  Developing New Vaccines Against Arboviral Diseases       -  Genetic Susceptibility to Flaviviral Disease  -  The Leading Edge of Arboviral Disease Research    -  Surveillance Systems for Arboviral Disease Detection, Monitoring and Research    In-class workshops on the following topics:    -  Diagnostics (1 hour)  -  Surveillance Systems (2 hours)	Spain	Disease prevention & control	Face to face		1.5 ECTS credits	
Arboviral diseases: focus on Dengue and Chikungunya	<br>On completion of the module students should be able to:     1. Describe key elements of the epidemiologic and clinical characteristics of arboviral diseases including the following:  o The phylogenetic classification of arboviruses  o Distribution and transmission dynamics of the leading causes of arboviral disease  o Methods for accurate diagnosis of arboviral diseases  o Principles of clinical management of arboviral diseases  o Prevention of arboviral diseases, including the role of vector control and the use of human vaccines;  2. Design surveillance systems for arboviral diseases; and  3. Implement programs for prevention and control of arboviral diseases.		0		2011-12-26 07:13:09	2014-06-05	2017-10-10 04:43:04	troped	troped	0		5 days or one week of classroom instruction	ISGlobal, Barcelona, Spain				2011-12-26 13:23:32	45 hours  28 hours of classroom instruction + 1 hour of assessment time + 16 hours of independent study (This course is going to be accredited as 2 ECTS course in September 2014)	2014-10-20	2014-10-24	<br>Accredited in November 2011. This accreditation is valid until November 2016.	<br>Lectures by experts, in-class workshops and independent study/reading.	<br>This course is in collaboration with the U.S. Centers for Disease Control and Prevention (CDC)    Registration deadline: to be announced   Late registration: to be announced	<br>A 30 minute multiple choice examination will be given at the end of the course, followed by a 30 minute in-class correction of the exam.    In the event of less than 50% correct answers on the examination, students will have a second opportunity to take the examination with the same questions.     In addition, students taking the course for credit will be required to submit a 1-2 page proposal for an arboviral disease prevention program that includes the application of surveillance for program monitoring.     The total course grade will be weighted as follows: 60% for the exam and 40% for the disease prevention proposal.	<br>Maximum enrolment of 30 students	<br>1. Current enrollment in a health-related Masters or doctoral program   OR  2. National licensure in practice of medicine, nursing, or clinical laboratory diagnostics  OR  3. Professional experience in laboratory diagnostics, disease prevention, or epidemiology.     All students should have a solid prior understanding of principles of biology, determinants of human health, and pathophysiology of diseases in humans.     English proficiency: Native English or TOEFL paper-based total test score of 550 or higher, TOEFL internet-based score of 22 or higher for all categories.	<br>Students will be admitted to the course in order of application, on a rolling basis.	900 Euro	<br>Scholarship information will be posted at www.isglobal.org.				<br>Lectures (1 hour) on the following topics:    -  Arboviral Diseases of Humans: Phylogeny and Classification  -  Yellow Fever   -  Dengue I: Epidemiology, Clinical Presentation, and Diagnosis  -  Dengue II: Management, Prevention, and Control   -  Chikungunya   -  The PAHO Campaign to Eradicate Aedes aegypti   -  Vector Biology and Control I: Aedes aegypti and Aedes albopictus  -  West Nile Virus Disease   -  Japanese Encephalitis   -  Venezuelan Equine Encephalitis   -  Rift Valley Fever   -  Vector Biology and Control II: Culex vectors   -  O&rsquo;nyong nyong Fever, Ross River Virus Disease, Zika Virus Disease, Murray Valley Encephalitis, Congo-Crimean Hemorrhagic Fever, Toscana, & Other Arboviral Diseases   -  Tick-Borne Encephalitis, Powassan Encephalitis, Kyasanur Forest Disease, Louping Ill Virus Disease, Omsk Hemorraghagic Fever Vector Biology  -  Vector Biology and Control III: Ticks  -  Laboratory Diagnosis of Arboviral Diseases and Interpretation of Serologic Assay Results   -  Climate and Other Environmental Determinants of Arboviral Disease Transmission   -  Recommendations for Use of Licensed Vaccines: Yellow Fever, Japanese Encephalitis, Tick-Borne Encephalitis   -  Immunopathogenesis of Flaviviruses    -  Development of Dengue Vaccines    -  Developing New Vaccines Against Arboviral Diseases       -  Genetic Susceptibility to Flaviviral Disease  -  The Leading Edge of Arboviral Disease Research    -  Surveillance Systems for Arboviral Disease Detection, Monitoring and Research    In-class workshops on the following topics:    -  Diagnostics (1 hour)  -  Surveillance Systems (2 hours)		Outbreaks				
Arboviral diseases: focus on Dengue and Chikungunya	<br>On completion of the module students should be able to:     1. Describe key elements of the epidemiologic and clinical characteristics of arboviral diseases including the following:  o The phylogenetic classification of arboviruses  o Distribution and transmission dynamics of the leading causes of arboviral disease  o Methods for accurate diagnosis of arboviral diseases  o Principles of clinical management of arboviral diseases  o Prevention of arboviral diseases, including the role of vector control and the use of human vaccines;  2. Design surveillance systems for arboviral diseases; and  3. Implement programs for prevention and control of arboviral diseases.		0		2011-12-26 07:13:09	2014-06-05	2017-10-10 04:43:04	troped	troped	0		5 days or one week of classroom instruction	ISGlobal, Barcelona, Spain				2011-12-26 13:23:32	45 hours  28 hours of classroom instruction + 1 hour of assessment time + 16 hours of independent study (This course is going to be accredited as 2 ECTS course in September 2014)	2014-10-20	2014-10-24	<br>Accredited in November 2011. This accreditation is valid until November 2016.	<br>Lectures by experts, in-class workshops and independent study/reading.	<br>This course is in collaboration with the U.S. Centers for Disease Control and Prevention (CDC)    Registration deadline: to be announced   Late registration: to be announced	<br>A 30 minute multiple choice examination will be given at the end of the course, followed by a 30 minute in-class correction of the exam.    In the event of less than 50% correct answers on the examination, students will have a second opportunity to take the examination with the same questions.     In addition, students taking the course for credit will be required to submit a 1-2 page proposal for an arboviral disease prevention program that includes the application of surveillance for program monitoring.     The total course grade will be weighted as follows: 60% for the exam and 40% for the disease prevention proposal.	<br>Maximum enrolment of 30 students	<br>1. Current enrollment in a health-related Masters or doctoral program   OR  2. National licensure in practice of medicine, nursing, or clinical laboratory diagnostics  OR  3. Professional experience in laboratory diagnostics, disease prevention, or epidemiology.     All students should have a solid prior understanding of principles of biology, determinants of human health, and pathophysiology of diseases in humans.     English proficiency: Native English or TOEFL paper-based total test score of 550 or higher, TOEFL internet-based score of 22 or higher for all categories.	<br>Students will be admitted to the course in order of application, on a rolling basis.	900 Euro	<br>Scholarship information will be posted at www.isglobal.org.				<br>Lectures (1 hour) on the following topics:    -  Arboviral Diseases of Humans: Phylogeny and Classification  -  Yellow Fever   -  Dengue I: Epidemiology, Clinical Presentation, and Diagnosis  -  Dengue II: Management, Prevention, and Control   -  Chikungunya   -  The PAHO Campaign to Eradicate Aedes aegypti   -  Vector Biology and Control I: Aedes aegypti and Aedes albopictus  -  West Nile Virus Disease   -  Japanese Encephalitis   -  Venezuelan Equine Encephalitis   -  Rift Valley Fever   -  Vector Biology and Control II: Culex vectors   -  O&rsquo;nyong nyong Fever, Ross River Virus Disease, Zika Virus Disease, Murray Valley Encephalitis, Congo-Crimean Hemorrhagic Fever, Toscana, & Other Arboviral Diseases   -  Tick-Borne Encephalitis, Powassan Encephalitis, Kyasanur Forest Disease, Louping Ill Virus Disease, Omsk Hemorraghagic Fever Vector Biology  -  Vector Biology and Control III: Ticks  -  Laboratory Diagnosis of Arboviral Diseases and Interpretation of Serologic Assay Results   -  Climate and Other Environmental Determinants of Arboviral Disease Transmission   -  Recommendations for Use of Licensed Vaccines: Yellow Fever, Japanese Encephalitis, Tick-Borne Encephalitis   -  Immunopathogenesis of Flaviviruses    -  Development of Dengue Vaccines    -  Developing New Vaccines Against Arboviral Diseases       -  Genetic Susceptibility to Flaviviral Disease  -  The Leading Edge of Arboviral Disease Research    -  Surveillance Systems for Arboviral Disease Detection, Monitoring and Research    In-class workshops on the following topics:    -  Diagnostics (1 hour)  -  Surveillance Systems (2 hours)						
Health Economics and Economic Analysis	Overall objectives:     At the end of the module the student should be able to:  â€¢ critically discuss, exchange and share views about health economics and its use in the decision making process    Specific objectives:  At the end of the module the student should be able to:  â€¢ appraise the different types of economic analysis applied to health and how these analyses are performed;  â€¢ appraise the importance of economic considerations when addressing the health system;  â€¢ assess how economic analysis can support the decision making process and assess how economic principles can influence health policy;  â€¢ evaluate the financial flows in the health system, and appraise the consequences of health financing models for them;   â€¢ analyse the limits of economic theory applied to health, and critically appraise economic analysis in health  â€¢ appraise information sources, data used and collected for economic analysis, and how these data are transformed into economic information;  â€¢ evaluate economic implications of health policies, programmes and interventions		1	mscih-student@charite.de	2012-01-09 08:39:48	2018-06-27	2021-01-21 13:18:27	troped	romy	0	Germany - Institute of Tropical Medicine and International Health, Berlin	2 weeks (10 days)	CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany	 Peter Campbell 	English	advanced optional	2012-01-09 14:50:39	90 hours SIT  Contact time: 78.25 hours (lectures and facilitated discussion: 54 hours; group work and presentations: 24 hours; oral exam: 0.25 hours); self study time: 11.75 hours	2021-01-25	2021-02-05	<br>Accredited in September 2005. Re-accredited in December 2011 and in December 2016. This accreditation is valid until December 2021.	<br>In addition to PowerPoint slide presentations, adult learning tools and techniques will be used during the course, including discussions, debates, role play and audio-visual materials.	<br>Recommended pre-reading:   â€¢ Executive Summary of the World Health Report (2010): health systems financing- the path to universal coverage. Accessible at http://apps.who.int/iris/bitstream/10665/44371/1/9789241564021_eng.pdf  â€¢ Hendriks, ME et al. (2014), Step-by-step guideline for disease-specific costing studies in low- and middle-income countries: a mixed methodology, Glob Health Action 7:10; DO: 10.3402/gha.v7.23573  â€¢ Mills, A. (2014), Reflections on the development of health economics in low- and middle-income countries, Proc. R. Soc. B 2014 281 20140451; DOI: 10.1098/rspb.2014.0451.   â€¢ Rudmik L, Drummond M. (2013), Health economic evaluation: important principles and methodology, Laryngoscope 123(6); DOI: 10.1002/lary.23943    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Group assignment and presentation  The class is divided into groups of 4-6 students. Each group is given a resource allocation case, including basic background information. Using (1) available and additionally collected information, (2) economic analysis tools and (3) decision making processes, participants are asked to formulate and present a relevant intervention policy. This way they have the opportunity to synthesize the knowledge they gained and apply it to a specific situation.  2. Individual oral exam  A short individual oral exam (15 min.) is part of the assessment procedure. The oral exam is based on a set of questions prepared during the course. The objective is to assess individually acquired knowledge.  Students and participants must attend 80% of the teaching time.  The overall assessment is an average of the group presentation (50% contribution to overall grade) and the individual oral exam (50% contribution to overall grade). The overall pass mark is 60%. Students must pass the oral exam.  In case they fail the 1st attempt of the oral exam, they will be offered a re-sit. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.  In case they fail the group presentation, they will be offered a re-sit in the form of an individual essay. A second re-sit in the form of an individual essay is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of students: 26.	<br>The course is intended for health professionals with experience in the health sector.   If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/.	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (24 Dec 2017)  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>825,00 â‚¬ for tropEd MScIH students and alumni  1.031,25 â‚¬ for guest students incl. Diploma	None	<br>â€¢ Since 2015 the course coordinator is Dr Paul Marschall.   â€¢ The content has been adapted to cover the most important aspects of health economics, from macro- to microeconomics, from supporting policy decision to informing clinical decision, from collecting resources to allocating them. Particular topics have been added, like for example Health Production, Sector Wide Approaches (SWAP), Contracting, Performance Based Financing, Decentralization and Community Based Health Insurances.  â€¢ Since 2010, an individual oral exam has been added to the assessment procedures to better take individual performance into account.	<br>Students were pleased with the choice of topics. They suggested that the interactive elements of the teaching should be extended, including some practice of economic analysis	<br>â€¢ To make the lectures more accessible to non-economists, less technical jargon will be used   â€¢ A critical understanding of, the use (and misuse) of economic theory and health financing practices will be emphasized.	<br>The course includes the following topics:   â€¢ Revision of basic concepts of economics, health economics, economic analysis in the health sector, and health systems performance  â€¢ Priorities setting in the health system â€“ criteria for efficient resource allocation  â€¢ Principles of health financing and funding  o Tax-based  o Different types of health insurances  o Out-of-pocket  â€¢ Contracting health services  â€¢ Performance based financing  â€¢ Economic analysis in health  o Definition of cost  o Cost minimisation  o Cost-effectiveness  o Cost-utility  o Cost-benefit  â€¢ Taking the real world into account â€“ making things comparable  o Uncertainty  o Discounting  o Weighing  â€¢ Measuring (expected) results  o Outputs, outcomes  o QALYs  o DALYs  â€¢ Generalized cost effectiveness studies  â€¢ Critical appraisal of health economics, using historic and current case studies	Germany	Health Policy (incl. advocacy)	Face to face		3 ECTS credits	
Health Economics and Economic Analysis	Overall objectives:     At the end of the module the student should be able to:  â€¢ critically discuss, exchange and share views about health economics and its use in the decision making process    Specific objectives:  At the end of the module the student should be able to:  â€¢ appraise the different types of economic analysis applied to health and how these analyses are performed;  â€¢ appraise the importance of economic considerations when addressing the health system;  â€¢ assess how economic analysis can support the decision making process and assess how economic principles can influence health policy;  â€¢ evaluate the financial flows in the health system, and appraise the consequences of health financing models for them;   â€¢ analyse the limits of economic theory applied to health, and critically appraise economic analysis in health  â€¢ appraise information sources, data used and collected for economic analysis, and how these data are transformed into economic information;  â€¢ evaluate economic implications of health policies, programmes and interventions		1	mscih-student@charite.de	2012-01-09 08:39:48	2018-06-27	2021-01-21 13:18:27	troped	romy	0		2 weeks (10 days)	CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2012-01-09 14:50:39	90 hours SIT  Contact time: 78.25 hours (lectures and facilitated discussion: 54 hours; group work and presentations: 24 hours; oral exam: 0.25 hours); self study time: 11.75 hours	2021-01-25	2021-02-05	<br>Accredited in September 2005. Re-accredited in December 2011 and in December 2016. This accreditation is valid until December 2021.	<br>In addition to PowerPoint slide presentations, adult learning tools and techniques will be used during the course, including discussions, debates, role play and audio-visual materials.	<br>Recommended pre-reading:   â€¢ Executive Summary of the World Health Report (2010): health systems financing- the path to universal coverage. Accessible at http://apps.who.int/iris/bitstream/10665/44371/1/9789241564021_eng.pdf  â€¢ Hendriks, ME et al. (2014), Step-by-step guideline for disease-specific costing studies in low- and middle-income countries: a mixed methodology, Glob Health Action 7:10; DO: 10.3402/gha.v7.23573  â€¢ Mills, A. (2014), Reflections on the development of health economics in low- and middle-income countries, Proc. R. Soc. B 2014 281 20140451; DOI: 10.1098/rspb.2014.0451.   â€¢ Rudmik L, Drummond M. (2013), Health economic evaluation: important principles and methodology, Laryngoscope 123(6); DOI: 10.1002/lary.23943    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Group assignment and presentation  The class is divided into groups of 4-6 students. Each group is given a resource allocation case, including basic background information. Using (1) available and additionally collected information, (2) economic analysis tools and (3) decision making processes, participants are asked to formulate and present a relevant intervention policy. This way they have the opportunity to synthesize the knowledge they gained and apply it to a specific situation.  2. Individual oral exam  A short individual oral exam (15 min.) is part of the assessment procedure. The oral exam is based on a set of questions prepared during the course. The objective is to assess individually acquired knowledge.  Students and participants must attend 80% of the teaching time.  The overall assessment is an average of the group presentation (50% contribution to overall grade) and the individual oral exam (50% contribution to overall grade). The overall pass mark is 60%. Students must pass the oral exam.  In case they fail the 1st attempt of the oral exam, they will be offered a re-sit. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.  In case they fail the group presentation, they will be offered a re-sit in the form of an individual essay. A second re-sit in the form of an individual essay is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of students: 26.	<br>The course is intended for health professionals with experience in the health sector.   If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/.	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (24 Dec 2017)  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>825,00 â‚¬ for tropEd MScIH students and alumni  1.031,25 â‚¬ for guest students incl. Diploma	None	<br>â€¢ Since 2015 the course coordinator is Dr Paul Marschall.   â€¢ The content has been adapted to cover the most important aspects of health economics, from macro- to microeconomics, from supporting policy decision to informing clinical decision, from collecting resources to allocating them. Particular topics have been added, like for example Health Production, Sector Wide Approaches (SWAP), Contracting, Performance Based Financing, Decentralization and Community Based Health Insurances.  â€¢ Since 2010, an individual oral exam has been added to the assessment procedures to better take individual performance into account.	<br>Students were pleased with the choice of topics. They suggested that the interactive elements of the teaching should be extended, including some practice of economic analysis	<br>â€¢ To make the lectures more accessible to non-economists, less technical jargon will be used   â€¢ A critical understanding of, the use (and misuse) of economic theory and health financing practices will be emphasized.	<br>The course includes the following topics:   â€¢ Revision of basic concepts of economics, health economics, economic analysis in the health sector, and health systems performance  â€¢ Priorities setting in the health system â€“ criteria for efficient resource allocation  â€¢ Principles of health financing and funding  o Tax-based  o Different types of health insurances  o Out-of-pocket  â€¢ Contracting health services  â€¢ Performance based financing  â€¢ Economic analysis in health  o Definition of cost  o Cost minimisation  o Cost-effectiveness  o Cost-utility  o Cost-benefit  â€¢ Taking the real world into account â€“ making things comparable  o Uncertainty  o Discounting  o Weighing  â€¢ Measuring (expected) results  o Outputs, outcomes  o QALYs  o DALYs  â€¢ Generalized cost effectiveness studies  â€¢ Critical appraisal of health economics, using historic and current case studies		Health economics				
Health Economics and Economic Analysis	Overall objectives:     At the end of the module the student should be able to:  â€¢ critically discuss, exchange and share views about health economics and its use in the decision making process    Specific objectives:  At the end of the module the student should be able to:  â€¢ appraise the different types of economic analysis applied to health and how these analyses are performed;  â€¢ appraise the importance of economic considerations when addressing the health system;  â€¢ assess how economic analysis can support the decision making process and assess how economic principles can influence health policy;  â€¢ evaluate the financial flows in the health system, and appraise the consequences of health financing models for them;   â€¢ analyse the limits of economic theory applied to health, and critically appraise economic analysis in health  â€¢ appraise information sources, data used and collected for economic analysis, and how these data are transformed into economic information;  â€¢ evaluate economic implications of health policies, programmes and interventions		1	mscih-student@charite.de	2012-01-09 08:39:48	2018-06-27	2021-01-21 13:18:27	troped	romy	0		2 weeks (10 days)	CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2012-01-09 14:50:39	90 hours SIT  Contact time: 78.25 hours (lectures and facilitated discussion: 54 hours; group work and presentations: 24 hours; oral exam: 0.25 hours); self study time: 11.75 hours	2021-01-25	2021-02-05	<br>Accredited in September 2005. Re-accredited in December 2011 and in December 2016. This accreditation is valid until December 2021.	<br>In addition to PowerPoint slide presentations, adult learning tools and techniques will be used during the course, including discussions, debates, role play and audio-visual materials.	<br>Recommended pre-reading:   â€¢ Executive Summary of the World Health Report (2010): health systems financing- the path to universal coverage. Accessible at http://apps.who.int/iris/bitstream/10665/44371/1/9789241564021_eng.pdf  â€¢ Hendriks, ME et al. (2014), Step-by-step guideline for disease-specific costing studies in low- and middle-income countries: a mixed methodology, Glob Health Action 7:10; DO: 10.3402/gha.v7.23573  â€¢ Mills, A. (2014), Reflections on the development of health economics in low- and middle-income countries, Proc. R. Soc. B 2014 281 20140451; DOI: 10.1098/rspb.2014.0451.   â€¢ Rudmik L, Drummond M. (2013), Health economic evaluation: important principles and methodology, Laryngoscope 123(6); DOI: 10.1002/lary.23943    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Group assignment and presentation  The class is divided into groups of 4-6 students. Each group is given a resource allocation case, including basic background information. Using (1) available and additionally collected information, (2) economic analysis tools and (3) decision making processes, participants are asked to formulate and present a relevant intervention policy. This way they have the opportunity to synthesize the knowledge they gained and apply it to a specific situation.  2. Individual oral exam  A short individual oral exam (15 min.) is part of the assessment procedure. The oral exam is based on a set of questions prepared during the course. The objective is to assess individually acquired knowledge.  Students and participants must attend 80% of the teaching time.  The overall assessment is an average of the group presentation (50% contribution to overall grade) and the individual oral exam (50% contribution to overall grade). The overall pass mark is 60%. Students must pass the oral exam.  In case they fail the 1st attempt of the oral exam, they will be offered a re-sit. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.  In case they fail the group presentation, they will be offered a re-sit in the form of an individual essay. A second re-sit in the form of an individual essay is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of students: 26.	<br>The course is intended for health professionals with experience in the health sector.   If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/.	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (24 Dec 2017)  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>825,00 â‚¬ for tropEd MScIH students and alumni  1.031,25 â‚¬ for guest students incl. Diploma	None	<br>â€¢ Since 2015 the course coordinator is Dr Paul Marschall.   â€¢ The content has been adapted to cover the most important aspects of health economics, from macro- to microeconomics, from supporting policy decision to informing clinical decision, from collecting resources to allocating them. Particular topics have been added, like for example Health Production, Sector Wide Approaches (SWAP), Contracting, Performance Based Financing, Decentralization and Community Based Health Insurances.  â€¢ Since 2010, an individual oral exam has been added to the assessment procedures to better take individual performance into account.	<br>Students were pleased with the choice of topics. They suggested that the interactive elements of the teaching should be extended, including some practice of economic analysis	<br>â€¢ To make the lectures more accessible to non-economists, less technical jargon will be used   â€¢ A critical understanding of, the use (and misuse) of economic theory and health financing practices will be emphasized.	<br>The course includes the following topics:   â€¢ Revision of basic concepts of economics, health economics, economic analysis in the health sector, and health systems performance  â€¢ Priorities setting in the health system â€“ criteria for efficient resource allocation  â€¢ Principles of health financing and funding  o Tax-based  o Different types of health insurances  o Out-of-pocket  â€¢ Contracting health services  â€¢ Performance based financing  â€¢ Economic analysis in health  o Definition of cost  o Cost minimisation  o Cost-effectiveness  o Cost-utility  o Cost-benefit  â€¢ Taking the real world into account â€“ making things comparable  o Uncertainty  o Discounting  o Weighing  â€¢ Measuring (expected) results  o Outputs, outcomes  o QALYs  o DALYs  â€¢ Generalized cost effectiveness studies  â€¢ Critical appraisal of health economics, using historic and current case studies		Poverty				
Health Economics and Economic Analysis	Overall objectives:     At the end of the module the student should be able to:  â€¢ critically discuss, exchange and share views about health economics and its use in the decision making process    Specific objectives:  At the end of the module the student should be able to:  â€¢ appraise the different types of economic analysis applied to health and how these analyses are performed;  â€¢ appraise the importance of economic considerations when addressing the health system;  â€¢ assess how economic analysis can support the decision making process and assess how economic principles can influence health policy;  â€¢ evaluate the financial flows in the health system, and appraise the consequences of health financing models for them;   â€¢ analyse the limits of economic theory applied to health, and critically appraise economic analysis in health  â€¢ appraise information sources, data used and collected for economic analysis, and how these data are transformed into economic information;  â€¢ evaluate economic implications of health policies, programmes and interventions		1	mscih-student@charite.de	2012-01-09 08:39:48	2018-06-27	2021-01-21 13:18:27	troped	romy	0		2 weeks (10 days)	CharitÃ© - UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2012-01-09 14:50:39	90 hours SIT  Contact time: 78.25 hours (lectures and facilitated discussion: 54 hours; group work and presentations: 24 hours; oral exam: 0.25 hours); self study time: 11.75 hours	2021-01-25	2021-02-05	<br>Accredited in September 2005. Re-accredited in December 2011 and in December 2016. This accreditation is valid until December 2021.	<br>In addition to PowerPoint slide presentations, adult learning tools and techniques will be used during the course, including discussions, debates, role play and audio-visual materials.	<br>Recommended pre-reading:   â€¢ Executive Summary of the World Health Report (2010): health systems financing- the path to universal coverage. Accessible at http://apps.who.int/iris/bitstream/10665/44371/1/9789241564021_eng.pdf  â€¢ Hendriks, ME et al. (2014), Step-by-step guideline for disease-specific costing studies in low- and middle-income countries: a mixed methodology, Glob Health Action 7:10; DO: 10.3402/gha.v7.23573  â€¢ Mills, A. (2014), Reflections on the development of health economics in low- and middle-income countries, Proc. R. Soc. B 2014 281 20140451; DOI: 10.1098/rspb.2014.0451.   â€¢ Rudmik L, Drummond M. (2013), Health economic evaluation: important principles and methodology, Laryngoscope 123(6); DOI: 10.1002/lary.23943    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Group assignment and presentation  The class is divided into groups of 4-6 students. Each group is given a resource allocation case, including basic background information. Using (1) available and additionally collected information, (2) economic analysis tools and (3) decision making processes, participants are asked to formulate and present a relevant intervention policy. This way they have the opportunity to synthesize the knowledge they gained and apply it to a specific situation.  2. Individual oral exam  A short individual oral exam (15 min.) is part of the assessment procedure. The oral exam is based on a set of questions prepared during the course. The objective is to assess individually acquired knowledge.  Students and participants must attend 80% of the teaching time.  The overall assessment is an average of the group presentation (50% contribution to overall grade) and the individual oral exam (50% contribution to overall grade). The overall pass mark is 60%. Students must pass the oral exam.  In case they fail the 1st attempt of the oral exam, they will be offered a re-sit. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.  In case they fail the group presentation, they will be offered a re-sit in the form of an individual essay. A second re-sit in the form of an individual essay is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of students: 26.	<br>The course is intended for health professionals with experience in the health sector.   If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/.	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (24 Dec 2017)  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>825,00 â‚¬ for tropEd MScIH students and alumni  1.031,25 â‚¬ for guest students incl. Diploma	None	<br>â€¢ Since 2015 the course coordinator is Dr Paul Marschall.   â€¢ The content has been adapted to cover the most important aspects of health economics, from macro- to microeconomics, from supporting policy decision to informing clinical decision, from collecting resources to allocating them. Particular topics have been added, like for example Health Production, Sector Wide Approaches (SWAP), Contracting, Performance Based Financing, Decentralization and Community Based Health Insurances.  â€¢ Since 2010, an individual oral exam has been added to the assessment procedures to better take individual performance into account.	<br>Students were pleased with the choice of topics. They suggested that the interactive elements of the teaching should be extended, including some practice of economic analysis	<br>â€¢ To make the lectures more accessible to non-economists, less technical jargon will be used   â€¢ A critical understanding of, the use (and misuse) of economic theory and health financing practices will be emphasized.	<br>The course includes the following topics:   â€¢ Revision of basic concepts of economics, health economics, economic analysis in the health sector, and health systems performance  â€¢ Priorities setting in the health system â€“ criteria for efficient resource allocation  â€¢ Principles of health financing and funding  o Tax-based  o Different types of health insurances  o Out-of-pocket  â€¢ Contracting health services  â€¢ Performance based financing  â€¢ Economic analysis in health  o Definition of cost  o Cost minimisation  o Cost-effectiveness  o Cost-utility  o Cost-benefit  â€¢ Taking the real world into account â€“ making things comparable  o Uncertainty  o Discounting  o Weighing  â€¢ Measuring (expected) results  o Outputs, outcomes  o QALYs  o DALYs  â€¢ Generalized cost effectiveness studies  â€¢ Critical appraisal of health economics, using historic and current case studies						
Advanced Vaccinology (not offered in the academic year 2018/2019)	<br>At the end of the module, participants will be able to:    - formulate a state-of-the-art update on recent global developments in the field of vaccinology including the introduction of new vaccines, new financing initiatives and related policy issues;   - construct the vaccine continuum from vaccine development, evaluation and regulatory principles to production and licensure;  - compare basic epidemiological, ethical and regulatory issues related to the assessment of vaccine efficacy and effectiveness in different world regions;  - appraise issues of public confidence in vaccination programs;  - assess economic aspects of vaccination programs;  - assist health professionals in designing, planning, and implementing immunization programmes (with a strong focus on developing countries);   - detect, evaluate and manage adverse events following immunization;  - appraise cold chain and logistical issues related to immunization programmes.		0	mscih-student@charite.de	2012-01-09 08:59:42	2017-11-19	2019-11-22 13:22:09	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	2 weeks + 2 days for writing an academic essay after the module	<br>CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow Klinikum  Augustenburger Platz 1  D-13353 Berlin-Wedding	Dr. Carine Dochez 	English	advanced optional	2012-01-09 15:13:06	105 hours (67 hours in-class, 15 hours assignment, 23 hours self-study)			<br>Accredited in Alicante, 2001; re-accredited in  2008 and in October 2013. Accreditation is valid until October 2018.	<br>- Introduction (1 hour) to make students familiar with the setting and the group.  - Seminar-style lectures (43) to introduce students into the various topics, exercises (4) to consolidate the new knowledge and skills, group work (9) to promote synthetic skills, excursion (3) to experience a vaccination program in practice.  - Assessment by presentation of group work (4), written examination (2), essay (15).  - Evaluation (1) for quality assurance of the module.  - Self-study (23) to complement and review the learned contents.	<br>This course is developed and organised in cooperation with University of Antwerp (UA), Belgium  Recommended pre-reading: Global Vaccine Action Plan 2011-2020. Available for download from WHO website.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Presentation of group work, contributing 20% to the overall grade.  Two hours closed-book written examination, contributing 40% to the overall grade. The pass mark is 60%.  Written 2000 words academic essay on a self-defined topic relevant to vaccines and immunization any low or middle income country - to be submitted within one month after the end of the course, contributing 40% to the overall grade.   Students must pass the written examination.  In case of failure students are offered a re-sit written examination within 2 weeks and 2 months after the original exam, and/or a second essay on a predefined topic within 4 weeks after marking the original essay, depending on the type of assessment the student has failed.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 24 participants  Students and participants must attend 80% of the teaching time.	<br>Medical doctors and other health professionals with interest and experience in vaccinology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: January 5th 2018  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>875.00 EUR for tropEd MScIH students and alumni  1312.50 EUR for others	None	<br>The curriculum was continuously adapted to reflect new developments, e.g. the introduction of new vaccines in the EPI (rotavirus, pneumococcal conjugate, or HPV) as well as the development of new candidate vaccines with promising results from clinical trials (malaria, dengue). Over time, operational aspects become more important at the expense of basic vaccine research, including input from national EPI managers presenting on strengths and challenges of immunization programme management.  In 2014, the module is planned to run for two weeks for the first time, following student and faculty feedback. The overall objective of this extension is to make the module less packed and exhausting, and to facilitate interaction among students and between students and lecturers. The additional time will be spent on (1) giving each lecturer a bit more time to allow discussions, (2) introducing four exercises to consolidate learned content, (3) introducing an excursion to Germany&rsquo;s national Public Health Institute, (4) adding three lectures on &quot;special vaccines&quot; to widen the students&rsquo; horizon beyond EPI, and (5) a written examination to achieve a more rounded assessment approach.	<br>Overall student evaluation has been very good to excellent. The fact that several international facilitators with a wealth of field experience are not only providing their input through lectures, but are also available e.g. during group work sessions, some of them for a prolonged period of time, has provided the opportunity for more informal in-depth discussions on relevant issues in the field. The most frequent critical comment related to the one-week version of the module being too packed to absorb all that new knowledge offered to the students.	<br>The course was initially run with major financial support by GSK Biologicals. The fact that several senior members of the GSK staff were involved as lecturers in this course was addressed during the course, and pros and cons critically debated. One of the "soft" outcomes of this approach is a critical and realistic view on the necessary interdependence between private and public, academic and non-academic actors in the advancement of vaccinology.   When this financial support was removed for reasons unrelated to the module in 2010, the degree of dependence on external funding was such that the module was at risk of cancellation despite strong student interest. The module survived as a standard no-frills tropEd module, largely (but not completely) independent from external funding.	<br>The content of this module extends and deepens the content offered as basic vaccinology during the core course. A small proportion of the teaching is used for revision of basic concepts.  - Immunology relevant to vaccinology including herd immunity concepts;   - Key bacterial and viral vaccine preventable diseases;   - Vaccine types and recent developments in the field;   - Epidemiology of clinical trials, vaccine efficacy and effectiveness, including ethical issues in industrialized and developing countries;   - Vaccine development, registration and production;   - Excursion to national public health institute overseeing Germany&rsquo;s vaccination program;   - Global immunization programmes e.g. EPI, polio eradication, neonatal tetanus and measles elimination;   - Immunization schedules for children and other age groups;   - Comprehensive planning and implementation of immunization programmes based on country experiences;   - Monitoring, reporting and management of adverse events following immunization;   - Immunization surveillance (coverage, effectiveness);  - Vaccine procurement, logistics and cold chain management;   - Immunization financing and global vaccine market developments;  - Vaccine advocacy and communication;   - Future developments related to vaccines and immunization.	Germany	Biomedical sciences/disciplines	Face to face		3.5 ECTS credits	
Advanced Vaccinology (not offered in the academic year 2018/2019)	<br>At the end of the module, participants will be able to:    - formulate a state-of-the-art update on recent global developments in the field of vaccinology including the introduction of new vaccines, new financing initiatives and related policy issues;   - construct the vaccine continuum from vaccine development, evaluation and regulatory principles to production and licensure;  - compare basic epidemiological, ethical and regulatory issues related to the assessment of vaccine efficacy and effectiveness in different world regions;  - appraise issues of public confidence in vaccination programs;  - assess economic aspects of vaccination programs;  - assist health professionals in designing, planning, and implementing immunization programmes (with a strong focus on developing countries);   - detect, evaluate and manage adverse events following immunization;  - appraise cold chain and logistical issues related to immunization programmes.		0	mscih-student@charite.de	2012-01-09 08:59:42	2017-11-19	2019-11-22 13:22:09	troped	troped	0		2 weeks + 2 days for writing an academic essay after the module	<br>CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow Klinikum  Augustenburger Platz 1  D-13353 Berlin-Wedding				2012-01-09 15:13:06	105 hours (67 hours in-class, 15 hours assignment, 23 hours self-study)			<br>Accredited in Alicante, 2001; re-accredited in  2008 and in October 2013. Accreditation is valid until October 2018.	<br>- Introduction (1 hour) to make students familiar with the setting and the group.  - Seminar-style lectures (43) to introduce students into the various topics, exercises (4) to consolidate the new knowledge and skills, group work (9) to promote synthetic skills, excursion (3) to experience a vaccination program in practice.  - Assessment by presentation of group work (4), written examination (2), essay (15).  - Evaluation (1) for quality assurance of the module.  - Self-study (23) to complement and review the learned contents.	<br>This course is developed and organised in cooperation with University of Antwerp (UA), Belgium  Recommended pre-reading: Global Vaccine Action Plan 2011-2020. Available for download from WHO website.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Presentation of group work, contributing 20% to the overall grade.  Two hours closed-book written examination, contributing 40% to the overall grade. The pass mark is 60%.  Written 2000 words academic essay on a self-defined topic relevant to vaccines and immunization any low or middle income country - to be submitted within one month after the end of the course, contributing 40% to the overall grade.   Students must pass the written examination.  In case of failure students are offered a re-sit written examination within 2 weeks and 2 months after the original exam, and/or a second essay on a predefined topic within 4 weeks after marking the original essay, depending on the type of assessment the student has failed.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 24 participants  Students and participants must attend 80% of the teaching time.	<br>Medical doctors and other health professionals with interest and experience in vaccinology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: January 5th 2018  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>875.00 EUR for tropEd MScIH students and alumni  1312.50 EUR for others	None	<br>The curriculum was continuously adapted to reflect new developments, e.g. the introduction of new vaccines in the EPI (rotavirus, pneumococcal conjugate, or HPV) as well as the development of new candidate vaccines with promising results from clinical trials (malaria, dengue). Over time, operational aspects become more important at the expense of basic vaccine research, including input from national EPI managers presenting on strengths and challenges of immunization programme management.  In 2014, the module is planned to run for two weeks for the first time, following student and faculty feedback. The overall objective of this extension is to make the module less packed and exhausting, and to facilitate interaction among students and between students and lecturers. The additional time will be spent on (1) giving each lecturer a bit more time to allow discussions, (2) introducing four exercises to consolidate learned content, (3) introducing an excursion to Germany&rsquo;s national Public Health Institute, (4) adding three lectures on &quot;special vaccines&quot; to widen the students&rsquo; horizon beyond EPI, and (5) a written examination to achieve a more rounded assessment approach.	<br>Overall student evaluation has been very good to excellent. The fact that several international facilitators with a wealth of field experience are not only providing their input through lectures, but are also available e.g. during group work sessions, some of them for a prolonged period of time, has provided the opportunity for more informal in-depth discussions on relevant issues in the field. The most frequent critical comment related to the one-week version of the module being too packed to absorb all that new knowledge offered to the students.	<br>The course was initially run with major financial support by GSK Biologicals. The fact that several senior members of the GSK staff were involved as lecturers in this course was addressed during the course, and pros and cons critically debated. One of the "soft" outcomes of this approach is a critical and realistic view on the necessary interdependence between private and public, academic and non-academic actors in the advancement of vaccinology.   When this financial support was removed for reasons unrelated to the module in 2010, the degree of dependence on external funding was such that the module was at risk of cancellation despite strong student interest. The module survived as a standard no-frills tropEd module, largely (but not completely) independent from external funding.	<br>The content of this module extends and deepens the content offered as basic vaccinology during the core course. A small proportion of the teaching is used for revision of basic concepts.  - Immunology relevant to vaccinology including herd immunity concepts;   - Key bacterial and viral vaccine preventable diseases;   - Vaccine types and recent developments in the field;   - Epidemiology of clinical trials, vaccine efficacy and effectiveness, including ethical issues in industrialized and developing countries;   - Vaccine development, registration and production;   - Excursion to national public health institute overseeing Germany&rsquo;s vaccination program;   - Global immunization programmes e.g. EPI, polio eradication, neonatal tetanus and measles elimination;   - Immunization schedules for children and other age groups;   - Comprehensive planning and implementation of immunization programmes based on country experiences;   - Monitoring, reporting and management of adverse events following immunization;   - Immunization surveillance (coverage, effectiveness);  - Vaccine procurement, logistics and cold chain management;   - Immunization financing and global vaccine market developments;  - Vaccine advocacy and communication;   - Future developments related to vaccines and immunization.		Drugs				
Advanced Vaccinology (not offered in the academic year 2018/2019)	<br>At the end of the module, participants will be able to:    - formulate a state-of-the-art update on recent global developments in the field of vaccinology including the introduction of new vaccines, new financing initiatives and related policy issues;   - construct the vaccine continuum from vaccine development, evaluation and regulatory principles to production and licensure;  - compare basic epidemiological, ethical and regulatory issues related to the assessment of vaccine efficacy and effectiveness in different world regions;  - appraise issues of public confidence in vaccination programs;  - assess economic aspects of vaccination programs;  - assist health professionals in designing, planning, and implementing immunization programmes (with a strong focus on developing countries);   - detect, evaluate and manage adverse events following immunization;  - appraise cold chain and logistical issues related to immunization programmes.		0	mscih-student@charite.de	2012-01-09 08:59:42	2017-11-19	2019-11-22 13:22:09	troped	troped	0		2 weeks + 2 days for writing an academic essay after the module	<br>CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow Klinikum  Augustenburger Platz 1  D-13353 Berlin-Wedding				2012-01-09 15:13:06	105 hours (67 hours in-class, 15 hours assignment, 23 hours self-study)			<br>Accredited in Alicante, 2001; re-accredited in  2008 and in October 2013. Accreditation is valid until October 2018.	<br>- Introduction (1 hour) to make students familiar with the setting and the group.  - Seminar-style lectures (43) to introduce students into the various topics, exercises (4) to consolidate the new knowledge and skills, group work (9) to promote synthetic skills, excursion (3) to experience a vaccination program in practice.  - Assessment by presentation of group work (4), written examination (2), essay (15).  - Evaluation (1) for quality assurance of the module.  - Self-study (23) to complement and review the learned contents.	<br>This course is developed and organised in cooperation with University of Antwerp (UA), Belgium  Recommended pre-reading: Global Vaccine Action Plan 2011-2020. Available for download from WHO website.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Presentation of group work, contributing 20% to the overall grade.  Two hours closed-book written examination, contributing 40% to the overall grade. The pass mark is 60%.  Written 2000 words academic essay on a self-defined topic relevant to vaccines and immunization any low or middle income country - to be submitted within one month after the end of the course, contributing 40% to the overall grade.   Students must pass the written examination.  In case of failure students are offered a re-sit written examination within 2 weeks and 2 months after the original exam, and/or a second essay on a predefined topic within 4 weeks after marking the original essay, depending on the type of assessment the student has failed.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 24 participants  Students and participants must attend 80% of the teaching time.	<br>Medical doctors and other health professionals with interest and experience in vaccinology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: January 5th 2018  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>875.00 EUR for tropEd MScIH students and alumni  1312.50 EUR for others	None	<br>The curriculum was continuously adapted to reflect new developments, e.g. the introduction of new vaccines in the EPI (rotavirus, pneumococcal conjugate, or HPV) as well as the development of new candidate vaccines with promising results from clinical trials (malaria, dengue). Over time, operational aspects become more important at the expense of basic vaccine research, including input from national EPI managers presenting on strengths and challenges of immunization programme management.  In 2014, the module is planned to run for two weeks for the first time, following student and faculty feedback. The overall objective of this extension is to make the module less packed and exhausting, and to facilitate interaction among students and between students and lecturers. The additional time will be spent on (1) giving each lecturer a bit more time to allow discussions, (2) introducing four exercises to consolidate learned content, (3) introducing an excursion to Germany&rsquo;s national Public Health Institute, (4) adding three lectures on &quot;special vaccines&quot; to widen the students&rsquo; horizon beyond EPI, and (5) a written examination to achieve a more rounded assessment approach.	<br>Overall student evaluation has been very good to excellent. The fact that several international facilitators with a wealth of field experience are not only providing their input through lectures, but are also available e.g. during group work sessions, some of them for a prolonged period of time, has provided the opportunity for more informal in-depth discussions on relevant issues in the field. The most frequent critical comment related to the one-week version of the module being too packed to absorb all that new knowledge offered to the students.	<br>The course was initially run with major financial support by GSK Biologicals. The fact that several senior members of the GSK staff were involved as lecturers in this course was addressed during the course, and pros and cons critically debated. One of the "soft" outcomes of this approach is a critical and realistic view on the necessary interdependence between private and public, academic and non-academic actors in the advancement of vaccinology.   When this financial support was removed for reasons unrelated to the module in 2010, the degree of dependence on external funding was such that the module was at risk of cancellation despite strong student interest. The module survived as a standard no-frills tropEd module, largely (but not completely) independent from external funding.	<br>The content of this module extends and deepens the content offered as basic vaccinology during the core course. A small proportion of the teaching is used for revision of basic concepts.  - Immunology relevant to vaccinology including herd immunity concepts;   - Key bacterial and viral vaccine preventable diseases;   - Vaccine types and recent developments in the field;   - Epidemiology of clinical trials, vaccine efficacy and effectiveness, including ethical issues in industrialized and developing countries;   - Vaccine development, registration and production;   - Excursion to national public health institute overseeing Germany&rsquo;s vaccination program;   - Global immunization programmes e.g. EPI, polio eradication, neonatal tetanus and measles elimination;   - Immunization schedules for children and other age groups;   - Comprehensive planning and implementation of immunization programmes based on country experiences;   - Monitoring, reporting and management of adverse events following immunization;   - Immunization surveillance (coverage, effectiveness);  - Vaccine procurement, logistics and cold chain management;   - Immunization financing and global vaccine market developments;  - Vaccine advocacy and communication;   - Future developments related to vaccines and immunization.		Medical & Clinical sciences (EBM incl..)				
Advanced Vaccinology (not offered in the academic year 2018/2019)	<br>At the end of the module, participants will be able to:    - formulate a state-of-the-art update on recent global developments in the field of vaccinology including the introduction of new vaccines, new financing initiatives and related policy issues;   - construct the vaccine continuum from vaccine development, evaluation and regulatory principles to production and licensure;  - compare basic epidemiological, ethical and regulatory issues related to the assessment of vaccine efficacy and effectiveness in different world regions;  - appraise issues of public confidence in vaccination programs;  - assess economic aspects of vaccination programs;  - assist health professionals in designing, planning, and implementing immunization programmes (with a strong focus on developing countries);   - detect, evaluate and manage adverse events following immunization;  - appraise cold chain and logistical issues related to immunization programmes.		0	mscih-student@charite.de	2012-01-09 08:59:42	2017-11-19	2019-11-22 13:22:09	troped	troped	0		2 weeks + 2 days for writing an academic essay after the module	<br>CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow Klinikum  Augustenburger Platz 1  D-13353 Berlin-Wedding				2012-01-09 15:13:06	105 hours (67 hours in-class, 15 hours assignment, 23 hours self-study)			<br>Accredited in Alicante, 2001; re-accredited in  2008 and in October 2013. Accreditation is valid until October 2018.	<br>- Introduction (1 hour) to make students familiar with the setting and the group.  - Seminar-style lectures (43) to introduce students into the various topics, exercises (4) to consolidate the new knowledge and skills, group work (9) to promote synthetic skills, excursion (3) to experience a vaccination program in practice.  - Assessment by presentation of group work (4), written examination (2), essay (15).  - Evaluation (1) for quality assurance of the module.  - Self-study (23) to complement and review the learned contents.	<br>This course is developed and organised in cooperation with University of Antwerp (UA), Belgium  Recommended pre-reading: Global Vaccine Action Plan 2011-2020. Available for download from WHO website.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>Presentation of group work, contributing 20% to the overall grade.  Two hours closed-book written examination, contributing 40% to the overall grade. The pass mark is 60%.  Written 2000 words academic essay on a self-defined topic relevant to vaccines and immunization any low or middle income country - to be submitted within one month after the end of the course, contributing 40% to the overall grade.   Students must pass the written examination.  In case of failure students are offered a re-sit written examination within 2 weeks and 2 months after the original exam, and/or a second essay on a predefined topic within 4 weeks after marking the original essay, depending on the type of assessment the student has failed.  A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 24 participants  Students and participants must attend 80% of the teaching time.	<br>Medical doctors and other health professionals with interest and experience in vaccinology.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: January 5th 2018  We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>875.00 EUR for tropEd MScIH students and alumni  1312.50 EUR for others	None	<br>The curriculum was continuously adapted to reflect new developments, e.g. the introduction of new vaccines in the EPI (rotavirus, pneumococcal conjugate, or HPV) as well as the development of new candidate vaccines with promising results from clinical trials (malaria, dengue). Over time, operational aspects become more important at the expense of basic vaccine research, including input from national EPI managers presenting on strengths and challenges of immunization programme management.  In 2014, the module is planned to run for two weeks for the first time, following student and faculty feedback. The overall objective of this extension is to make the module less packed and exhausting, and to facilitate interaction among students and between students and lecturers. The additional time will be spent on (1) giving each lecturer a bit more time to allow discussions, (2) introducing four exercises to consolidate learned content, (3) introducing an excursion to Germany&rsquo;s national Public Health Institute, (4) adding three lectures on &quot;special vaccines&quot; to widen the students&rsquo; horizon beyond EPI, and (5) a written examination to achieve a more rounded assessment approach.	<br>Overall student evaluation has been very good to excellent. The fact that several international facilitators with a wealth of field experience are not only providing their input through lectures, but are also available e.g. during group work sessions, some of them for a prolonged period of time, has provided the opportunity for more informal in-depth discussions on relevant issues in the field. The most frequent critical comment related to the one-week version of the module being too packed to absorb all that new knowledge offered to the students.	<br>The course was initially run with major financial support by GSK Biologicals. The fact that several senior members of the GSK staff were involved as lecturers in this course was addressed during the course, and pros and cons critically debated. One of the "soft" outcomes of this approach is a critical and realistic view on the necessary interdependence between private and public, academic and non-academic actors in the advancement of vaccinology.   When this financial support was removed for reasons unrelated to the module in 2010, the degree of dependence on external funding was such that the module was at risk of cancellation despite strong student interest. The module survived as a standard no-frills tropEd module, largely (but not completely) independent from external funding.	<br>The content of this module extends and deepens the content offered as basic vaccinology during the core course. A small proportion of the teaching is used for revision of basic concepts.  - Immunology relevant to vaccinology including herd immunity concepts;   - Key bacterial and viral vaccine preventable diseases;   - Vaccine types and recent developments in the field;   - Epidemiology of clinical trials, vaccine efficacy and effectiveness, including ethical issues in industrialized and developing countries;   - Vaccine development, registration and production;   - Excursion to national public health institute overseeing Germany&rsquo;s vaccination program;   - Global immunization programmes e.g. EPI, polio eradication, neonatal tetanus and measles elimination;   - Immunization schedules for children and other age groups;   - Comprehensive planning and implementation of immunization programmes based on country experiences;   - Monitoring, reporting and management of adverse events following immunization;   - Immunization surveillance (coverage, effectiveness);  - Vaccine procurement, logistics and cold chain management;   - Immunization financing and global vaccine market developments;  - Vaccine advocacy and communication;   - Future developments related to vaccines and immunization.						
Clinical Management of Tropical Diseases (CMTD) <br> with optional supplement:<br> Occupational Medicine in International Health (OMIH)	<br>By the end of the CMTD course, students should be able to:  â€¢ Analyse and differentiate the clinical presentations of major infectious diseases in low- and middle-income countries (LMIC)  â€¢ Critically differentiate potential diagnoses of common infectious diseases in LMIC  â€¢ Identify sensitive and realistic therapeutic approaches with regard to locally varying demands and possibilities  â€¢ Apply evidence-based algorithms for diagnostic work-up and treatment in resource-poor settings		1	mscih-student@charite.de	2012-01-09 09:14:24	2020-11-04	2020-11-20 11:36:30	troped	romy	0	Germany - Institute of Tropical Medicine and International Health, Berlin	<br>2 weeks (face-to-face) The application deadline is 6 weeks before module starts.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany	Andreas Lindner	English	advanced optional	2012-01-09 15:58:03	<br>90 hours SIT  â€¢ Contact: 52 hours,   â€¢ Self-directed learning: 38 hours	2021-02-15	2021-02-26	<br>First accredited in March 2010 (Heidelberg), valid until March 2015  Re-accredited in February 2015 (London), valid until February 2020  Re-accredited in January 2019 (Lisbon), valid until January 2024  Re-accreditation planned in October 2020 (â€œBresciaâ€/Online)	<br>The course uses participatory learning, based on interactive lectures (23 hrs), case presentations (12 hrs), seminars and supervised/guided group discussions of cases (14 hrs), as well as self-directed learning (38 hrs). (Exam & feedback 3 hrs)	<br>We recommend the following textbooks:  â€¢ Beeching N, Gill V. Lecture Notes Tropical Medicine. Blackwell Publishing/John Wiley & Sons, 7th edn., 2014, 411 pp.  â€¢ Rothe C. Clinical Cases in Tropical Medicine. Elsevier Saunders, 2015, 319 pp.  â€¢ Davidson Rm Brent A, Seale A. Oxford Handbook of Tropical Medicine. Oxford University Press, 4th edn., 2014, 1010 pp.	<br>A 2-hour closed book multiple choice/short answer exam. The exam will cover theoretical aspects of the module.  The student passes the exam if â‰¥ 60% of the questions are answered correctly. If the student fails s/he can re-sit on a date agreed on with the module coordinator. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Medical degree (qualification as physician) and successful completion of the CharitÃ© core course of the MScIH programme (MScIH students and DTMPH candidates)  â€¢ Medical degree and professional experience in the field of infectious diseases and tropical medicine (tropEd and guest students)  â€¢ Registered nurses, clinical officers etc. with experience in providing curative patient care may apply for a special permission to be admitted.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>DTMPH candidates, who apply in time, i.e. before the application deadline (see below) expires, have priority over MScIH/tropEd students, alumni, and guest students. Otherwise, places are allocated on a â€œfirst-come, first-servedâ€ basis.  The application deadline is 6 weeks before module starts.	<br>CMTD module:  825.00 â‚¬ for tropEd/MScIH students and alumni  1031,25 â‚¬ for DTMPH participants and guest students	<br>None	<br>2015:  â€¢ CMTD now focuses entirely on differential diagnosis and therapeutic aspects of tropical medicine, at the expense of diagnostic and parasitological aspects that were moved to the module â€œParasitology in International Healthâ€ in 2013.  â€¢ The optional OMIH supplement is offered to those who expect to work in occupational health in the context of LMIC, and to those who aim at obtaining the Diploma in Tropical Medicine and Public Health, for which the supplement is required by the German Society of Tropical Medicine.  2019:  â€¢ Omission of the oral examination. The assessment procedure with written and oral examinations deemed too extensive for a 2-weeks course.  Now (2020):  â€¢ Change of coordinator. Due to other commitments at LMU, Munich, Dr Camilla Rothe has handed over the coordination to Dr Andreas Lindner, IMTIH Berlin.  â€¢ Detachment of the OMIH supplement again. The contents of OMIH will now be taught in a separate webinar called â€œconsultation of business travellersâ€ (CBT) (not tropEd accredited). CBT includes contents specifically required for the Diploma in Tropical Medicine and Public Health (DTMPH) and the sub-specialisation in Tropical Medicine, respectively, according to the German medical specialisation regulations.	<br>Student evaluations of the CMTD module have been overwhelmingly positive. One minor criticism was that some of the cases presented in the last module, although certainly very interesting, were very unusual manifestations/courses. Students questioned their didactic value. Otherwise, students appreciated the profound clinical expertise of the lecturers, and the geographic diversity they represented as well as the participative learning approach.	<br>â€¢ Although we want to offer within our MScIH programme special medical training to clinicians working in LMIC, the core course should be kept attractive for non-clinical students and not be overloaded with special clinical knowledge. The concept to reserve teaching of such special clinical knowledge for the CMTD module and to limit the participation to clinicians works very well!  â€¢ Offering a separate module â€œParasitology in International Healthâ€ (PIH), that covers specifically diagnostic and parasitological aspects (including laboratory practical and extensive microscopy) and not have these topics included into CMTD also proved to works very well!  â€¢ The OMIH supplement always felt a bit misplaced in connection with CMTD, as OMIH actually focused on the medical and medico-legal aspects of (German) business travellers working abroad. We thus decided to discontinue this supplement to CMTD and offer the contents in a separate module (webinar, not tropEd accredited) instead.  â€¢ The course should keep its broad geographic orientation	<br>Based on the knowledge provided in the core course, the CMTD advanced module focuses on the applied differential diagnosis and case management of important diseases in resource-poor settings. The concept is to focus on the syndrome rather than on the pathogen/specific disease and to analyse potential causes and management options.    I. Major infections in resource poor settings:  1. Bacterial infections: tuberculosis, leprosy, typhoid fever, paratyphoid, cholera, meningococcal disease, rickettsial diseases, relapsing fevers, Q-fever, leptospirosis, melioidosis and brucellosis;  2. Viral Infections: HIV/AIDS, Dengue-fever and DHF, Yellow-fever, Japanese encephalitis, viral haemorrhagic fevers and arthropod-borne viral infections, rabies;  3. Protozoal infections: malaria, leishmaniosis, African and American trypanosomiasis, toxoplasmosis, amoebiasis, giardiasis and other gut protozoal infections;  4. Helminth infections: nematode, trematode and cestode infections and filariases.    II. Differential diagnoses: Case studies and group exercises, following an inclusive syndrome-wise work-up, and applying pre-formed diagnostic algorithms: DDs of fever, hepatosplenomegaly, lymphadenopathy, skin changes and neurological presentations are discussed; use of ultrasound for differential diagnosis of tropical diseases.    III. Treatment options: Case studies, group discussions, syndrome guided work-up, and pre-formed therapeutic algorithms are used to appraise the treatment options for infectious diseases in respect to costs and settings.	Germany	Communicable diseases (in general)	Face to face		3 ECTS credits	
Clinical Management of Tropical Diseases (CMTD) <br> with optional supplement:<br> Occupational Medicine in International Health (OMIH)	<br>By the end of the CMTD course, students should be able to:  â€¢ Analyse and differentiate the clinical presentations of major infectious diseases in low- and middle-income countries (LMIC)  â€¢ Critically differentiate potential diagnoses of common infectious diseases in LMIC  â€¢ Identify sensitive and realistic therapeutic approaches with regard to locally varying demands and possibilities  â€¢ Apply evidence-based algorithms for diagnostic work-up and treatment in resource-poor settings		1	mscih-student@charite.de	2012-01-09 09:14:24	2020-11-04	2020-11-20 11:36:30	troped	romy	0		<br>2 weeks (face-to-face) The application deadline is 6 weeks before module starts.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2012-01-09 15:58:03	<br>90 hours SIT  â€¢ Contact: 52 hours,   â€¢ Self-directed learning: 38 hours	2021-02-15	2021-02-26	<br>First accredited in March 2010 (Heidelberg), valid until March 2015  Re-accredited in February 2015 (London), valid until February 2020  Re-accredited in January 2019 (Lisbon), valid until January 2024  Re-accreditation planned in October 2020 (â€œBresciaâ€/Online)	<br>The course uses participatory learning, based on interactive lectures (23 hrs), case presentations (12 hrs), seminars and supervised/guided group discussions of cases (14 hrs), as well as self-directed learning (38 hrs). (Exam & feedback 3 hrs)	<br>We recommend the following textbooks:  â€¢ Beeching N, Gill V. Lecture Notes Tropical Medicine. Blackwell Publishing/John Wiley & Sons, 7th edn., 2014, 411 pp.  â€¢ Rothe C. Clinical Cases in Tropical Medicine. Elsevier Saunders, 2015, 319 pp.  â€¢ Davidson Rm Brent A, Seale A. Oxford Handbook of Tropical Medicine. Oxford University Press, 4th edn., 2014, 1010 pp.	<br>A 2-hour closed book multiple choice/short answer exam. The exam will cover theoretical aspects of the module.  The student passes the exam if â‰¥ 60% of the questions are answered correctly. If the student fails s/he can re-sit on a date agreed on with the module coordinator. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Medical degree (qualification as physician) and successful completion of the CharitÃ© core course of the MScIH programme (MScIH students and DTMPH candidates)  â€¢ Medical degree and professional experience in the field of infectious diseases and tropical medicine (tropEd and guest students)  â€¢ Registered nurses, clinical officers etc. with experience in providing curative patient care may apply for a special permission to be admitted.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>DTMPH candidates, who apply in time, i.e. before the application deadline (see below) expires, have priority over MScIH/tropEd students, alumni, and guest students. Otherwise, places are allocated on a â€œfirst-come, first-servedâ€ basis.  The application deadline is 6 weeks before module starts.	<br>CMTD module:  825.00 â‚¬ for tropEd/MScIH students and alumni  1031,25 â‚¬ for DTMPH participants and guest students	<br>None	<br>2015:  â€¢ CMTD now focuses entirely on differential diagnosis and therapeutic aspects of tropical medicine, at the expense of diagnostic and parasitological aspects that were moved to the module â€œParasitology in International Healthâ€ in 2013.  â€¢ The optional OMIH supplement is offered to those who expect to work in occupational health in the context of LMIC, and to those who aim at obtaining the Diploma in Tropical Medicine and Public Health, for which the supplement is required by the German Society of Tropical Medicine.  2019:  â€¢ Omission of the oral examination. The assessment procedure with written and oral examinations deemed too extensive for a 2-weeks course.  Now (2020):  â€¢ Change of coordinator. Due to other commitments at LMU, Munich, Dr Camilla Rothe has handed over the coordination to Dr Andreas Lindner, IMTIH Berlin.  â€¢ Detachment of the OMIH supplement again. The contents of OMIH will now be taught in a separate webinar called â€œconsultation of business travellersâ€ (CBT) (not tropEd accredited). CBT includes contents specifically required for the Diploma in Tropical Medicine and Public Health (DTMPH) and the sub-specialisation in Tropical Medicine, respectively, according to the German medical specialisation regulations.	<br>Student evaluations of the CMTD module have been overwhelmingly positive. One minor criticism was that some of the cases presented in the last module, although certainly very interesting, were very unusual manifestations/courses. Students questioned their didactic value. Otherwise, students appreciated the profound clinical expertise of the lecturers, and the geographic diversity they represented as well as the participative learning approach.	<br>â€¢ Although we want to offer within our MScIH programme special medical training to clinicians working in LMIC, the core course should be kept attractive for non-clinical students and not be overloaded with special clinical knowledge. The concept to reserve teaching of such special clinical knowledge for the CMTD module and to limit the participation to clinicians works very well!  â€¢ Offering a separate module â€œParasitology in International Healthâ€ (PIH), that covers specifically diagnostic and parasitological aspects (including laboratory practical and extensive microscopy) and not have these topics included into CMTD also proved to works very well!  â€¢ The OMIH supplement always felt a bit misplaced in connection with CMTD, as OMIH actually focused on the medical and medico-legal aspects of (German) business travellers working abroad. We thus decided to discontinue this supplement to CMTD and offer the contents in a separate module (webinar, not tropEd accredited) instead.  â€¢ The course should keep its broad geographic orientation	<br>Based on the knowledge provided in the core course, the CMTD advanced module focuses on the applied differential diagnosis and case management of important diseases in resource-poor settings. The concept is to focus on the syndrome rather than on the pathogen/specific disease and to analyse potential causes and management options.    I. Major infections in resource poor settings:  1. Bacterial infections: tuberculosis, leprosy, typhoid fever, paratyphoid, cholera, meningococcal disease, rickettsial diseases, relapsing fevers, Q-fever, leptospirosis, melioidosis and brucellosis;  2. Viral Infections: HIV/AIDS, Dengue-fever and DHF, Yellow-fever, Japanese encephalitis, viral haemorrhagic fevers and arthropod-borne viral infections, rabies;  3. Protozoal infections: malaria, leishmaniosis, African and American trypanosomiasis, toxoplasmosis, amoebiasis, giardiasis and other gut protozoal infections;  4. Helminth infections: nematode, trematode and cestode infections and filariases.    II. Differential diagnoses: Case studies and group exercises, following an inclusive syndrome-wise work-up, and applying pre-formed diagnostic algorithms: DDs of fever, hepatosplenomegaly, lymphadenopathy, skin changes and neurological presentations are discussed; use of ultrasound for differential diagnosis of tropical diseases.    III. Treatment options: Case studies, group discussions, syndrome guided work-up, and pre-formed therapeutic algorithms are used to appraise the treatment options for infectious diseases in respect to costs and settings.		Medical & Clinical sciences (EBM incl..)				
Clinical Management of Tropical Diseases (CMTD) <br> with optional supplement:<br> Occupational Medicine in International Health (OMIH)	<br>By the end of the CMTD course, students should be able to:  â€¢ Analyse and differentiate the clinical presentations of major infectious diseases in low- and middle-income countries (LMIC)  â€¢ Critically differentiate potential diagnoses of common infectious diseases in LMIC  â€¢ Identify sensitive and realistic therapeutic approaches with regard to locally varying demands and possibilities  â€¢ Apply evidence-based algorithms for diagnostic work-up and treatment in resource-poor settings		1	mscih-student@charite.de	2012-01-09 09:14:24	2020-11-04	2020-11-20 11:36:30	troped	romy	0		<br>2 weeks (face-to-face) The application deadline is 6 weeks before module starts.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2012-01-09 15:58:03	<br>90 hours SIT  â€¢ Contact: 52 hours,   â€¢ Self-directed learning: 38 hours	2021-02-15	2021-02-26	<br>First accredited in March 2010 (Heidelberg), valid until March 2015  Re-accredited in February 2015 (London), valid until February 2020  Re-accredited in January 2019 (Lisbon), valid until January 2024  Re-accreditation planned in October 2020 (â€œBresciaâ€/Online)	<br>The course uses participatory learning, based on interactive lectures (23 hrs), case presentations (12 hrs), seminars and supervised/guided group discussions of cases (14 hrs), as well as self-directed learning (38 hrs). (Exam & feedback 3 hrs)	<br>We recommend the following textbooks:  â€¢ Beeching N, Gill V. Lecture Notes Tropical Medicine. Blackwell Publishing/John Wiley & Sons, 7th edn., 2014, 411 pp.  â€¢ Rothe C. Clinical Cases in Tropical Medicine. Elsevier Saunders, 2015, 319 pp.  â€¢ Davidson Rm Brent A, Seale A. Oxford Handbook of Tropical Medicine. Oxford University Press, 4th edn., 2014, 1010 pp.	<br>A 2-hour closed book multiple choice/short answer exam. The exam will cover theoretical aspects of the module.  The student passes the exam if â‰¥ 60% of the questions are answered correctly. If the student fails s/he can re-sit on a date agreed on with the module coordinator. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Medical degree (qualification as physician) and successful completion of the CharitÃ© core course of the MScIH programme (MScIH students and DTMPH candidates)  â€¢ Medical degree and professional experience in the field of infectious diseases and tropical medicine (tropEd and guest students)  â€¢ Registered nurses, clinical officers etc. with experience in providing curative patient care may apply for a special permission to be admitted.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>DTMPH candidates, who apply in time, i.e. before the application deadline (see below) expires, have priority over MScIH/tropEd students, alumni, and guest students. Otherwise, places are allocated on a â€œfirst-come, first-servedâ€ basis.  The application deadline is 6 weeks before module starts.	<br>CMTD module:  825.00 â‚¬ for tropEd/MScIH students and alumni  1031,25 â‚¬ for DTMPH participants and guest students	<br>None	<br>2015:  â€¢ CMTD now focuses entirely on differential diagnosis and therapeutic aspects of tropical medicine, at the expense of diagnostic and parasitological aspects that were moved to the module â€œParasitology in International Healthâ€ in 2013.  â€¢ The optional OMIH supplement is offered to those who expect to work in occupational health in the context of LMIC, and to those who aim at obtaining the Diploma in Tropical Medicine and Public Health, for which the supplement is required by the German Society of Tropical Medicine.  2019:  â€¢ Omission of the oral examination. The assessment procedure with written and oral examinations deemed too extensive for a 2-weeks course.  Now (2020):  â€¢ Change of coordinator. Due to other commitments at LMU, Munich, Dr Camilla Rothe has handed over the coordination to Dr Andreas Lindner, IMTIH Berlin.  â€¢ Detachment of the OMIH supplement again. The contents of OMIH will now be taught in a separate webinar called â€œconsultation of business travellersâ€ (CBT) (not tropEd accredited). CBT includes contents specifically required for the Diploma in Tropical Medicine and Public Health (DTMPH) and the sub-specialisation in Tropical Medicine, respectively, according to the German medical specialisation regulations.	<br>Student evaluations of the CMTD module have been overwhelmingly positive. One minor criticism was that some of the cases presented in the last module, although certainly very interesting, were very unusual manifestations/courses. Students questioned their didactic value. Otherwise, students appreciated the profound clinical expertise of the lecturers, and the geographic diversity they represented as well as the participative learning approach.	<br>â€¢ Although we want to offer within our MScIH programme special medical training to clinicians working in LMIC, the core course should be kept attractive for non-clinical students and not be overloaded with special clinical knowledge. The concept to reserve teaching of such special clinical knowledge for the CMTD module and to limit the participation to clinicians works very well!  â€¢ Offering a separate module â€œParasitology in International Healthâ€ (PIH), that covers specifically diagnostic and parasitological aspects (including laboratory practical and extensive microscopy) and not have these topics included into CMTD also proved to works very well!  â€¢ The OMIH supplement always felt a bit misplaced in connection with CMTD, as OMIH actually focused on the medical and medico-legal aspects of (German) business travellers working abroad. We thus decided to discontinue this supplement to CMTD and offer the contents in a separate module (webinar, not tropEd accredited) instead.  â€¢ The course should keep its broad geographic orientation	<br>Based on the knowledge provided in the core course, the CMTD advanced module focuses on the applied differential diagnosis and case management of important diseases in resource-poor settings. The concept is to focus on the syndrome rather than on the pathogen/specific disease and to analyse potential causes and management options.    I. Major infections in resource poor settings:  1. Bacterial infections: tuberculosis, leprosy, typhoid fever, paratyphoid, cholera, meningococcal disease, rickettsial diseases, relapsing fevers, Q-fever, leptospirosis, melioidosis and brucellosis;  2. Viral Infections: HIV/AIDS, Dengue-fever and DHF, Yellow-fever, Japanese encephalitis, viral haemorrhagic fevers and arthropod-borne viral infections, rabies;  3. Protozoal infections: malaria, leishmaniosis, African and American trypanosomiasis, toxoplasmosis, amoebiasis, giardiasis and other gut protozoal infections;  4. Helminth infections: nematode, trematode and cestode infections and filariases.    II. Differential diagnoses: Case studies and group exercises, following an inclusive syndrome-wise work-up, and applying pre-formed diagnostic algorithms: DDs of fever, hepatosplenomegaly, lymphadenopathy, skin changes and neurological presentations are discussed; use of ultrasound for differential diagnosis of tropical diseases.    III. Treatment options: Case studies, group discussions, syndrome guided work-up, and pre-formed therapeutic algorithms are used to appraise the treatment options for infectious diseases in respect to costs and settings.		Disease prevention & control				
Clinical Management of Tropical Diseases (CMTD) <br> with optional supplement:<br> Occupational Medicine in International Health (OMIH)	<br>By the end of the CMTD course, students should be able to:  â€¢ Analyse and differentiate the clinical presentations of major infectious diseases in low- and middle-income countries (LMIC)  â€¢ Critically differentiate potential diagnoses of common infectious diseases in LMIC  â€¢ Identify sensitive and realistic therapeutic approaches with regard to locally varying demands and possibilities  â€¢ Apply evidence-based algorithms for diagnostic work-up and treatment in resource-poor settings		1	mscih-student@charite.de	2012-01-09 09:14:24	2020-11-04	2020-11-20 11:36:30	troped	romy	0		<br>2 weeks (face-to-face) The application deadline is 6 weeks before module starts.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2012-01-09 15:58:03	<br>90 hours SIT  â€¢ Contact: 52 hours,   â€¢ Self-directed learning: 38 hours	2021-02-15	2021-02-26	<br>First accredited in March 2010 (Heidelberg), valid until March 2015  Re-accredited in February 2015 (London), valid until February 2020  Re-accredited in January 2019 (Lisbon), valid until January 2024  Re-accreditation planned in October 2020 (â€œBresciaâ€/Online)	<br>The course uses participatory learning, based on interactive lectures (23 hrs), case presentations (12 hrs), seminars and supervised/guided group discussions of cases (14 hrs), as well as self-directed learning (38 hrs). (Exam & feedback 3 hrs)	<br>We recommend the following textbooks:  â€¢ Beeching N, Gill V. Lecture Notes Tropical Medicine. Blackwell Publishing/John Wiley & Sons, 7th edn., 2014, 411 pp.  â€¢ Rothe C. Clinical Cases in Tropical Medicine. Elsevier Saunders, 2015, 319 pp.  â€¢ Davidson Rm Brent A, Seale A. Oxford Handbook of Tropical Medicine. Oxford University Press, 4th edn., 2014, 1010 pp.	<br>A 2-hour closed book multiple choice/short answer exam. The exam will cover theoretical aspects of the module.  The student passes the exam if â‰¥ 60% of the questions are answered correctly. If the student fails s/he can re-sit on a date agreed on with the module coordinator. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Medical degree (qualification as physician) and successful completion of the CharitÃ© core course of the MScIH programme (MScIH students and DTMPH candidates)  â€¢ Medical degree and professional experience in the field of infectious diseases and tropical medicine (tropEd and guest students)  â€¢ Registered nurses, clinical officers etc. with experience in providing curative patient care may apply for a special permission to be admitted.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>DTMPH candidates, who apply in time, i.e. before the application deadline (see below) expires, have priority over MScIH/tropEd students, alumni, and guest students. Otherwise, places are allocated on a â€œfirst-come, first-servedâ€ basis.  The application deadline is 6 weeks before module starts.	<br>CMTD module:  825.00 â‚¬ for tropEd/MScIH students and alumni  1031,25 â‚¬ for DTMPH participants and guest students	<br>None	<br>2015:  â€¢ CMTD now focuses entirely on differential diagnosis and therapeutic aspects of tropical medicine, at the expense of diagnostic and parasitological aspects that were moved to the module â€œParasitology in International Healthâ€ in 2013.  â€¢ The optional OMIH supplement is offered to those who expect to work in occupational health in the context of LMIC, and to those who aim at obtaining the Diploma in Tropical Medicine and Public Health, for which the supplement is required by the German Society of Tropical Medicine.  2019:  â€¢ Omission of the oral examination. The assessment procedure with written and oral examinations deemed too extensive for a 2-weeks course.  Now (2020):  â€¢ Change of coordinator. Due to other commitments at LMU, Munich, Dr Camilla Rothe has handed over the coordination to Dr Andreas Lindner, IMTIH Berlin.  â€¢ Detachment of the OMIH supplement again. The contents of OMIH will now be taught in a separate webinar called â€œconsultation of business travellersâ€ (CBT) (not tropEd accredited). CBT includes contents specifically required for the Diploma in Tropical Medicine and Public Health (DTMPH) and the sub-specialisation in Tropical Medicine, respectively, according to the German medical specialisation regulations.	<br>Student evaluations of the CMTD module have been overwhelmingly positive. One minor criticism was that some of the cases presented in the last module, although certainly very interesting, were very unusual manifestations/courses. Students questioned their didactic value. Otherwise, students appreciated the profound clinical expertise of the lecturers, and the geographic diversity they represented as well as the participative learning approach.	<br>â€¢ Although we want to offer within our MScIH programme special medical training to clinicians working in LMIC, the core course should be kept attractive for non-clinical students and not be overloaded with special clinical knowledge. The concept to reserve teaching of such special clinical knowledge for the CMTD module and to limit the participation to clinicians works very well!  â€¢ Offering a separate module â€œParasitology in International Healthâ€ (PIH), that covers specifically diagnostic and parasitological aspects (including laboratory practical and extensive microscopy) and not have these topics included into CMTD also proved to works very well!  â€¢ The OMIH supplement always felt a bit misplaced in connection with CMTD, as OMIH actually focused on the medical and medico-legal aspects of (German) business travellers working abroad. We thus decided to discontinue this supplement to CMTD and offer the contents in a separate module (webinar, not tropEd accredited) instead.  â€¢ The course should keep its broad geographic orientation	<br>Based on the knowledge provided in the core course, the CMTD advanced module focuses on the applied differential diagnosis and case management of important diseases in resource-poor settings. The concept is to focus on the syndrome rather than on the pathogen/specific disease and to analyse potential causes and management options.    I. Major infections in resource poor settings:  1. Bacterial infections: tuberculosis, leprosy, typhoid fever, paratyphoid, cholera, meningococcal disease, rickettsial diseases, relapsing fevers, Q-fever, leptospirosis, melioidosis and brucellosis;  2. Viral Infections: HIV/AIDS, Dengue-fever and DHF, Yellow-fever, Japanese encephalitis, viral haemorrhagic fevers and arthropod-borne viral infections, rabies;  3. Protozoal infections: malaria, leishmaniosis, African and American trypanosomiasis, toxoplasmosis, amoebiasis, giardiasis and other gut protozoal infections;  4. Helminth infections: nematode, trematode and cestode infections and filariases.    II. Differential diagnoses: Case studies and group exercises, following an inclusive syndrome-wise work-up, and applying pre-formed diagnostic algorithms: DDs of fever, hepatosplenomegaly, lymphadenopathy, skin changes and neurological presentations are discussed; use of ultrasound for differential diagnosis of tropical diseases.    III. Treatment options: Case studies, group discussions, syndrome guided work-up, and pre-formed therapeutic algorithms are used to appraise the treatment options for infectious diseases in respect to costs and settings.		Tropical medicine				
Clinical Management of Tropical Diseases (CMTD) <br> with optional supplement:<br> Occupational Medicine in International Health (OMIH)	<br>By the end of the CMTD course, students should be able to:  â€¢ Analyse and differentiate the clinical presentations of major infectious diseases in low- and middle-income countries (LMIC)  â€¢ Critically differentiate potential diagnoses of common infectious diseases in LMIC  â€¢ Identify sensitive and realistic therapeutic approaches with regard to locally varying demands and possibilities  â€¢ Apply evidence-based algorithms for diagnostic work-up and treatment in resource-poor settings		1	mscih-student@charite.de	2012-01-09 09:14:24	2020-11-04	2020-11-20 11:36:30	troped	romy	0		<br>2 weeks (face-to-face) The application deadline is 6 weeks before module starts.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2012-01-09 15:58:03	<br>90 hours SIT  â€¢ Contact: 52 hours,   â€¢ Self-directed learning: 38 hours	2021-02-15	2021-02-26	<br>First accredited in March 2010 (Heidelberg), valid until March 2015  Re-accredited in February 2015 (London), valid until February 2020  Re-accredited in January 2019 (Lisbon), valid until January 2024  Re-accreditation planned in October 2020 (â€œBresciaâ€/Online)	<br>The course uses participatory learning, based on interactive lectures (23 hrs), case presentations (12 hrs), seminars and supervised/guided group discussions of cases (14 hrs), as well as self-directed learning (38 hrs). (Exam & feedback 3 hrs)	<br>We recommend the following textbooks:  â€¢ Beeching N, Gill V. Lecture Notes Tropical Medicine. Blackwell Publishing/John Wiley & Sons, 7th edn., 2014, 411 pp.  â€¢ Rothe C. Clinical Cases in Tropical Medicine. Elsevier Saunders, 2015, 319 pp.  â€¢ Davidson Rm Brent A, Seale A. Oxford Handbook of Tropical Medicine. Oxford University Press, 4th edn., 2014, 1010 pp.	<br>A 2-hour closed book multiple choice/short answer exam. The exam will cover theoretical aspects of the module.  The student passes the exam if â‰¥ 60% of the questions are answered correctly. If the student fails s/he can re-sit on a date agreed on with the module coordinator. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Medical degree (qualification as physician) and successful completion of the CharitÃ© core course of the MScIH programme (MScIH students and DTMPH candidates)  â€¢ Medical degree and professional experience in the field of infectious diseases and tropical medicine (tropEd and guest students)  â€¢ Registered nurses, clinical officers etc. with experience in providing curative patient care may apply for a special permission to be admitted.  If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>DTMPH candidates, who apply in time, i.e. before the application deadline (see below) expires, have priority over MScIH/tropEd students, alumni, and guest students. Otherwise, places are allocated on a â€œfirst-come, first-servedâ€ basis.  The application deadline is 6 weeks before module starts.	<br>CMTD module:  825.00 â‚¬ for tropEd/MScIH students and alumni  1031,25 â‚¬ for DTMPH participants and guest students	<br>None	<br>2015:  â€¢ CMTD now focuses entirely on differential diagnosis and therapeutic aspects of tropical medicine, at the expense of diagnostic and parasitological aspects that were moved to the module â€œParasitology in International Healthâ€ in 2013.  â€¢ The optional OMIH supplement is offered to those who expect to work in occupational health in the context of LMIC, and to those who aim at obtaining the Diploma in Tropical Medicine and Public Health, for which the supplement is required by the German Society of Tropical Medicine.  2019:  â€¢ Omission of the oral examination. The assessment procedure with written and oral examinations deemed too extensive for a 2-weeks course.  Now (2020):  â€¢ Change of coordinator. Due to other commitments at LMU, Munich, Dr Camilla Rothe has handed over the coordination to Dr Andreas Lindner, IMTIH Berlin.  â€¢ Detachment of the OMIH supplement again. The contents of OMIH will now be taught in a separate webinar called â€œconsultation of business travellersâ€ (CBT) (not tropEd accredited). CBT includes contents specifically required for the Diploma in Tropical Medicine and Public Health (DTMPH) and the sub-specialisation in Tropical Medicine, respectively, according to the German medical specialisation regulations.	<br>Student evaluations of the CMTD module have been overwhelmingly positive. One minor criticism was that some of the cases presented in the last module, although certainly very interesting, were very unusual manifestations/courses. Students questioned their didactic value. Otherwise, students appreciated the profound clinical expertise of the lecturers, and the geographic diversity they represented as well as the participative learning approach.	<br>â€¢ Although we want to offer within our MScIH programme special medical training to clinicians working in LMIC, the core course should be kept attractive for non-clinical students and not be overloaded with special clinical knowledge. The concept to reserve teaching of such special clinical knowledge for the CMTD module and to limit the participation to clinicians works very well!  â€¢ Offering a separate module â€œParasitology in International Healthâ€ (PIH), that covers specifically diagnostic and parasitological aspects (including laboratory practical and extensive microscopy) and not have these topics included into CMTD also proved to works very well!  â€¢ The OMIH supplement always felt a bit misplaced in connection with CMTD, as OMIH actually focused on the medical and medico-legal aspects of (German) business travellers working abroad. We thus decided to discontinue this supplement to CMTD and offer the contents in a separate module (webinar, not tropEd accredited) instead.  â€¢ The course should keep its broad geographic orientation	<br>Based on the knowledge provided in the core course, the CMTD advanced module focuses on the applied differential diagnosis and case management of important diseases in resource-poor settings. The concept is to focus on the syndrome rather than on the pathogen/specific disease and to analyse potential causes and management options.    I. Major infections in resource poor settings:  1. Bacterial infections: tuberculosis, leprosy, typhoid fever, paratyphoid, cholera, meningococcal disease, rickettsial diseases, relapsing fevers, Q-fever, leptospirosis, melioidosis and brucellosis;  2. Viral Infections: HIV/AIDS, Dengue-fever and DHF, Yellow-fever, Japanese encephalitis, viral haemorrhagic fevers and arthropod-borne viral infections, rabies;  3. Protozoal infections: malaria, leishmaniosis, African and American trypanosomiasis, toxoplasmosis, amoebiasis, giardiasis and other gut protozoal infections;  4. Helminth infections: nematode, trematode and cestode infections and filariases.    II. Differential diagnoses: Case studies and group exercises, following an inclusive syndrome-wise work-up, and applying pre-formed diagnostic algorithms: DDs of fever, hepatosplenomegaly, lymphadenopathy, skin changes and neurological presentations are discussed; use of ultrasound for differential diagnosis of tropical diseases.    III. Treatment options: Case studies, group discussions, syndrome guided work-up, and pre-formed therapeutic algorithms are used to appraise the treatment options for infectious diseases in respect to costs and settings.						
Schistosomiasis Control: An interdisciplinary approach	The overall aim of the course is to teach expertise from various disciplines targeting eventually at control of schistosomiasis (Schistosoma mansoni, S. haematobium and S. japonicum). To achieve this, internationally renowned scientists have agreed to teach and to partly participate also beyond their formal teaching time.    Specifically, this course will place the current biomedical approaches of control into the public health frame and evaluate the benefits of these approaches for the target populations and sustainability of programs. Clinical schistosomiasis will be discussed with a view on patients in endemic areas.       This implies the bridge from biomedical technology to sustainable community activities, from research to application.      The course intends to synthesise recommendations for future action and will offer to the participants a voluntary and active role in this process.     At the end of the course, participants should be able to:    1. Appraise vector biology and schistosome immunology in the context of transmission  2. Use and interpret serological tests  3. Critically discuss selected control projects  4. Critically evaluate the needs and strategies for integrated schistosomiasis control, including drug-based programmes  5. Compare and contrast the advantages and limitations of biomedical control tools (serology, chemotherapy, ultrasound examination) versus community-based interventions  6. Critically discuss selected issues of current biomedical research (vaccinology, serology)  7. Effectively communicate with internationally leading scientists		0		2012-01-09 20:32:23	2013-10-29	2019-01-10 23:42:48	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	5 days official time.optional welcome Sunday 9, Optional participation until 16th for a network meeting with schistosomiasis experts.		Prof. Andreas Ruppel 	English	advanced optional	2012-01-10 02:46:49	60 hours   During the course, a total of 45 hours of SIT are devoted to direct contact as follows 33,5 hours of lectures, 6 hours facilitated group work, 5,5 h facilitated practical work.     After the course, 15 hours of SIT are required for self-study to write an individual assignment. This will be the basis for assessment.	2012-10-10	2012-10-14	Accredited in September 2011. This accreditation is valid until September 2016.		Confirmed teachers 2011 (alphabetical): H.J. Diesfeld (Starnberg, G), M.J. Doenhoff (Nottingham, UK), C. Grevelding (Giessen, D), M.A. Idris (Muscat, Oman), T. Junghanss (Heidelberg, D), M. Kennedy (Glasgow, UK), Y.L. Li (Wuhan, China), J. Richter (DÃ¼sseldorf, D), A, Ruppel (Heidelberg, D), S. Schad (Heidelberg, G), J. Utzinger (Basel, CH), J. Wacker (Bruchsal, G)	Essay: 4000 words (submission within 2 weeks after the course.)    The topics for this individual work will be identified within the first 2 days of the course, taking into account the personal professional background of students. Students are encouraged to discuss their intended essay with the relevant teachers.	Max participants 20 including tropEd students	Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).    Participants should be advanced students, health professionals and/or managers, preferably with experience in schistosomiasis, International Health, and/or a leadership position.	First come, first serve.	tropEd students: 5 days &euro; 500,- / +optional days &euro; 650,- ;others pay:  5 days  &euro; 750,-/ +optional days &euro; 900,-	None available				<br>1. The context of tropical medicine and international health   2. Public health approach to control, community integration, integration of vertical programme(s) into existing programmes and health systems   3. Biology and ecology of  schistosomes, life cycles and the reality in endemic areas  4. Practical serology and microscopy: schistosomes and selected helminths  5. Examples of schistosomiasis control programs  6. Clinical schistosomiasis  7. Schistosome immunology, â€œbeneficialâ€ worms, vaccines  8. Serological and parasitological diagnosis in theory and in practice of peripheral health stations  9. Drugs, treatment and drug targets  10. International policies for research, action, and biomedical control strategies   11. Parasite proteins: molecular modelling, functional molecules  12. Plenary Discussions     Optional  -  Individual coaching of participants by the experts	Germany	Disease prevention & control	Face to face		2 ECTS credits	
Schistosomiasis Control: An interdisciplinary approach	The overall aim of the course is to teach expertise from various disciplines targeting eventually at control of schistosomiasis (Schistosoma mansoni, S. haematobium and S. japonicum). To achieve this, internationally renowned scientists have agreed to teach and to partly participate also beyond their formal teaching time.    Specifically, this course will place the current biomedical approaches of control into the public health frame and evaluate the benefits of these approaches for the target populations and sustainability of programs. Clinical schistosomiasis will be discussed with a view on patients in endemic areas.       This implies the bridge from biomedical technology to sustainable community activities, from research to application.      The course intends to synthesise recommendations for future action and will offer to the participants a voluntary and active role in this process.     At the end of the course, participants should be able to:    1. Appraise vector biology and schistosome immunology in the context of transmission  2. Use and interpret serological tests  3. Critically discuss selected control projects  4. Critically evaluate the needs and strategies for integrated schistosomiasis control, including drug-based programmes  5. Compare and contrast the advantages and limitations of biomedical control tools (serology, chemotherapy, ultrasound examination) versus community-based interventions  6. Critically discuss selected issues of current biomedical research (vaccinology, serology)  7. Effectively communicate with internationally leading scientists		0		2012-01-09 20:32:23	2013-10-29	2019-01-10 23:42:48	troped	troped	0		5 days official time.optional welcome Sunday 9, Optional participation until 16th for a network meeting with schistosomiasis experts.					2012-01-10 02:46:49	60 hours   During the course, a total of 45 hours of SIT are devoted to direct contact as follows 33,5 hours of lectures, 6 hours facilitated group work, 5,5 h facilitated practical work.     After the course, 15 hours of SIT are required for self-study to write an individual assignment. This will be the basis for assessment.	2012-10-10	2012-10-14	Accredited in September 2011. This accreditation is valid until September 2016.		Confirmed teachers 2011 (alphabetical): H.J. Diesfeld (Starnberg, G), M.J. Doenhoff (Nottingham, UK), C. Grevelding (Giessen, D), M.A. Idris (Muscat, Oman), T. Junghanss (Heidelberg, D), M. Kennedy (Glasgow, UK), Y.L. Li (Wuhan, China), J. Richter (DÃ¼sseldorf, D), A, Ruppel (Heidelberg, D), S. Schad (Heidelberg, G), J. Utzinger (Basel, CH), J. Wacker (Bruchsal, G)	Essay: 4000 words (submission within 2 weeks after the course.)    The topics for this individual work will be identified within the first 2 days of the course, taking into account the personal professional background of students. Students are encouraged to discuss their intended essay with the relevant teachers.	Max participants 20 including tropEd students	Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).    Participants should be advanced students, health professionals and/or managers, preferably with experience in schistosomiasis, International Health, and/or a leadership position.	First come, first serve.	tropEd students: 5 days &euro; 500,- / +optional days &euro; 650,- ;others pay:  5 days  &euro; 750,-/ +optional days &euro; 900,-	None available				<br>1. The context of tropical medicine and international health   2. Public health approach to control, community integration, integration of vertical programme(s) into existing programmes and health systems   3. Biology and ecology of  schistosomes, life cycles and the reality in endemic areas  4. Practical serology and microscopy: schistosomes and selected helminths  5. Examples of schistosomiasis control programs  6. Clinical schistosomiasis  7. Schistosome immunology, â€œbeneficialâ€ worms, vaccines  8. Serological and parasitological diagnosis in theory and in practice of peripheral health stations  9. Drugs, treatment and drug targets  10. International policies for research, action, and biomedical control strategies   11. Parasite proteins: molecular modelling, functional molecules  12. Plenary Discussions     Optional  -  Individual coaching of participants by the experts		Laboratory science (incl.. quality assurance)				
Schistosomiasis Control: An interdisciplinary approach	The overall aim of the course is to teach expertise from various disciplines targeting eventually at control of schistosomiasis (Schistosoma mansoni, S. haematobium and S. japonicum). To achieve this, internationally renowned scientists have agreed to teach and to partly participate also beyond their formal teaching time.    Specifically, this course will place the current biomedical approaches of control into the public health frame and evaluate the benefits of these approaches for the target populations and sustainability of programs. Clinical schistosomiasis will be discussed with a view on patients in endemic areas.       This implies the bridge from biomedical technology to sustainable community activities, from research to application.      The course intends to synthesise recommendations for future action and will offer to the participants a voluntary and active role in this process.     At the end of the course, participants should be able to:    1. Appraise vector biology and schistosome immunology in the context of transmission  2. Use and interpret serological tests  3. Critically discuss selected control projects  4. Critically evaluate the needs and strategies for integrated schistosomiasis control, including drug-based programmes  5. Compare and contrast the advantages and limitations of biomedical control tools (serology, chemotherapy, ultrasound examination) versus community-based interventions  6. Critically discuss selected issues of current biomedical research (vaccinology, serology)  7. Effectively communicate with internationally leading scientists		0		2012-01-09 20:32:23	2013-10-29	2019-01-10 23:42:48	troped	troped	0		5 days official time.optional welcome Sunday 9, Optional participation until 16th for a network meeting with schistosomiasis experts.					2012-01-10 02:46:49	60 hours   During the course, a total of 45 hours of SIT are devoted to direct contact as follows 33,5 hours of lectures, 6 hours facilitated group work, 5,5 h facilitated practical work.     After the course, 15 hours of SIT are required for self-study to write an individual assignment. This will be the basis for assessment.	2012-10-10	2012-10-14	Accredited in September 2011. This accreditation is valid until September 2016.		Confirmed teachers 2011 (alphabetical): H.J. Diesfeld (Starnberg, G), M.J. Doenhoff (Nottingham, UK), C. Grevelding (Giessen, D), M.A. Idris (Muscat, Oman), T. Junghanss (Heidelberg, D), M. Kennedy (Glasgow, UK), Y.L. Li (Wuhan, China), J. Richter (DÃ¼sseldorf, D), A, Ruppel (Heidelberg, D), S. Schad (Heidelberg, G), J. Utzinger (Basel, CH), J. Wacker (Bruchsal, G)	Essay: 4000 words (submission within 2 weeks after the course.)    The topics for this individual work will be identified within the first 2 days of the course, taking into account the personal professional background of students. Students are encouraged to discuss their intended essay with the relevant teachers.	Max participants 20 including tropEd students	Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).    Participants should be advanced students, health professionals and/or managers, preferably with experience in schistosomiasis, International Health, and/or a leadership position.	First come, first serve.	tropEd students: 5 days &euro; 500,- / +optional days &euro; 650,- ;others pay:  5 days  &euro; 750,-/ +optional days &euro; 900,-	None available				<br>1. The context of tropical medicine and international health   2. Public health approach to control, community integration, integration of vertical programme(s) into existing programmes and health systems   3. Biology and ecology of  schistosomes, life cycles and the reality in endemic areas  4. Practical serology and microscopy: schistosomes and selected helminths  5. Examples of schistosomiasis control programs  6. Clinical schistosomiasis  7. Schistosome immunology, â€œbeneficialâ€ worms, vaccines  8. Serological and parasitological diagnosis in theory and in practice of peripheral health stations  9. Drugs, treatment and drug targets  10. International policies for research, action, and biomedical control strategies   11. Parasite proteins: molecular modelling, functional molecules  12. Plenary Discussions     Optional  -  Individual coaching of participants by the experts		Parasitic				
Schistosomiasis Control: An interdisciplinary approach	The overall aim of the course is to teach expertise from various disciplines targeting eventually at control of schistosomiasis (Schistosoma mansoni, S. haematobium and S. japonicum). To achieve this, internationally renowned scientists have agreed to teach and to partly participate also beyond their formal teaching time.    Specifically, this course will place the current biomedical approaches of control into the public health frame and evaluate the benefits of these approaches for the target populations and sustainability of programs. Clinical schistosomiasis will be discussed with a view on patients in endemic areas.       This implies the bridge from biomedical technology to sustainable community activities, from research to application.      The course intends to synthesise recommendations for future action and will offer to the participants a voluntary and active role in this process.     At the end of the course, participants should be able to:    1. Appraise vector biology and schistosome immunology in the context of transmission  2. Use and interpret serological tests  3. Critically discuss selected control projects  4. Critically evaluate the needs and strategies for integrated schistosomiasis control, including drug-based programmes  5. Compare and contrast the advantages and limitations of biomedical control tools (serology, chemotherapy, ultrasound examination) versus community-based interventions  6. Critically discuss selected issues of current biomedical research (vaccinology, serology)  7. Effectively communicate with internationally leading scientists		0		2012-01-09 20:32:23	2013-10-29	2019-01-10 23:42:48	troped	troped	0		5 days official time.optional welcome Sunday 9, Optional participation until 16th for a network meeting with schistosomiasis experts.					2012-01-10 02:46:49	60 hours   During the course, a total of 45 hours of SIT are devoted to direct contact as follows 33,5 hours of lectures, 6 hours facilitated group work, 5,5 h facilitated practical work.     After the course, 15 hours of SIT are required for self-study to write an individual assignment. This will be the basis for assessment.	2012-10-10	2012-10-14	Accredited in September 2011. This accreditation is valid until September 2016.		Confirmed teachers 2011 (alphabetical): H.J. Diesfeld (Starnberg, G), M.J. Doenhoff (Nottingham, UK), C. Grevelding (Giessen, D), M.A. Idris (Muscat, Oman), T. Junghanss (Heidelberg, D), M. Kennedy (Glasgow, UK), Y.L. Li (Wuhan, China), J. Richter (DÃ¼sseldorf, D), A, Ruppel (Heidelberg, D), S. Schad (Heidelberg, G), J. Utzinger (Basel, CH), J. Wacker (Bruchsal, G)	Essay: 4000 words (submission within 2 weeks after the course.)    The topics for this individual work will be identified within the first 2 days of the course, taking into account the personal professional background of students. Students are encouraged to discuss their intended essay with the relevant teachers.	Max participants 20 including tropEd students	Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).    Participants should be advanced students, health professionals and/or managers, preferably with experience in schistosomiasis, International Health, and/or a leadership position.	First come, first serve.	tropEd students: 5 days &euro; 500,- / +optional days &euro; 650,- ;others pay:  5 days  &euro; 750,-/ +optional days &euro; 900,-	None available				<br>1. The context of tropical medicine and international health   2. Public health approach to control, community integration, integration of vertical programme(s) into existing programmes and health systems   3. Biology and ecology of  schistosomes, life cycles and the reality in endemic areas  4. Practical serology and microscopy: schistosomes and selected helminths  5. Examples of schistosomiasis control programs  6. Clinical schistosomiasis  7. Schistosome immunology, â€œbeneficialâ€ worms, vaccines  8. Serological and parasitological diagnosis in theory and in practice of peripheral health stations  9. Drugs, treatment and drug targets  10. International policies for research, action, and biomedical control strategies   11. Parasite proteins: molecular modelling, functional molecules  12. Plenary Discussions     Optional  -  Individual coaching of participants by the experts						
Quality Management in International Health	<br>By the end of the module the participants should be able to:  â€¢ Appraise recent developments and challenges in assuring healthcare quality in low and middle income countries.  â€¢ Critically analyze international healthcare quality management and patient safety mechanisms and their global transferability.  â€¢ Differentiate roles of stakeholders in managing healthcare quality improvement initiatives and activities both locally and globally.  â€¢ Design a framework for strengthening healthcare quality in their country or region using key quality improvement principles and mechanisms.  â€¢ Apply personal and team skills to lead the use of quality management tools and mechanisms in their setting.		1	grys@uni-heidelberg.de	2012-01-09 20:44:56	2018-06-10	2020-09-16 10:54:35	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks on-site 4 days preparation	<br>Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	 Peter Campbell 	English	advanced optional	2012-01-10 03:49:58	<br>135 SIT (50 hours self-study + 85 hours contact time)	2021-06-07	2021-06-18	<br>Accredited in London, 2000 (3 ECTS), reaccredited in Stockholm, 2002 (4 ECTS), in Barcelona, May 2007, in EC TelCo, Sep 2012 (4.5 ECTS) and in EC TelCo, April 2018	<br>A total of 45 SIT hours individual self-study time need to be invested prior to the contact time in Heidelberg. All information and materials will be made available 3 weeks before course start. Pre-course work includes  â€¢ Individual exercise including readings and analysis of Nanda Devi Case Study and completion of quality assessment tool (32 hrs)  â€¢ pre-course completion of healthcare quality management history exercise based on key readings (13 hrs)    This course fosters a participatory learning environment combining interactive lectures (35%), case studies, facilitated individual and group work and presentations (45%), role play, debates and discussions (10%) and a field visit to a health-care facility (10%). Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ achievement of the learning objectives will be assessed at the end of the course on:  â€¢ 65%: 2 hours closed book examination using multiple choice questions, short answer questions and one 2-page essay question  â€¢ 35%: 20 min group presentation on health facility evaluation exercise     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will required to do an individual written assignment (2000 words essay on a healthcare quality management topic negotiated between the student and the coordinator) to  be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>first come, first serve	1000 EUR (for tropEd students, others have to pay EUR 1.500)	None	<br>Changes to participatory mechanisms in Case Study and assessment tool with decrease in student group power-point presentations and more interactive discussions based on small group and individual soft-board presentations.  Increased use of online instructional videos and other media.  Minor adjustments to the objectives and overall contents based on recent changes in the quality management and safety scientific literature and recommendations of participants.	<br>The course has again received excellent reviews, consistent throughout the past 15 years.  Participants appreciate the participatory approach and training using real-life examples. Increased time for completing the case study prior to the course has proven successful, with students generally being well prepared before the course.	<br>The case study is an excellent learning tool. Participants learn a lot through practical exercises but these require detailed design with close mentoring throughout.  The field trip to the German hospitals is also an excellent learning tool and through it requires significant resources and time it deepens the learning and enables the participants to immediately apply what they have learned including lessons in cultural and ethical aspects of quality.	<br>â€¢ Major steps and trends in the healthcare quality and patient safety movements  â€¢ Quality management and patient safety principles, mechanisms and tools and their contextual relevance  â€¢ Leadership and managing healthcare quality including ethical and cultural aspects  â€¢ Leading teams to use quality management tools  â€¢ Healthcare quality evaluation mechanisms in low and middle income contexts  â€¢ Quality management case study set in a middle-income country and assessment tool to critically evaluate quality   â€¢ Skills development in healthcare quality evaluation  â€¢ Guided exercise and field trip to critically analyze quality management mechanisms in German healthcare facilities  â€¢ Implementing healthcare quality management mechanisms and tools in low and middle income countries   â€¢ Designing and sustaining a healthcare quality management framework in a low or middle income country or regional context.   â€¢ Internet resources, publications and grey literature  for healthcare quality management	Germany	Health facilities (hospitals)	Face to face		4.5 ECTS credits	
Quality Management in International Health	<br>By the end of the module the participants should be able to:  â€¢ Appraise recent developments and challenges in assuring healthcare quality in low and middle income countries.  â€¢ Critically analyze international healthcare quality management and patient safety mechanisms and their global transferability.  â€¢ Differentiate roles of stakeholders in managing healthcare quality improvement initiatives and activities both locally and globally.  â€¢ Design a framework for strengthening healthcare quality in their country or region using key quality improvement principles and mechanisms.  â€¢ Apply personal and team skills to lead the use of quality management tools and mechanisms in their setting.		1	grys@uni-heidelberg.de	2012-01-09 20:44:56	2018-06-10	2020-09-16 10:54:35	troped	troped	0		2 weeks on-site 4 days preparation	<br>Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 03:49:58	<br>135 SIT (50 hours self-study + 85 hours contact time)	2021-06-07	2021-06-18	<br>Accredited in London, 2000 (3 ECTS), reaccredited in Stockholm, 2002 (4 ECTS), in Barcelona, May 2007, in EC TelCo, Sep 2012 (4.5 ECTS) and in EC TelCo, April 2018	<br>A total of 45 SIT hours individual self-study time need to be invested prior to the contact time in Heidelberg. All information and materials will be made available 3 weeks before course start. Pre-course work includes  â€¢ Individual exercise including readings and analysis of Nanda Devi Case Study and completion of quality assessment tool (32 hrs)  â€¢ pre-course completion of healthcare quality management history exercise based on key readings (13 hrs)    This course fosters a participatory learning environment combining interactive lectures (35%), case studies, facilitated individual and group work and presentations (45%), role play, debates and discussions (10%) and a field visit to a health-care facility (10%). Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ achievement of the learning objectives will be assessed at the end of the course on:  â€¢ 65%: 2 hours closed book examination using multiple choice questions, short answer questions and one 2-page essay question  â€¢ 35%: 20 min group presentation on health facility evaluation exercise     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will required to do an individual written assignment (2000 words essay on a healthcare quality management topic negotiated between the student and the coordinator) to  be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>first come, first serve	1000 EUR (for tropEd students, others have to pay EUR 1.500)	None	<br>Changes to participatory mechanisms in Case Study and assessment tool with decrease in student group power-point presentations and more interactive discussions based on small group and individual soft-board presentations.  Increased use of online instructional videos and other media.  Minor adjustments to the objectives and overall contents based on recent changes in the quality management and safety scientific literature and recommendations of participants.	<br>The course has again received excellent reviews, consistent throughout the past 15 years.  Participants appreciate the participatory approach and training using real-life examples. Increased time for completing the case study prior to the course has proven successful, with students generally being well prepared before the course.	<br>The case study is an excellent learning tool. Participants learn a lot through practical exercises but these require detailed design with close mentoring throughout.  The field trip to the German hospitals is also an excellent learning tool and through it requires significant resources and time it deepens the learning and enables the participants to immediately apply what they have learned including lessons in cultural and ethical aspects of quality.	<br>â€¢ Major steps and trends in the healthcare quality and patient safety movements  â€¢ Quality management and patient safety principles, mechanisms and tools and their contextual relevance  â€¢ Leadership and managing healthcare quality including ethical and cultural aspects  â€¢ Leading teams to use quality management tools  â€¢ Healthcare quality evaluation mechanisms in low and middle income contexts  â€¢ Quality management case study set in a middle-income country and assessment tool to critically evaluate quality   â€¢ Skills development in healthcare quality evaluation  â€¢ Guided exercise and field trip to critically analyze quality management mechanisms in German healthcare facilities  â€¢ Implementing healthcare quality management mechanisms and tools in low and middle income countries   â€¢ Designing and sustaining a healthcare quality management framework in a low or middle income country or regional context.   â€¢ Internet resources, publications and grey literature  for healthcare quality management		Health systems				
Quality Management in International Health	<br>By the end of the module the participants should be able to:  â€¢ Appraise recent developments and challenges in assuring healthcare quality in low and middle income countries.  â€¢ Critically analyze international healthcare quality management and patient safety mechanisms and their global transferability.  â€¢ Differentiate roles of stakeholders in managing healthcare quality improvement initiatives and activities both locally and globally.  â€¢ Design a framework for strengthening healthcare quality in their country or region using key quality improvement principles and mechanisms.  â€¢ Apply personal and team skills to lead the use of quality management tools and mechanisms in their setting.		1	grys@uni-heidelberg.de	2012-01-09 20:44:56	2018-06-10	2020-09-16 10:54:35	troped	troped	0		2 weeks on-site 4 days preparation	<br>Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 03:49:58	<br>135 SIT (50 hours self-study + 85 hours contact time)	2021-06-07	2021-06-18	<br>Accredited in London, 2000 (3 ECTS), reaccredited in Stockholm, 2002 (4 ECTS), in Barcelona, May 2007, in EC TelCo, Sep 2012 (4.5 ECTS) and in EC TelCo, April 2018	<br>A total of 45 SIT hours individual self-study time need to be invested prior to the contact time in Heidelberg. All information and materials will be made available 3 weeks before course start. Pre-course work includes  â€¢ Individual exercise including readings and analysis of Nanda Devi Case Study and completion of quality assessment tool (32 hrs)  â€¢ pre-course completion of healthcare quality management history exercise based on key readings (13 hrs)    This course fosters a participatory learning environment combining interactive lectures (35%), case studies, facilitated individual and group work and presentations (45%), role play, debates and discussions (10%) and a field visit to a health-care facility (10%). Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ achievement of the learning objectives will be assessed at the end of the course on:  â€¢ 65%: 2 hours closed book examination using multiple choice questions, short answer questions and one 2-page essay question  â€¢ 35%: 20 min group presentation on health facility evaluation exercise     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will required to do an individual written assignment (2000 words essay on a healthcare quality management topic negotiated between the student and the coordinator) to  be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>first come, first serve	1000 EUR (for tropEd students, others have to pay EUR 1.500)	None	<br>Changes to participatory mechanisms in Case Study and assessment tool with decrease in student group power-point presentations and more interactive discussions based on small group and individual soft-board presentations.  Increased use of online instructional videos and other media.  Minor adjustments to the objectives and overall contents based on recent changes in the quality management and safety scientific literature and recommendations of participants.	<br>The course has again received excellent reviews, consistent throughout the past 15 years.  Participants appreciate the participatory approach and training using real-life examples. Increased time for completing the case study prior to the course has proven successful, with students generally being well prepared before the course.	<br>The case study is an excellent learning tool. Participants learn a lot through practical exercises but these require detailed design with close mentoring throughout.  The field trip to the German hospitals is also an excellent learning tool and through it requires significant resources and time it deepens the learning and enables the participants to immediately apply what they have learned including lessons in cultural and ethical aspects of quality.	<br>â€¢ Major steps and trends in the healthcare quality and patient safety movements  â€¢ Quality management and patient safety principles, mechanisms and tools and their contextual relevance  â€¢ Leadership and managing healthcare quality including ethical and cultural aspects  â€¢ Leading teams to use quality management tools  â€¢ Healthcare quality evaluation mechanisms in low and middle income contexts  â€¢ Quality management case study set in a middle-income country and assessment tool to critically evaluate quality   â€¢ Skills development in healthcare quality evaluation  â€¢ Guided exercise and field trip to critically analyze quality management mechanisms in German healthcare facilities  â€¢ Implementing healthcare quality management mechanisms and tools in low and middle income countries   â€¢ Designing and sustaining a healthcare quality management framework in a low or middle income country or regional context.   â€¢ Internet resources, publications and grey literature  for healthcare quality management		Quality (incl. accessibility)				
Quality Management in International Health	<br>By the end of the module the participants should be able to:  â€¢ Appraise recent developments and challenges in assuring healthcare quality in low and middle income countries.  â€¢ Critically analyze international healthcare quality management and patient safety mechanisms and their global transferability.  â€¢ Differentiate roles of stakeholders in managing healthcare quality improvement initiatives and activities both locally and globally.  â€¢ Design a framework for strengthening healthcare quality in their country or region using key quality improvement principles and mechanisms.  â€¢ Apply personal and team skills to lead the use of quality management tools and mechanisms in their setting.		1	grys@uni-heidelberg.de	2012-01-09 20:44:56	2018-06-10	2020-09-16 10:54:35	troped	troped	0		2 weeks on-site 4 days preparation	<br>Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 03:49:58	<br>135 SIT (50 hours self-study + 85 hours contact time)	2021-06-07	2021-06-18	<br>Accredited in London, 2000 (3 ECTS), reaccredited in Stockholm, 2002 (4 ECTS), in Barcelona, May 2007, in EC TelCo, Sep 2012 (4.5 ECTS) and in EC TelCo, April 2018	<br>A total of 45 SIT hours individual self-study time need to be invested prior to the contact time in Heidelberg. All information and materials will be made available 3 weeks before course start. Pre-course work includes  â€¢ Individual exercise including readings and analysis of Nanda Devi Case Study and completion of quality assessment tool (32 hrs)  â€¢ pre-course completion of healthcare quality management history exercise based on key readings (13 hrs)    This course fosters a participatory learning environment combining interactive lectures (35%), case studies, facilitated individual and group work and presentations (45%), role play, debates and discussions (10%) and a field visit to a health-care facility (10%). Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ achievement of the learning objectives will be assessed at the end of the course on:  â€¢ 65%: 2 hours closed book examination using multiple choice questions, short answer questions and one 2-page essay question  â€¢ 35%: 20 min group presentation on health facility evaluation exercise     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will required to do an individual written assignment (2000 words essay on a healthcare quality management topic negotiated between the student and the coordinator) to  be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>first come, first serve	1000 EUR (for tropEd students, others have to pay EUR 1.500)	None	<br>Changes to participatory mechanisms in Case Study and assessment tool with decrease in student group power-point presentations and more interactive discussions based on small group and individual soft-board presentations.  Increased use of online instructional videos and other media.  Minor adjustments to the objectives and overall contents based on recent changes in the quality management and safety scientific literature and recommendations of participants.	<br>The course has again received excellent reviews, consistent throughout the past 15 years.  Participants appreciate the participatory approach and training using real-life examples. Increased time for completing the case study prior to the course has proven successful, with students generally being well prepared before the course.	<br>The case study is an excellent learning tool. Participants learn a lot through practical exercises but these require detailed design with close mentoring throughout.  The field trip to the German hospitals is also an excellent learning tool and through it requires significant resources and time it deepens the learning and enables the participants to immediately apply what they have learned including lessons in cultural and ethical aspects of quality.	<br>â€¢ Major steps and trends in the healthcare quality and patient safety movements  â€¢ Quality management and patient safety principles, mechanisms and tools and their contextual relevance  â€¢ Leadership and managing healthcare quality including ethical and cultural aspects  â€¢ Leading teams to use quality management tools  â€¢ Healthcare quality evaluation mechanisms in low and middle income contexts  â€¢ Quality management case study set in a middle-income country and assessment tool to critically evaluate quality   â€¢ Skills development in healthcare quality evaluation  â€¢ Guided exercise and field trip to critically analyze quality management mechanisms in German healthcare facilities  â€¢ Implementing healthcare quality management mechanisms and tools in low and middle income countries   â€¢ Designing and sustaining a healthcare quality management framework in a low or middle income country or regional context.   â€¢ Internet resources, publications and grey literature  for healthcare quality management						
Public Health and Disasters - Assessing and responding to health care needs in natural disasters and complex emergencies	<br>At the end of the course participants should be able to:  â€¢ explain the health and health systems impacts of disasters  â€¢ explain  the importance of addressing gender based violence and mental health impacts   â€¢ differentiate between natural disasters and complex emergencies in terms of health impacts and needs  â€¢ apply rapid needs assessment methods and prioritization in disaster situations  â€¢ use strategic and operational planning and health management tools in disasters  â€¢ apply epidemiological methods in disaster situations  â€¢ explain the driving forces and determinants of inter-agency coordination in the field   â€¢ distinguish between development-oriented humanitarian aid and mainstreaming preparedness in development policies  â€¢ identify methods for quality assurance and minimum standard setting in humanitarian aid  â€¢ apply socio-cultural aspects in the field work appropriately		1	Grys@uni-heidelberg.de	2012-01-09 21:48:44	2018-06-10	2020-09-16 10:50:58	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	10 working days		Michael Marx 	English	advanced optional	2012-01-10 04:03:10	90 SIT  (40h lecture and 30h tutored group work, 20h self-study)	2021-05-17	2021-05-29	Accredited 1999 in Basel. Re-accreditation: Edinburgh, September 2004 and in Bordeaux, January 2011 and in EC phone conference April 2016.This accreditation is valid until April 2021.	<br>The course uses participatory learning based on lectures (30 %), individual reading (10%) and exercise (10%) plenary and group discussions (15%), facilitated group work and presentations (30%) and peer â€“feedback (5%).	<br>Included as Elective in MScIH Residential Track	<br>Final examination using short essay questions and multiple choice based on the learning objectives (70%, individual mark)  and group work presentation on selected topics (30%, group mark); passing mark is 60% for both parts together.  Participants have the chance to re-sit the written exam not later than 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 580 or IELTS 6.5 or equivalent language skills;   The course is intended for health professionals working in the field of humanitarian assistance. Candidates should preferably have at least 2 years work experience in developing countries.	<br>First come, first served	<br>General admission:  1.500,- EUR  reduced fee for tropEd students: 1.000,- EUR	None available	-  Revati Phalkey coordinates the course along with Michael Marx   -  Name changed from "Health of Unstable Populations" to "Public Health in Disasters"   -  The overall focus of the course has moved from refugee health to public health in disasters   -  CRED (Centre for Research on the Epidemiology of Disasters) still comes to teach in the course, but does not co-coordinate the course as such   -  The assessment method includes now also an assessed group work to promote team work between participants	Positive  -  Good variety of speakers and topics   -  Experience from the ground to the classroom   -  Practical and theoretical insights of disasters in a comprehensive manner      Improvement  -  Provision of the overall picture -linking of elements   -  Coordination among coordinators   -  More people from the field	-  Students like the practical sessions   -  Group work should be steered more by facilitators.   -  The course previously had a good balance of theory and practical knowledge but covered only complex emergencies and refugee situations. The addition of natural disasters makes it complete and the skills acquired are of use for humanitarian aid workers in disaster situations of any type.   -  When there are two coordinators, the communication needs to be very intensive among them	<br>The content of the course reflects up-to-date knowledge and experience with the impact assessment and management of natural disasters and complex emergencies in the health sector:  â€¢ Disaster situations,   â€¢ Disaster preparedness,   â€¢ Development programmes,   â€¢ Cross-cultural awareness,   â€¢ Gender based and sexual violence,    â€¢ Working relations in the field, donor coordination,   â€¢ Relief to development continuum,   â€¢ Applied epidemiology in needs assessment and   â€¢ Relief planning for natural disasters and complex emergencies.	Germany	Health in emergencies			3 ECTS credits	
Public Health and Disasters - Assessing and responding to health care needs in natural disasters and complex emergencies	<br>At the end of the course participants should be able to:  â€¢ explain the health and health systems impacts of disasters  â€¢ explain  the importance of addressing gender based violence and mental health impacts   â€¢ differentiate between natural disasters and complex emergencies in terms of health impacts and needs  â€¢ apply rapid needs assessment methods and prioritization in disaster situations  â€¢ use strategic and operational planning and health management tools in disasters  â€¢ apply epidemiological methods in disaster situations  â€¢ explain the driving forces and determinants of inter-agency coordination in the field   â€¢ distinguish between development-oriented humanitarian aid and mainstreaming preparedness in development policies  â€¢ identify methods for quality assurance and minimum standard setting in humanitarian aid  â€¢ apply socio-cultural aspects in the field work appropriately		1	Grys@uni-heidelberg.de	2012-01-09 21:48:44	2018-06-10	2020-09-16 10:50:58	troped	troped	0		10 working days		Revati Phalkey 			2012-01-10 04:03:10	90 SIT  (40h lecture and 30h tutored group work, 20h self-study)	2021-05-17	2021-05-29	Accredited 1999 in Basel. Re-accreditation: Edinburgh, September 2004 and in Bordeaux, January 2011 and in EC phone conference April 2016.This accreditation is valid until April 2021.	<br>The course uses participatory learning based on lectures (30 %), individual reading (10%) and exercise (10%) plenary and group discussions (15%), facilitated group work and presentations (30%) and peer â€“feedback (5%).	<br>Included as Elective in MScIH Residential Track	<br>Final examination using short essay questions and multiple choice based on the learning objectives (70%, individual mark)  and group work presentation on selected topics (30%, group mark); passing mark is 60% for both parts together.  Participants have the chance to re-sit the written exam not later than 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 580 or IELTS 6.5 or equivalent language skills;   The course is intended for health professionals working in the field of humanitarian assistance. Candidates should preferably have at least 2 years work experience in developing countries.	<br>First come, first served	<br>General admission:  1.500,- EUR  reduced fee for tropEd students: 1.000,- EUR	None available	-  Revati Phalkey coordinates the course along with Michael Marx   -  Name changed from "Health of Unstable Populations" to "Public Health in Disasters"   -  The overall focus of the course has moved from refugee health to public health in disasters   -  CRED (Centre for Research on the Epidemiology of Disasters) still comes to teach in the course, but does not co-coordinate the course as such   -  The assessment method includes now also an assessed group work to promote team work between participants	Positive  -  Good variety of speakers and topics   -  Experience from the ground to the classroom   -  Practical and theoretical insights of disasters in a comprehensive manner      Improvement  -  Provision of the overall picture -linking of elements   -  Coordination among coordinators   -  More people from the field	-  Students like the practical sessions   -  Group work should be steered more by facilitators.   -  The course previously had a good balance of theory and practical knowledge but covered only complex emergencies and refugee situations. The addition of natural disasters makes it complete and the skills acquired are of use for humanitarian aid workers in disaster situations of any type.   -  When there are two coordinators, the communication needs to be very intensive among them	<br>The content of the course reflects up-to-date knowledge and experience with the impact assessment and management of natural disasters and complex emergencies in the health sector:  â€¢ Disaster situations,   â€¢ Disaster preparedness,   â€¢ Development programmes,   â€¢ Cross-cultural awareness,   â€¢ Gender based and sexual violence,    â€¢ Working relations in the field, donor coordination,   â€¢ Relief to development continuum,   â€¢ Applied epidemiology in needs assessment and   â€¢ Relief planning for natural disasters and complex emergencies.		Violence / war				
Public Health and Disasters - Assessing and responding to health care needs in natural disasters and complex emergencies	<br>At the end of the course participants should be able to:  â€¢ explain the health and health systems impacts of disasters  â€¢ explain  the importance of addressing gender based violence and mental health impacts   â€¢ differentiate between natural disasters and complex emergencies in terms of health impacts and needs  â€¢ apply rapid needs assessment methods and prioritization in disaster situations  â€¢ use strategic and operational planning and health management tools in disasters  â€¢ apply epidemiological methods in disaster situations  â€¢ explain the driving forces and determinants of inter-agency coordination in the field   â€¢ distinguish between development-oriented humanitarian aid and mainstreaming preparedness in development policies  â€¢ identify methods for quality assurance and minimum standard setting in humanitarian aid  â€¢ apply socio-cultural aspects in the field work appropriately		1	Grys@uni-heidelberg.de	2012-01-09 21:48:44	2018-06-10	2020-09-16 10:50:58	troped	troped	0		10 working days					2012-01-10 04:03:10	90 SIT  (40h lecture and 30h tutored group work, 20h self-study)	2021-05-17	2021-05-29	Accredited 1999 in Basel. Re-accreditation: Edinburgh, September 2004 and in Bordeaux, January 2011 and in EC phone conference April 2016.This accreditation is valid until April 2021.	<br>The course uses participatory learning based on lectures (30 %), individual reading (10%) and exercise (10%) plenary and group discussions (15%), facilitated group work and presentations (30%) and peer â€“feedback (5%).	<br>Included as Elective in MScIH Residential Track	<br>Final examination using short essay questions and multiple choice based on the learning objectives (70%, individual mark)  and group work presentation on selected topics (30%, group mark); passing mark is 60% for both parts together.  Participants have the chance to re-sit the written exam not later than 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 580 or IELTS 6.5 or equivalent language skills;   The course is intended for health professionals working in the field of humanitarian assistance. Candidates should preferably have at least 2 years work experience in developing countries.	<br>First come, first served	<br>General admission:  1.500,- EUR  reduced fee for tropEd students: 1.000,- EUR	None available	-  Revati Phalkey coordinates the course along with Michael Marx   -  Name changed from "Health of Unstable Populations" to "Public Health in Disasters"   -  The overall focus of the course has moved from refugee health to public health in disasters   -  CRED (Centre for Research on the Epidemiology of Disasters) still comes to teach in the course, but does not co-coordinate the course as such   -  The assessment method includes now also an assessed group work to promote team work between participants	Positive  -  Good variety of speakers and topics   -  Experience from the ground to the classroom   -  Practical and theoretical insights of disasters in a comprehensive manner      Improvement  -  Provision of the overall picture -linking of elements   -  Coordination among coordinators   -  More people from the field	-  Students like the practical sessions   -  Group work should be steered more by facilitators.   -  The course previously had a good balance of theory and practical knowledge but covered only complex emergencies and refugee situations. The addition of natural disasters makes it complete and the skills acquired are of use for humanitarian aid workers in disaster situations of any type.   -  When there are two coordinators, the communication needs to be very intensive among them	<br>The content of the course reflects up-to-date knowledge and experience with the impact assessment and management of natural disasters and complex emergencies in the health sector:  â€¢ Disaster situations,   â€¢ Disaster preparedness,   â€¢ Development programmes,   â€¢ Cross-cultural awareness,   â€¢ Gender based and sexual violence,    â€¢ Working relations in the field, donor coordination,   â€¢ Relief to development continuum,   â€¢ Applied epidemiology in needs assessment and   â€¢ Relief planning for natural disasters and complex emergencies.		Vulnerable groups (in general)				
Public Health and Disasters - Assessing and responding to health care needs in natural disasters and complex emergencies	<br>At the end of the course participants should be able to:  â€¢ explain the health and health systems impacts of disasters  â€¢ explain  the importance of addressing gender based violence and mental health impacts   â€¢ differentiate between natural disasters and complex emergencies in terms of health impacts and needs  â€¢ apply rapid needs assessment methods and prioritization in disaster situations  â€¢ use strategic and operational planning and health management tools in disasters  â€¢ apply epidemiological methods in disaster situations  â€¢ explain the driving forces and determinants of inter-agency coordination in the field   â€¢ distinguish between development-oriented humanitarian aid and mainstreaming preparedness in development policies  â€¢ identify methods for quality assurance and minimum standard setting in humanitarian aid  â€¢ apply socio-cultural aspects in the field work appropriately		1	Grys@uni-heidelberg.de	2012-01-09 21:48:44	2018-06-10	2020-09-16 10:50:58	troped	troped	0		10 working days					2012-01-10 04:03:10	90 SIT  (40h lecture and 30h tutored group work, 20h self-study)	2021-05-17	2021-05-29	Accredited 1999 in Basel. Re-accreditation: Edinburgh, September 2004 and in Bordeaux, January 2011 and in EC phone conference April 2016.This accreditation is valid until April 2021.	<br>The course uses participatory learning based on lectures (30 %), individual reading (10%) and exercise (10%) plenary and group discussions (15%), facilitated group work and presentations (30%) and peer â€“feedback (5%).	<br>Included as Elective in MScIH Residential Track	<br>Final examination using short essay questions and multiple choice based on the learning objectives (70%, individual mark)  and group work presentation on selected topics (30%, group mark); passing mark is 60% for both parts together.  Participants have the chance to re-sit the written exam not later than 4 weeks after announcement of results.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 580 or IELTS 6.5 or equivalent language skills;   The course is intended for health professionals working in the field of humanitarian assistance. Candidates should preferably have at least 2 years work experience in developing countries.	<br>First come, first served	<br>General admission:  1.500,- EUR  reduced fee for tropEd students: 1.000,- EUR	None available	-  Revati Phalkey coordinates the course along with Michael Marx   -  Name changed from "Health of Unstable Populations" to "Public Health in Disasters"   -  The overall focus of the course has moved from refugee health to public health in disasters   -  CRED (Centre for Research on the Epidemiology of Disasters) still comes to teach in the course, but does not co-coordinate the course as such   -  The assessment method includes now also an assessed group work to promote team work between participants	Positive  -  Good variety of speakers and topics   -  Experience from the ground to the classroom   -  Practical and theoretical insights of disasters in a comprehensive manner      Improvement  -  Provision of the overall picture -linking of elements   -  Coordination among coordinators   -  More people from the field	-  Students like the practical sessions   -  Group work should be steered more by facilitators.   -  The course previously had a good balance of theory and practical knowledge but covered only complex emergencies and refugee situations. The addition of natural disasters makes it complete and the skills acquired are of use for humanitarian aid workers in disaster situations of any type.   -  When there are two coordinators, the communication needs to be very intensive among them	<br>The content of the course reflects up-to-date knowledge and experience with the impact assessment and management of natural disasters and complex emergencies in the health sector:  â€¢ Disaster situations,   â€¢ Disaster preparedness,   â€¢ Development programmes,   â€¢ Cross-cultural awareness,   â€¢ Gender based and sexual violence,    â€¢ Working relations in the field, donor coordination,   â€¢ Relief to development continuum,   â€¢ Applied epidemiology in needs assessment and   â€¢ Relief planning for natural disasters and complex emergencies.						
Proposal Writing as a Consultancy Skill	<br>The overall objective of this course is to enable health professionals and managers and students to understand and apply the concepts and principles of proposal writing within international health and to improve their personal and technical skills for in proposal writing.     At the end of the course the participants will be able to:   - Develop and write a proposal targeting international health  donors / clients    -Apply the principles of effective proposal writing using analytical and design tools.   - Utilise the team approach to developing a proposal   - Use criteria for assessment of proposals		1	grys@uni-heidelberg.de	2012-01-09 23:04:40	2019-04-09	2020-09-16 10:48:35	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	15 hours preparation including team coordination, background reading and collation of relevant data; 45 hours on-site (1 week).	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Peter Campbell	English	advanced optional	2012-01-10 05:17:14	<br>60 hours in total:  - 15 hours: preparation for the course with team communication leading to collaborative individual study including pre-reading and collection of relevant informational material.  - 15 hours: lectures  - 30 hours: group work	2021-04-26	2021-04-30	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008 and in Shanghai, May 2013. This accreditation is valid until May 2018. Re-accredited in June 2018 in Edinburgh, this accreditation is valid until June 2023.	<br>The course is based on (a) individual preparation work facilitated by team communications through email and/or teleconferencing (Skype/Whatsapp/telephone etc). This is coordinated by the assigned preliminary group coordinator who contacts his/her team members and explains to each their potential role and responsibilities for the preparation work. Each team member then undertakes relevant background reading and collection of informational materials related to their teamâ€˜s developing country/health topic (15 hrs).  It continues as (b) lectures with participatory question and answer/discussion time (15 hrs); plenary discussions and group exercises (4 hrs); facilitated proposal writing exercise (20 hrs.); and final peer assessment of the Project Proposal documents (6 hrs.).		<br>Groups of 4-5 participants are assigned by the coordinator of the course to collaboratively develop and write a proposal on selected global health topics in different low-middle income countries.   Each group member is responsible for at least one component of the project write up to ensure individual contribution.   The proposal has a minimum length of 1000 words, and in the case of the Global Fund proposal, should be no longer than 15 pages.   The proposal deadline is early afternoon on Day 4 of the course.  Criteria specific for the type of global donor (ie Global Fund and the BMGF) are used as a grading tool for evaluating the corresponding group proposals.   The Course Facilitators (teachers) evaluate all the written group proposals individually and then agree on a final score for each project proposal. Equally, the members of each group (peers) individually grade and then agree on a final score for the project proposal of another group and are not reciprocally grading their proposal. Finally, the two sets of scores are combined into one score for each proposal, with a weighting ratio of 70% for facilitators and 30% for peers.              Failure requires a 2000 word proposal on a second topic negotiated between the student and the coordinator. It should be submitted 2 weeks after the second topic is agreed.	Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>500 EUR for tropEd students, 750 EUR for others	None available	<br>Peter Campbell MBBS MScIH has now taken over the responsibilities of Course Coordinator. He has been teaching the course with the previous coordinator, Sylvia Sax, for the past 5 years and knows the module and materials in detail.  In response to participant feedback, there is now increased time for the teams to write their proposals since the facilitators now ensure that the participants choose their main topic by midday on the 2nd day. We have also increased group facilitation during their use of logframe and situational analysis tools.   Inclusion as mandatory course in MScIH Heidelberg.	<br>Positive participant feedback highlighted how challenging the course is but they particularly appreciate the practical focus on skills and the facilitation of their learning. Some participants suggested to extend the course to 2 weeks, the 2nd week to be spent writing a proposal for a different donor; however, others indicate they would not attend a longer proposal writing course.	<br>The need to provide stronger facilitation early on so that the groups can rapidly decide and agree on a topic for their proposal. There is generally low level of knowledge and skills in proposal writing. Participants themselves are often surprised to discover the breadth of skills needed for writing proposals.	<br>The course includes the following topics:   â€¢ Current trends and expectations of consultants in International Cooperation in Global Health  â€¢ Effective Proposal Writing Techniques   â€¢ Essential Elements of Proposal Development   â€¢ Proposal Formulation According to the Rules of an International Donor   â€¢ Analytical and Design Tools (such as Situational Analysis and Log Frame), basic budgeting.  â€¢ Bill and Melinda Gates Foundation criteria for submitting proposals on Global Health Topics  â€¢ Global Fund Proposal criteria for submitting proposals on Global Health Topics  â€¢ Criteria used by international donors for evaluating Global Health proposal applications	Germany	Communication (oral, written)	Face to face		2 ECTS credits	
Proposal Writing as a Consultancy Skill	<br>The overall objective of this course is to enable health professionals and managers and students to understand and apply the concepts and principles of proposal writing within international health and to improve their personal and technical skills for in proposal writing.     At the end of the course the participants will be able to:   - Develop and write a proposal targeting international health  donors / clients    -Apply the principles of effective proposal writing using analytical and design tools.   - Utilise the team approach to developing a proposal   - Use criteria for assessment of proposals		1	grys@uni-heidelberg.de	2012-01-09 23:04:40	2019-04-09	2020-09-16 10:48:35	troped	troped	0		15 hours preparation including team coordination, background reading and collation of relevant data; 45 hours on-site (1 week).	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:17:14	<br>60 hours in total:  - 15 hours: preparation for the course with team communication leading to collaborative individual study including pre-reading and collection of relevant informational material.  - 15 hours: lectures  - 30 hours: group work	2021-04-26	2021-04-30	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008 and in Shanghai, May 2013. This accreditation is valid until May 2018. Re-accredited in June 2018 in Edinburgh, this accreditation is valid until June 2023.	<br>The course is based on (a) individual preparation work facilitated by team communications through email and/or teleconferencing (Skype/Whatsapp/telephone etc). This is coordinated by the assigned preliminary group coordinator who contacts his/her team members and explains to each their potential role and responsibilities for the preparation work. Each team member then undertakes relevant background reading and collection of informational materials related to their teamâ€˜s developing country/health topic (15 hrs).  It continues as (b) lectures with participatory question and answer/discussion time (15 hrs); plenary discussions and group exercises (4 hrs); facilitated proposal writing exercise (20 hrs.); and final peer assessment of the Project Proposal documents (6 hrs.).		<br>Groups of 4-5 participants are assigned by the coordinator of the course to collaboratively develop and write a proposal on selected global health topics in different low-middle income countries.   Each group member is responsible for at least one component of the project write up to ensure individual contribution.   The proposal has a minimum length of 1000 words, and in the case of the Global Fund proposal, should be no longer than 15 pages.   The proposal deadline is early afternoon on Day 4 of the course.  Criteria specific for the type of global donor (ie Global Fund and the BMGF) are used as a grading tool for evaluating the corresponding group proposals.   The Course Facilitators (teachers) evaluate all the written group proposals individually and then agree on a final score for each project proposal. Equally, the members of each group (peers) individually grade and then agree on a final score for the project proposal of another group and are not reciprocally grading their proposal. Finally, the two sets of scores are combined into one score for each proposal, with a weighting ratio of 70% for facilitators and 30% for peers.              Failure requires a 2000 word proposal on a second topic negotiated between the student and the coordinator. It should be submitted 2 weeks after the second topic is agreed.	Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>500 EUR for tropEd students, 750 EUR for others	None available	<br>Peter Campbell MBBS MScIH has now taken over the responsibilities of Course Coordinator. He has been teaching the course with the previous coordinator, Sylvia Sax, for the past 5 years and knows the module and materials in detail.  In response to participant feedback, there is now increased time for the teams to write their proposals since the facilitators now ensure that the participants choose their main topic by midday on the 2nd day. We have also increased group facilitation during their use of logframe and situational analysis tools.   Inclusion as mandatory course in MScIH Heidelberg.	<br>Positive participant feedback highlighted how challenging the course is but they particularly appreciate the practical focus on skills and the facilitation of their learning. Some participants suggested to extend the course to 2 weeks, the 2nd week to be spent writing a proposal for a different donor; however, others indicate they would not attend a longer proposal writing course.	<br>The need to provide stronger facilitation early on so that the groups can rapidly decide and agree on a topic for their proposal. There is generally low level of knowledge and skills in proposal writing. Participants themselves are often surprised to discover the breadth of skills needed for writing proposals.	<br>The course includes the following topics:   â€¢ Current trends and expectations of consultants in International Cooperation in Global Health  â€¢ Effective Proposal Writing Techniques   â€¢ Essential Elements of Proposal Development   â€¢ Proposal Formulation According to the Rules of an International Donor   â€¢ Analytical and Design Tools (such as Situational Analysis and Log Frame), basic budgeting.  â€¢ Bill and Melinda Gates Foundation criteria for submitting proposals on Global Health Topics  â€¢ Global Fund Proposal criteria for submitting proposals on Global Health Topics  â€¢ Criteria used by international donors for evaluating Global Health proposal applications		Planning and programming (incl.. budgeting and evaluation)				
Proposal Writing as a Consultancy Skill	<br>The overall objective of this course is to enable health professionals and managers and students to understand and apply the concepts and principles of proposal writing within international health and to improve their personal and technical skills for in proposal writing.     At the end of the course the participants will be able to:   - Develop and write a proposal targeting international health  donors / clients    -Apply the principles of effective proposal writing using analytical and design tools.   - Utilise the team approach to developing a proposal   - Use criteria for assessment of proposals		1	grys@uni-heidelberg.de	2012-01-09 23:04:40	2019-04-09	2020-09-16 10:48:35	troped	troped	0		15 hours preparation including team coordination, background reading and collation of relevant data; 45 hours on-site (1 week).	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:17:14	<br>60 hours in total:  - 15 hours: preparation for the course with team communication leading to collaborative individual study including pre-reading and collection of relevant informational material.  - 15 hours: lectures  - 30 hours: group work	2021-04-26	2021-04-30	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008 and in Shanghai, May 2013. This accreditation is valid until May 2018. Re-accredited in June 2018 in Edinburgh, this accreditation is valid until June 2023.	<br>The course is based on (a) individual preparation work facilitated by team communications through email and/or teleconferencing (Skype/Whatsapp/telephone etc). This is coordinated by the assigned preliminary group coordinator who contacts his/her team members and explains to each their potential role and responsibilities for the preparation work. Each team member then undertakes relevant background reading and collection of informational materials related to their teamâ€˜s developing country/health topic (15 hrs).  It continues as (b) lectures with participatory question and answer/discussion time (15 hrs); plenary discussions and group exercises (4 hrs); facilitated proposal writing exercise (20 hrs.); and final peer assessment of the Project Proposal documents (6 hrs.).		<br>Groups of 4-5 participants are assigned by the coordinator of the course to collaboratively develop and write a proposal on selected global health topics in different low-middle income countries.   Each group member is responsible for at least one component of the project write up to ensure individual contribution.   The proposal has a minimum length of 1000 words, and in the case of the Global Fund proposal, should be no longer than 15 pages.   The proposal deadline is early afternoon on Day 4 of the course.  Criteria specific for the type of global donor (ie Global Fund and the BMGF) are used as a grading tool for evaluating the corresponding group proposals.   The Course Facilitators (teachers) evaluate all the written group proposals individually and then agree on a final score for each project proposal. Equally, the members of each group (peers) individually grade and then agree on a final score for the project proposal of another group and are not reciprocally grading their proposal. Finally, the two sets of scores are combined into one score for each proposal, with a weighting ratio of 70% for facilitators and 30% for peers.              Failure requires a 2000 word proposal on a second topic negotiated between the student and the coordinator. It should be submitted 2 weeks after the second topic is agreed.	Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>500 EUR for tropEd students, 750 EUR for others	None available	<br>Peter Campbell MBBS MScIH has now taken over the responsibilities of Course Coordinator. He has been teaching the course with the previous coordinator, Sylvia Sax, for the past 5 years and knows the module and materials in detail.  In response to participant feedback, there is now increased time for the teams to write their proposals since the facilitators now ensure that the participants choose their main topic by midday on the 2nd day. We have also increased group facilitation during their use of logframe and situational analysis tools.   Inclusion as mandatory course in MScIH Heidelberg.	<br>Positive participant feedback highlighted how challenging the course is but they particularly appreciate the practical focus on skills and the facilitation of their learning. Some participants suggested to extend the course to 2 weeks, the 2nd week to be spent writing a proposal for a different donor; however, others indicate they would not attend a longer proposal writing course.	<br>The need to provide stronger facilitation early on so that the groups can rapidly decide and agree on a topic for their proposal. There is generally low level of knowledge and skills in proposal writing. Participants themselves are often surprised to discover the breadth of skills needed for writing proposals.	<br>The course includes the following topics:   â€¢ Current trends and expectations of consultants in International Cooperation in Global Health  â€¢ Effective Proposal Writing Techniques   â€¢ Essential Elements of Proposal Development   â€¢ Proposal Formulation According to the Rules of an International Donor   â€¢ Analytical and Design Tools (such as Situational Analysis and Log Frame), basic budgeting.  â€¢ Bill and Melinda Gates Foundation criteria for submitting proposals on Global Health Topics  â€¢ Global Fund Proposal criteria for submitting proposals on Global Health Topics  â€¢ Criteria used by international donors for evaluating Global Health proposal applications						
Consultancy Skills in International Cooperation in Health â€“Evaluation of Health Facilities, Projects and Programmes	<br>At the end of the course the participants will be able to:  â€¢ Identify, adapt and use principles, processes and tools for evaluation of health facilities, projects and programmes  â€¢ Use key consultancy tools and mechanisms   â€¢ Apply the principles of effective writing in evaluations  â€¢ Use team building and team management skills  â€¢ Analyse personal skills to develop a consultancy career plan		1	grys@uni-heidelberg.de	2012-01-09 23:17:33	2018-06-10	2020-09-17 06:26:52	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks next course date 2021-07-12 to 2021-07-23	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Peter Campbell	English	advanced optional	2012-01-10 05:29:34	90 SIT (75 contact hours + 15 self-study hours)	2021-04-12	2021-04-23	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008, in June 2013 and in March 2018. This accreditation is valid until March 2023.	<br>The course uses interactive lectures (20 hrs) case studies (10 hrs), evaluation reports and tools (30 hrs), discussions with international consultants (4 hrs), individual and group exercises, plenary discussions (10.5 hrs.), individual self-study (15 hrs.) and individual coaching session (0.5hrs).	Early registration recommended - also for tropEd students - as course is usually in high demand.	<br>Assessment is based on two individual assignments:   - 40 % of the overall grade is assessment against specified criteria of group presentations (20 minutes) of an evaluation exercise by facilitator (70%) and peer (30%).  - 60 % of the grade is facilitator assessment of an individual consultancy plan exercise (6-8 pages).  If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be required an individual written assignment (2000 words proposal on a topic negotiated between the student and the coordinator) to be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)	<br>first come, first serve	1.000,- EUR for tropEd students, 1.500 EUR for others	None	<br>Increased time spent on coaching of individuals for their consultancy careers and standardized the coaching methods between facilitators.  Improved role play activities and participatory methods for inputs on cultural and ethical aspects of evaluation and consultancy. Lengthened the session on consultant Terms of Reference including the associated exercise.	<br>The course has again been consistently evaluated as excellent since the previous tropEd reaccreditation. Students consistently ask for more courses that can improve their ability to plan careers.  The intensity of the course is an area some participants find challenging but is generally appreciated by most.	<br>Participants would like more courses on development of personal competencies such as communication skills, writing, and time management. Open and honest engagement with the students and coaching them on their personal skills pays off in the long run.   We hear from former participants in the course that they have been successful in their consultancy careers and have used skills learned in the course in furthering their careers.	<br>The course includes the following topics:  â€¢ Evaluation and Consultancy: The Basics  â€¢ Key Principles, Methods and Tools in Evaluation  â€¢ Using Quantitative and Qualitative Methods in Evaluation  â€¢ Basic Skills of an Evaluator as an Individual and as a Team Member including team role play session  â€¢ Planning an Evaluation in a low or middle income setting  â€¢ Effective Writing Techniques, including Report Writing  â€¢ Critical Review of Evaluation Reports  â€¢ Designing and Providing Effective Feedback to Different Stakeholders  â€¢ The Consultants Reference Points: Client Requirements and Regulations  â€¢ Terms of Reference in your Consultancy Practice  â€¢ Planning a Consultancy Career  â€¢ Critical Analysis and Coaching on Individual Consultancy Career Plan  â€¢ Cultural and Ethical Aspects of Consultancy  â€¢ The Consultant: Expectations and Experiences	Germany	Consultancy Skills, 	Face to face		3 ECTS credits	
Consultancy Skills in International Cooperation in Health â€“Evaluation of Health Facilities, Projects and Programmes	<br>At the end of the course the participants will be able to:  â€¢ Identify, adapt and use principles, processes and tools for evaluation of health facilities, projects and programmes  â€¢ Use key consultancy tools and mechanisms   â€¢ Apply the principles of effective writing in evaluations  â€¢ Use team building and team management skills  â€¢ Analyse personal skills to develop a consultancy career plan		1	grys@uni-heidelberg.de	2012-01-09 23:17:33	2018-06-10	2020-09-17 06:26:52	troped	troped	0		2 weeks next course date 2021-07-12 to 2021-07-23	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:29:34	90 SIT (75 contact hours + 15 self-study hours)	2021-04-12	2021-04-23	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008, in June 2013 and in March 2018. This accreditation is valid until March 2023.	<br>The course uses interactive lectures (20 hrs) case studies (10 hrs), evaluation reports and tools (30 hrs), discussions with international consultants (4 hrs), individual and group exercises, plenary discussions (10.5 hrs.), individual self-study (15 hrs.) and individual coaching session (0.5hrs).	Early registration recommended - also for tropEd students - as course is usually in high demand.	<br>Assessment is based on two individual assignments:   - 40 % of the overall grade is assessment against specified criteria of group presentations (20 minutes) of an evaluation exercise by facilitator (70%) and peer (30%).  - 60 % of the grade is facilitator assessment of an individual consultancy plan exercise (6-8 pages).  If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be required an individual written assignment (2000 words proposal on a topic negotiated between the student and the coordinator) to be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)	<br>first come, first serve	1.000,- EUR for tropEd students, 1.500 EUR for others	None	<br>Increased time spent on coaching of individuals for their consultancy careers and standardized the coaching methods between facilitators.  Improved role play activities and participatory methods for inputs on cultural and ethical aspects of evaluation and consultancy. Lengthened the session on consultant Terms of Reference including the associated exercise.	<br>The course has again been consistently evaluated as excellent since the previous tropEd reaccreditation. Students consistently ask for more courses that can improve their ability to plan careers.  The intensity of the course is an area some participants find challenging but is generally appreciated by most.	<br>Participants would like more courses on development of personal competencies such as communication skills, writing, and time management. Open and honest engagement with the students and coaching them on their personal skills pays off in the long run.   We hear from former participants in the course that they have been successful in their consultancy careers and have used skills learned in the course in furthering their careers.	<br>The course includes the following topics:  â€¢ Evaluation and Consultancy: The Basics  â€¢ Key Principles, Methods and Tools in Evaluation  â€¢ Using Quantitative and Qualitative Methods in Evaluation  â€¢ Basic Skills of an Evaluator as an Individual and as a Team Member including team role play session  â€¢ Planning an Evaluation in a low or middle income setting  â€¢ Effective Writing Techniques, including Report Writing  â€¢ Critical Review of Evaluation Reports  â€¢ Designing and Providing Effective Feedback to Different Stakeholders  â€¢ The Consultants Reference Points: Client Requirements and Regulations  â€¢ Terms of Reference in your Consultancy Practice  â€¢ Planning a Consultancy Career  â€¢ Critical Analysis and Coaching on Individual Consultancy Career Plan  â€¢ Cultural and Ethical Aspects of Consultancy  â€¢ The Consultant: Expectations and Experiences		Management/leadership				
Consultancy Skills in International Cooperation in Health â€“Evaluation of Health Facilities, Projects and Programmes	<br>At the end of the course the participants will be able to:  â€¢ Identify, adapt and use principles, processes and tools for evaluation of health facilities, projects and programmes  â€¢ Use key consultancy tools and mechanisms   â€¢ Apply the principles of effective writing in evaluations  â€¢ Use team building and team management skills  â€¢ Analyse personal skills to develop a consultancy career plan		1	grys@uni-heidelberg.de	2012-01-09 23:17:33	2018-06-10	2020-09-17 06:26:52	troped	troped	0		2 weeks next course date 2021-07-12 to 2021-07-23	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:29:34	90 SIT (75 contact hours + 15 self-study hours)	2021-04-12	2021-04-23	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008, in June 2013 and in March 2018. This accreditation is valid until March 2023.	<br>The course uses interactive lectures (20 hrs) case studies (10 hrs), evaluation reports and tools (30 hrs), discussions with international consultants (4 hrs), individual and group exercises, plenary discussions (10.5 hrs.), individual self-study (15 hrs.) and individual coaching session (0.5hrs).	Early registration recommended - also for tropEd students - as course is usually in high demand.	<br>Assessment is based on two individual assignments:   - 40 % of the overall grade is assessment against specified criteria of group presentations (20 minutes) of an evaluation exercise by facilitator (70%) and peer (30%).  - 60 % of the grade is facilitator assessment of an individual consultancy plan exercise (6-8 pages).  If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be required an individual written assignment (2000 words proposal on a topic negotiated between the student and the coordinator) to be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)	<br>first come, first serve	1.000,- EUR for tropEd students, 1.500 EUR for others	None	<br>Increased time spent on coaching of individuals for their consultancy careers and standardized the coaching methods between facilitators.  Improved role play activities and participatory methods for inputs on cultural and ethical aspects of evaluation and consultancy. Lengthened the session on consultant Terms of Reference including the associated exercise.	<br>The course has again been consistently evaluated as excellent since the previous tropEd reaccreditation. Students consistently ask for more courses that can improve their ability to plan careers.  The intensity of the course is an area some participants find challenging but is generally appreciated by most.	<br>Participants would like more courses on development of personal competencies such as communication skills, writing, and time management. Open and honest engagement with the students and coaching them on their personal skills pays off in the long run.   We hear from former participants in the course that they have been successful in their consultancy careers and have used skills learned in the course in furthering their careers.	<br>The course includes the following topics:  â€¢ Evaluation and Consultancy: The Basics  â€¢ Key Principles, Methods and Tools in Evaluation  â€¢ Using Quantitative and Qualitative Methods in Evaluation  â€¢ Basic Skills of an Evaluator as an Individual and as a Team Member including team role play session  â€¢ Planning an Evaluation in a low or middle income setting  â€¢ Effective Writing Techniques, including Report Writing  â€¢ Critical Review of Evaluation Reports  â€¢ Designing and Providing Effective Feedback to Different Stakeholders  â€¢ The Consultants Reference Points: Client Requirements and Regulations  â€¢ Terms of Reference in your Consultancy Practice  â€¢ Planning a Consultancy Career  â€¢ Critical Analysis and Coaching on Individual Consultancy Career Plan  â€¢ Cultural and Ethical Aspects of Consultancy  â€¢ The Consultant: Expectations and Experiences		Monitoring and evaluation				
Consultancy Skills in International Cooperation in Health â€“Evaluation of Health Facilities, Projects and Programmes	<br>At the end of the course the participants will be able to:  â€¢ Identify, adapt and use principles, processes and tools for evaluation of health facilities, projects and programmes  â€¢ Use key consultancy tools and mechanisms   â€¢ Apply the principles of effective writing in evaluations  â€¢ Use team building and team management skills  â€¢ Analyse personal skills to develop a consultancy career plan		1	grys@uni-heidelberg.de	2012-01-09 23:17:33	2018-06-10	2020-09-17 06:26:52	troped	troped	0		2 weeks next course date 2021-07-12 to 2021-07-23	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:29:34	90 SIT (75 contact hours + 15 self-study hours)	2021-04-12	2021-04-23	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008, in June 2013 and in March 2018. This accreditation is valid until March 2023.	<br>The course uses interactive lectures (20 hrs) case studies (10 hrs), evaluation reports and tools (30 hrs), discussions with international consultants (4 hrs), individual and group exercises, plenary discussions (10.5 hrs.), individual self-study (15 hrs.) and individual coaching session (0.5hrs).	Early registration recommended - also for tropEd students - as course is usually in high demand.	<br>Assessment is based on two individual assignments:   - 40 % of the overall grade is assessment against specified criteria of group presentations (20 minutes) of an evaluation exercise by facilitator (70%) and peer (30%).  - 60 % of the grade is facilitator assessment of an individual consultancy plan exercise (6-8 pages).  If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be required an individual written assignment (2000 words proposal on a topic negotiated between the student and the coordinator) to be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)	<br>first come, first serve	1.000,- EUR for tropEd students, 1.500 EUR for others	None	<br>Increased time spent on coaching of individuals for their consultancy careers and standardized the coaching methods between facilitators.  Improved role play activities and participatory methods for inputs on cultural and ethical aspects of evaluation and consultancy. Lengthened the session on consultant Terms of Reference including the associated exercise.	<br>The course has again been consistently evaluated as excellent since the previous tropEd reaccreditation. Students consistently ask for more courses that can improve their ability to plan careers.  The intensity of the course is an area some participants find challenging but is generally appreciated by most.	<br>Participants would like more courses on development of personal competencies such as communication skills, writing, and time management. Open and honest engagement with the students and coaching them on their personal skills pays off in the long run.   We hear from former participants in the course that they have been successful in their consultancy careers and have used skills learned in the course in furthering their careers.	<br>The course includes the following topics:  â€¢ Evaluation and Consultancy: The Basics  â€¢ Key Principles, Methods and Tools in Evaluation  â€¢ Using Quantitative and Qualitative Methods in Evaluation  â€¢ Basic Skills of an Evaluator as an Individual and as a Team Member including team role play session  â€¢ Planning an Evaluation in a low or middle income setting  â€¢ Effective Writing Techniques, including Report Writing  â€¢ Critical Review of Evaluation Reports  â€¢ Designing and Providing Effective Feedback to Different Stakeholders  â€¢ The Consultants Reference Points: Client Requirements and Regulations  â€¢ Terms of Reference in your Consultancy Practice  â€¢ Planning a Consultancy Career  â€¢ Critical Analysis and Coaching on Individual Consultancy Career Plan  â€¢ Cultural and Ethical Aspects of Consultancy  â€¢ The Consultant: Expectations and Experiences		Planning and programming (incl.. budgeting and evaluation)				
Consultancy Skills in International Cooperation in Health â€“Evaluation of Health Facilities, Projects and Programmes	<br>At the end of the course the participants will be able to:  â€¢ Identify, adapt and use principles, processes and tools for evaluation of health facilities, projects and programmes  â€¢ Use key consultancy tools and mechanisms   â€¢ Apply the principles of effective writing in evaluations  â€¢ Use team building and team management skills  â€¢ Analyse personal skills to develop a consultancy career plan		1	grys@uni-heidelberg.de	2012-01-09 23:17:33	2018-06-10	2020-09-17 06:26:52	troped	troped	0		2 weeks next course date 2021-07-12 to 2021-07-23	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2012-01-10 05:29:34	90 SIT (75 contact hours + 15 self-study hours)	2021-04-12	2021-04-23	<br>Accredited in Heidelberg, September 2003. Re-accredited in Paris, May 2008, in June 2013 and in March 2018. This accreditation is valid until March 2023.	<br>The course uses interactive lectures (20 hrs) case studies (10 hrs), evaluation reports and tools (30 hrs), discussions with international consultants (4 hrs), individual and group exercises, plenary discussions (10.5 hrs.), individual self-study (15 hrs.) and individual coaching session (0.5hrs).	Early registration recommended - also for tropEd students - as course is usually in high demand.	<br>Assessment is based on two individual assignments:   - 40 % of the overall grade is assessment against specified criteria of group presentations (20 minutes) of an evaluation exercise by facilitator (70%) and peer (30%).  - 60 % of the grade is facilitator assessment of an individual consultancy plan exercise (6-8 pages).  If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be required an individual written assignment (2000 words proposal on a topic negotiated between the student and the coordinator) to be submitted not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English TOEFL: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)	<br>first come, first serve	1.000,- EUR for tropEd students, 1.500 EUR for others	None	<br>Increased time spent on coaching of individuals for their consultancy careers and standardized the coaching methods between facilitators.  Improved role play activities and participatory methods for inputs on cultural and ethical aspects of evaluation and consultancy. Lengthened the session on consultant Terms of Reference including the associated exercise.	<br>The course has again been consistently evaluated as excellent since the previous tropEd reaccreditation. Students consistently ask for more courses that can improve their ability to plan careers.  The intensity of the course is an area some participants find challenging but is generally appreciated by most.	<br>Participants would like more courses on development of personal competencies such as communication skills, writing, and time management. Open and honest engagement with the students and coaching them on their personal skills pays off in the long run.   We hear from former participants in the course that they have been successful in their consultancy careers and have used skills learned in the course in furthering their careers.	<br>The course includes the following topics:  â€¢ Evaluation and Consultancy: The Basics  â€¢ Key Principles, Methods and Tools in Evaluation  â€¢ Using Quantitative and Qualitative Methods in Evaluation  â€¢ Basic Skills of an Evaluator as an Individual and as a Team Member including team role play session  â€¢ Planning an Evaluation in a low or middle income setting  â€¢ Effective Writing Techniques, including Report Writing  â€¢ Critical Review of Evaluation Reports  â€¢ Designing and Providing Effective Feedback to Different Stakeholders  â€¢ The Consultants Reference Points: Client Requirements and Regulations  â€¢ Terms of Reference in your Consultancy Practice  â€¢ Planning a Consultancy Career  â€¢ Critical Analysis and Coaching on Individual Consultancy Career Plan  â€¢ Cultural and Ethical Aspects of Consultancy  â€¢ The Consultant: Expectations and Experiences						
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg			Dr. Manuela de Allegri 	English	advanced optional	2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing	Germany	Equity	Face to face		3 ECTS credits	
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0				Dr. Stephan Brenner			2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing		Financing				
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0							2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing		Health Policy (incl. advocacy)				
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0							2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing		Health economics				
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0							2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing		Health systems				
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0							2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing		Universal health coverage				
Financing Health Care: Concepts, Challenges and Practices	<br>By the end of this course participants will be able to:  â€¢ Recognise the positive and normative foundations of health care financing, with specific reference to the discourse on health systems reform, universal health coverage and equity  â€¢ Differentiate health financing functions and models in any given health system context.  â€¢ Compare and analyse the basic features of health care financing mechanisms in high-, middle-, and low-income countries, including situations pertaining to migrant and refugee crises  â€¢ Critically appraise the roles of the public and private sector in health care financing in different contexts  â€¢ Differentiate the tools used in the development and assessment of financing mechanisms and evaluate their strengths and weaknesses  â€¢ Compare and appraise the value of alternative viable health financing options to answer health system challenges in their respective countries		1	grys@uni-heidelberg.de	2012-01-09 23:26:12	2018-06-10	2020-09-16 11:37:20	troped	troped	0							2012-01-10 05:40:19	<br>90 hours  90 SIT (76 SIT contact time, 14 SIT self study)	2021-05-03	2021-05-14	<br>Accredited in Copenhagen 2003. Re-accredited in Paris, May 2008,  in Lisbon, May 2012 and in Antwerp October 2017. This accreditation is valid until October 2022.	<br>This course combines interactive lectures (50%), facilitated group work (35%), and self-study (15%) to expose participants to both theory and practice of health care financing. Group work comprises structured exercises set around specific case studies and participant-initiated reflections on the peculiarities of health care financing in their country of origin.		<br>Course participants are expected to attend teaching sessions full-time, participate regularly in discussions and group work.    Participants will also be assessed on:  1. 50%: Group work on selected country case studies and presentation:   4-5 small groups (3-5 students) each select a country case of interest at beginning of course to critically analyse along a set of criteria pertaining to health care financing (health system indicators, health financing functions, UHC attainment, policy environment) to then formulate suggestions for further health financing reform in the given country context. A total of 8 hours of study time are allocated to group work preparation throughout the course. Group work presentations (15 min) and group-led plenary discussion (15 min) at end of course graded by course coordinators along pre-determined criteria (clarity in terms of outline, structure, timing; width of content in terms of comprehensiveness; depth of content in terms of relevant detail and motivation of recommendations). Each student per group will receive the grade given to the entire group performance.  2. 50% written exam, short fact and essay questions: Students will select three out of 6-8 essay questions related to health care financing topics discussed and presented during the course. Each essay question can and is to be answered within one page of text. Grades by course coordinators are given based on content and logic of essays.    Re-sit policy:  Participants who fail to reach the passing grade of 60% (average from both assessments) will undergo an oral exam (20 min) covering health care financing topics discussed during the course. Course coordinators will assess oral examination.	<br>30 maximum, no limitation for troped students	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	<br>First come, first served	<br>Participants enrolled in the tropEd program will pay â‚¬ 1.000 , others pay â‚¬ 1.500	<br> None available	<br>Considering feedback by participants, the course assessment method was adjusted â€“ now equal weight is put to case study group work and presentation as for exam.    With regard to the course content, an explicit element on migrant and refugee health was added.	<br>The course always received very positive participant feedback Students requested the assessment from group work to contribute more to the final course grade.	<br>Weight of individual assessment should take into consideration the time and effort invested by students.	<br>â€¢ Health economics theory relevant to health financing  â€¢ The role of health financing in a health system  â€¢ Basic health financing functions (collection, pooling, purchasing)  â€¢ Historical development in health financing in low and middle income countries: from free health care to user fees to social health protection  â€¢ Concept and practice of Universal Health Coverage â€“ health financing and equity considerations  â€¢ Universal Health Coverage and the Migration/Refugee Crisis  â€¢ Health insurance development in high and low middle income countries: micro-health insurance, tax-based insurance, social health insurance  â€¢ Innovative purchasing options in the health sector: from passive to strategic purchasing						
Global Challenges in Reproductive Health: Evidence and Tools for Programme Implementation	<br>By the end of this course participants will be able to:    â€¢ Analyse Sexual and Reproductive Health (SRH) policy in its historical context, as well as the MDG/SDG context.  â€¢ Critically assess the challenges through the evaluation of evidence from SRH programmes and policies in specific settings as well as on global level  â€¢ Apply the necessary tools such as logframe matrix, structured evaluation technics and indicator development, based on the Donabedian dimensions for service quality  required for reproductive health programme implementation  â€¢ Critically discuss neglected topics of the reproductive health agenda on local and global level		1	grys@uni-heidelberg.de	2012-01-09 23:38:33	2018-06-10	2020-09-16 10:43:41	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks	Heidelberg Institute of Public Health, INF 365	Prof Albrecht Jahn 	English	advanced optional	2012-01-10 05:48:01	<br>90 hours  75 contacts hours (30h lecture, 45h group work/ participatory learning) + 15h self-study	2021-02-08	2021-02-19	<br>Accredited in Basel, Feb 1999; reaccreditation in Lausanne, Jan 2006, in Lisbon, May 2012 and in EC TelCo, Nov 2017. This accreditation is valid until Nov 2022.	<br>This course fosters a participatory learning environment combining lectures (45%), individual case studies (20%), debates, role play, and film screenings with discussions (10%). Course participants have to elaborate a project on a recent or current reproductive health issue in their country (25%). They are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment on a case study (approx. 1.000 words + bibliography)  â€¢ 20%: Structured presentation of a pertinent reproductive health issue related to current topics in participantsâ€™ home countries  (called Reproductive Health Highlight)     â€¢ 20%: Debate on reproductive right   If the student fails to reach the passing grade of 60% (average from all three assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served.	<br>1.000 EUR for tropEd students, 1.500 for others	<br>None available	<br>While the overall format has been maintained, we further developed the course:  â€¢ Better integration of topical issues and participantsâ€™ inputs. On the first day we discuss, which RH issues were of relevance and a matter of public debate in the respective home countries. Out of this list and the specific experience of participants, we develop a list of presentations that are then integrated into the overall course program along the appropriate topic.  â€¢ Given the debate on ICPD plus 20 and the high profile of RH in the SDGs, we aim to link RH to this new context  â€¢ Based on many debates in the previous courses on issues like rights of LGBTs we have added a unit on RH ethics and RH and religion, which is organised by a philosopher working on health ethics.	<br>In addition to the written evaluations we also perform an immediate feedback session at the end of the course. Overall, the course content and teaching has been evaluated very positive. Several suggestions from these evaluations have been taken up: Making optimal use of participantsâ€™ experience through inputs integrated into the overall curriculum (RH highlights) and the inclusion of ethical and religious aspects of RH.	<br>That our participants provide a unique resource of experience and specific knowledge on the operational level. We are in an incremental process to better tap and integrate these resources while maintaining the overall comprehensive structure.	<br>This course gives participants an overview of sexual and reproductive health policy in its historical context, especially its changes and adaptations since the establishment of the Maternal Child Health programme by the World Health Organization in 1948, the ICPD, the MDGs and the agenda 2030 (SDGs).  It introduces participants to the human rights approach to reproductive health as well as strategies, frameworks, and tools (developed e.g. by WHO, UN-AIDS or UNFPA) for improving and managing reproductive health in health systems with a special focus on appropriate indicators, planning processes, and service provision.  It also addresses ethical issues and the relationship between religion and reproductive health.  The course also looks at public private partnership or demand-based financing relevant to reproductive health and its challenges.	Germany	Disease prevention, control and elimination	Face to face		3 ECTS credits	
Global Challenges in Reproductive Health: Evidence and Tools for Programme Implementation	<br>By the end of this course participants will be able to:    â€¢ Analyse Sexual and Reproductive Health (SRH) policy in its historical context, as well as the MDG/SDG context.  â€¢ Critically assess the challenges through the evaluation of evidence from SRH programmes and policies in specific settings as well as on global level  â€¢ Apply the necessary tools such as logframe matrix, structured evaluation technics and indicator development, based on the Donabedian dimensions for service quality  required for reproductive health programme implementation  â€¢ Critically discuss neglected topics of the reproductive health agenda on local and global level		1	grys@uni-heidelberg.de	2012-01-09 23:38:33	2018-06-10	2020-09-16 10:43:41	troped	troped	0		2 weeks	Heidelberg Institute of Public Health, INF 365				2012-01-10 05:48:01	<br>90 hours  75 contacts hours (30h lecture, 45h group work/ participatory learning) + 15h self-study	2021-02-08	2021-02-19	<br>Accredited in Basel, Feb 1999; reaccreditation in Lausanne, Jan 2006, in Lisbon, May 2012 and in EC TelCo, Nov 2017. This accreditation is valid until Nov 2022.	<br>This course fosters a participatory learning environment combining lectures (45%), individual case studies (20%), debates, role play, and film screenings with discussions (10%). Course participants have to elaborate a project on a recent or current reproductive health issue in their country (25%). They are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment on a case study (approx. 1.000 words + bibliography)  â€¢ 20%: Structured presentation of a pertinent reproductive health issue related to current topics in participantsâ€™ home countries  (called Reproductive Health Highlight)     â€¢ 20%: Debate on reproductive right   If the student fails to reach the passing grade of 60% (average from all three assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served.	<br>1.000 EUR for tropEd students, 1.500 for others	<br>None available	<br>While the overall format has been maintained, we further developed the course:  â€¢ Better integration of topical issues and participantsâ€™ inputs. On the first day we discuss, which RH issues were of relevance and a matter of public debate in the respective home countries. Out of this list and the specific experience of participants, we develop a list of presentations that are then integrated into the overall course program along the appropriate topic.  â€¢ Given the debate on ICPD plus 20 and the high profile of RH in the SDGs, we aim to link RH to this new context  â€¢ Based on many debates in the previous courses on issues like rights of LGBTs we have added a unit on RH ethics and RH and religion, which is organised by a philosopher working on health ethics.	<br>In addition to the written evaluations we also perform an immediate feedback session at the end of the course. Overall, the course content and teaching has been evaluated very positive. Several suggestions from these evaluations have been taken up: Making optimal use of participantsâ€™ experience through inputs integrated into the overall curriculum (RH highlights) and the inclusion of ethical and religious aspects of RH.	<br>That our participants provide a unique resource of experience and specific knowledge on the operational level. We are in an incremental process to better tap and integrate these resources while maintaining the overall comprehensive structure.	<br>This course gives participants an overview of sexual and reproductive health policy in its historical context, especially its changes and adaptations since the establishment of the Maternal Child Health programme by the World Health Organization in 1948, the ICPD, the MDGs and the agenda 2030 (SDGs).  It introduces participants to the human rights approach to reproductive health as well as strategies, frameworks, and tools (developed e.g. by WHO, UN-AIDS or UNFPA) for improving and managing reproductive health in health systems with a special focus on appropriate indicators, planning processes, and service provision.  It also addresses ethical issues and the relationship between religion and reproductive health.  The course also looks at public private partnership or demand-based financing relevant to reproductive health and its challenges.		Gender & health				
Global Challenges in Reproductive Health: Evidence and Tools for Programme Implementation	<br>By the end of this course participants will be able to:    â€¢ Analyse Sexual and Reproductive Health (SRH) policy in its historical context, as well as the MDG/SDG context.  â€¢ Critically assess the challenges through the evaluation of evidence from SRH programmes and policies in specific settings as well as on global level  â€¢ Apply the necessary tools such as logframe matrix, structured evaluation technics and indicator development, based on the Donabedian dimensions for service quality  required for reproductive health programme implementation  â€¢ Critically discuss neglected topics of the reproductive health agenda on local and global level		1	grys@uni-heidelberg.de	2012-01-09 23:38:33	2018-06-10	2020-09-16 10:43:41	troped	troped	0		2 weeks	Heidelberg Institute of Public Health, INF 365				2012-01-10 05:48:01	<br>90 hours  75 contacts hours (30h lecture, 45h group work/ participatory learning) + 15h self-study	2021-02-08	2021-02-19	<br>Accredited in Basel, Feb 1999; reaccreditation in Lausanne, Jan 2006, in Lisbon, May 2012 and in EC TelCo, Nov 2017. This accreditation is valid until Nov 2022.	<br>This course fosters a participatory learning environment combining lectures (45%), individual case studies (20%), debates, role play, and film screenings with discussions (10%). Course participants have to elaborate a project on a recent or current reproductive health issue in their country (25%). They are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment on a case study (approx. 1.000 words + bibliography)  â€¢ 20%: Structured presentation of a pertinent reproductive health issue related to current topics in participantsâ€™ home countries  (called Reproductive Health Highlight)     â€¢ 20%: Debate on reproductive right   If the student fails to reach the passing grade of 60% (average from all three assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served.	<br>1.000 EUR for tropEd students, 1.500 for others	<br>None available	<br>While the overall format has been maintained, we further developed the course:  â€¢ Better integration of topical issues and participantsâ€™ inputs. On the first day we discuss, which RH issues were of relevance and a matter of public debate in the respective home countries. Out of this list and the specific experience of participants, we develop a list of presentations that are then integrated into the overall course program along the appropriate topic.  â€¢ Given the debate on ICPD plus 20 and the high profile of RH in the SDGs, we aim to link RH to this new context  â€¢ Based on many debates in the previous courses on issues like rights of LGBTs we have added a unit on RH ethics and RH and religion, which is organised by a philosopher working on health ethics.	<br>In addition to the written evaluations we also perform an immediate feedback session at the end of the course. Overall, the course content and teaching has been evaluated very positive. Several suggestions from these evaluations have been taken up: Making optimal use of participantsâ€™ experience through inputs integrated into the overall curriculum (RH highlights) and the inclusion of ethical and religious aspects of RH.	<br>That our participants provide a unique resource of experience and specific knowledge on the operational level. We are in an incremental process to better tap and integrate these resources while maintaining the overall comprehensive structure.	<br>This course gives participants an overview of sexual and reproductive health policy in its historical context, especially its changes and adaptations since the establishment of the Maternal Child Health programme by the World Health Organization in 1948, the ICPD, the MDGs and the agenda 2030 (SDGs).  It introduces participants to the human rights approach to reproductive health as well as strategies, frameworks, and tools (developed e.g. by WHO, UN-AIDS or UNFPA) for improving and managing reproductive health in health systems with a special focus on appropriate indicators, planning processes, and service provision.  It also addresses ethical issues and the relationship between religion and reproductive health.  The course also looks at public private partnership or demand-based financing relevant to reproductive health and its challenges.		Sexual & reproductive health				
Global Challenges in Reproductive Health: Evidence and Tools for Programme Implementation	<br>By the end of this course participants will be able to:    â€¢ Analyse Sexual and Reproductive Health (SRH) policy in its historical context, as well as the MDG/SDG context.  â€¢ Critically assess the challenges through the evaluation of evidence from SRH programmes and policies in specific settings as well as on global level  â€¢ Apply the necessary tools such as logframe matrix, structured evaluation technics and indicator development, based on the Donabedian dimensions for service quality  required for reproductive health programme implementation  â€¢ Critically discuss neglected topics of the reproductive health agenda on local and global level		1	grys@uni-heidelberg.de	2012-01-09 23:38:33	2018-06-10	2020-09-16 10:43:41	troped	troped	0		2 weeks	Heidelberg Institute of Public Health, INF 365				2012-01-10 05:48:01	<br>90 hours  75 contacts hours (30h lecture, 45h group work/ participatory learning) + 15h self-study	2021-02-08	2021-02-19	<br>Accredited in Basel, Feb 1999; reaccreditation in Lausanne, Jan 2006, in Lisbon, May 2012 and in EC TelCo, Nov 2017. This accreditation is valid until Nov 2022.	<br>This course fosters a participatory learning environment combining lectures (45%), individual case studies (20%), debates, role play, and film screenings with discussions (10%). Course participants have to elaborate a project on a recent or current reproductive health issue in their country (25%). They are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.		<br>Participantsâ€™ learning will be assessed on:  â€¢ 60%: Individual written assignment on a case study (approx. 1.000 words + bibliography)  â€¢ 20%: Structured presentation of a pertinent reproductive health issue related to current topics in participantsâ€™ home countries  (called Reproductive Health Highlight)     â€¢ 20%: Debate on reproductive right   If the student fails to reach the passing grade of 60% (average from all three assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served.	<br>1.000 EUR for tropEd students, 1.500 for others	<br>None available	<br>While the overall format has been maintained, we further developed the course:  â€¢ Better integration of topical issues and participantsâ€™ inputs. On the first day we discuss, which RH issues were of relevance and a matter of public debate in the respective home countries. Out of this list and the specific experience of participants, we develop a list of presentations that are then integrated into the overall course program along the appropriate topic.  â€¢ Given the debate on ICPD plus 20 and the high profile of RH in the SDGs, we aim to link RH to this new context  â€¢ Based on many debates in the previous courses on issues like rights of LGBTs we have added a unit on RH ethics and RH and religion, which is organised by a philosopher working on health ethics.	<br>In addition to the written evaluations we also perform an immediate feedback session at the end of the course. Overall, the course content and teaching has been evaluated very positive. Several suggestions from these evaluations have been taken up: Making optimal use of participantsâ€™ experience through inputs integrated into the overall curriculum (RH highlights) and the inclusion of ethical and religious aspects of RH.	<br>That our participants provide a unique resource of experience and specific knowledge on the operational level. We are in an incremental process to better tap and integrate these resources while maintaining the overall comprehensive structure.	<br>This course gives participants an overview of sexual and reproductive health policy in its historical context, especially its changes and adaptations since the establishment of the Maternal Child Health programme by the World Health Organization in 1948, the ICPD, the MDGs and the agenda 2030 (SDGs).  It introduces participants to the human rights approach to reproductive health as well as strategies, frameworks, and tools (developed e.g. by WHO, UN-AIDS or UNFPA) for improving and managing reproductive health in health systems with a special focus on appropriate indicators, planning processes, and service provision.  It also addresses ethical issues and the relationship between religion and reproductive health.  The course also looks at public private partnership or demand-based financing relevant to reproductive health and its challenges.						
Climate Change and Health: impacts and adaptation policies	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health. At the end of the course the participant should be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3.  Identify effective methods to assess impacts of climate change on human health  Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyse mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaptation measures.    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Grys@uni-heidelberg.de	2012-01-09 23:47:18	2015-06-08	2019-01-10 23:42:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks; (10 working days)		Dr. Revati Phalkey	English	advanced optional	2012-01-10 05:57:24	90 hours  72 direct contact hours (40h lecture, 32h group work), 18 hours self-directed learning.	2016-07-18	2016-07-29	Accreditation in May 2006 and re-accredited in October 2011. This accreditation is valid until October 2016.	The course is composed of individual teaching units (50%), facilitated group work (30%) and self-directed learning (20%).       The group work will include case studies at the regional or national level that focus on specific regions of interest selected by the participants.   Examples will be drawn, whenever possible, from both developed and developing countries and cases studies will serve as a basis for learning.  This facilitates the participants&rsquo; achievement of the learning objectives and demonstrates the applicability of the concepts and methods to specific regional settings.  Because the topic of the course lies at the crossroad of several scientific disciplines, lecturers will be from a variety of fields including geography, climatology, biodiversity, modeling, epidemiology, public health and medicine.   An appropriate mix of knowledge-transfer methods such as lectures, films, case study, critical incidents etc., will be used to insure that material that is new to most participants is communicated effectively.		Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.     Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (90min)  -  40% oral presentation of case study (individual mark)	Maximum number of participants is 25, including tropEd students	Experience in International Health or Development is desirable.  Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score)	First come, first serve	Participants enrolled in the tropEd program will pay 1000 Euro , others pay 1.500 Euro.		-student assessment is simplified	<br>Main positive points  -overall content satisfactory  -case study, group work, participant learning from each other  -organisation    Main negative points  -evaluation/exam not well suited  -some lectures too superficial and general  -specific topic need to be covered in more details  -overlap between lectures	<br>1. One challenge is to balance the lecture content to the participants&rsquo; diverse background.  The lecture content must strike the right balance between theoretical aspect and more pragmatic examples. Topic can be too technical or too superficial regarding climate science or medical aspects. Therefore lecturers are encouraged to introduce the basics so that more technical aspects can be followed even by participant outside the field.    2. On the other hand taking advantage of the participants&rsquo; diverse background, it is important to draw from participants&rsquo; knowledge. Therefore interactive sessions are encouraged as well as session where student present. That way they can learn from each other not simply from the lecturers.    3. made the case study a permanent feature of the course    4. retain, as much as possible, the lecturers with excellent ratings    5. Discuss the content of the lecture in detail with the each lecturer to strike the right balance of technical coverage and avoid redundancy between lectures	<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation	Germany	Climate	Face to face		3 ECTS credits	
Climate Change and Health: impacts and adaptation policies	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health. At the end of the course the participant should be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3.  Identify effective methods to assess impacts of climate change on human health  Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyse mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaptation measures.    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Grys@uni-heidelberg.de	2012-01-09 23:47:18	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 weeks; (10 working days)		Dr. Valerie Louis 			2012-01-10 05:57:24	90 hours  72 direct contact hours (40h lecture, 32h group work), 18 hours self-directed learning.	2016-07-18	2016-07-29	Accreditation in May 2006 and re-accredited in October 2011. This accreditation is valid until October 2016.	The course is composed of individual teaching units (50%), facilitated group work (30%) and self-directed learning (20%).       The group work will include case studies at the regional or national level that focus on specific regions of interest selected by the participants.   Examples will be drawn, whenever possible, from both developed and developing countries and cases studies will serve as a basis for learning.  This facilitates the participants&rsquo; achievement of the learning objectives and demonstrates the applicability of the concepts and methods to specific regional settings.  Because the topic of the course lies at the crossroad of several scientific disciplines, lecturers will be from a variety of fields including geography, climatology, biodiversity, modeling, epidemiology, public health and medicine.   An appropriate mix of knowledge-transfer methods such as lectures, films, case study, critical incidents etc., will be used to insure that material that is new to most participants is communicated effectively.		Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.     Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (90min)  -  40% oral presentation of case study (individual mark)	Maximum number of participants is 25, including tropEd students	Experience in International Health or Development is desirable.  Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score)	First come, first serve	Participants enrolled in the tropEd program will pay 1000 Euro , others pay 1.500 Euro.		-student assessment is simplified	<br>Main positive points  -overall content satisfactory  -case study, group work, participant learning from each other  -organisation    Main negative points  -evaluation/exam not well suited  -some lectures too superficial and general  -specific topic need to be covered in more details  -overlap between lectures	<br>1. One challenge is to balance the lecture content to the participants&rsquo; diverse background.  The lecture content must strike the right balance between theoretical aspect and more pragmatic examples. Topic can be too technical or too superficial regarding climate science or medical aspects. Therefore lecturers are encouraged to introduce the basics so that more technical aspects can be followed even by participant outside the field.    2. On the other hand taking advantage of the participants&rsquo; diverse background, it is important to draw from participants&rsquo; knowledge. Therefore interactive sessions are encouraged as well as session where student present. That way they can learn from each other not simply from the lecturers.    3. made the case study a permanent feature of the course    4. retain, as much as possible, the lecturers with excellent ratings    5. Discuss the content of the lecture in detail with the each lecturer to strike the right balance of technical coverage and avoid redundancy between lectures	<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation		Health Policy (incl. advocacy)				
Climate Change and Health: impacts and adaptation policies	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health. At the end of the course the participant should be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3.  Identify effective methods to assess impacts of climate change on human health  Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyse mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaptation measures.    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Grys@uni-heidelberg.de	2012-01-09 23:47:18	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 weeks; (10 working days)					2012-01-10 05:57:24	90 hours  72 direct contact hours (40h lecture, 32h group work), 18 hours self-directed learning.	2016-07-18	2016-07-29	Accreditation in May 2006 and re-accredited in October 2011. This accreditation is valid until October 2016.	The course is composed of individual teaching units (50%), facilitated group work (30%) and self-directed learning (20%).       The group work will include case studies at the regional or national level that focus on specific regions of interest selected by the participants.   Examples will be drawn, whenever possible, from both developed and developing countries and cases studies will serve as a basis for learning.  This facilitates the participants&rsquo; achievement of the learning objectives and demonstrates the applicability of the concepts and methods to specific regional settings.  Because the topic of the course lies at the crossroad of several scientific disciplines, lecturers will be from a variety of fields including geography, climatology, biodiversity, modeling, epidemiology, public health and medicine.   An appropriate mix of knowledge-transfer methods such as lectures, films, case study, critical incidents etc., will be used to insure that material that is new to most participants is communicated effectively.		Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.     Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (90min)  -  40% oral presentation of case study (individual mark)	Maximum number of participants is 25, including tropEd students	Experience in International Health or Development is desirable.  Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score)	First come, first serve	Participants enrolled in the tropEd program will pay 1000 Euro , others pay 1.500 Euro.		-student assessment is simplified	<br>Main positive points  -overall content satisfactory  -case study, group work, participant learning from each other  -organisation    Main negative points  -evaluation/exam not well suited  -some lectures too superficial and general  -specific topic need to be covered in more details  -overlap between lectures	<br>1. One challenge is to balance the lecture content to the participants&rsquo; diverse background.  The lecture content must strike the right balance between theoretical aspect and more pragmatic examples. Topic can be too technical or too superficial regarding climate science or medical aspects. Therefore lecturers are encouraged to introduce the basics so that more technical aspects can be followed even by participant outside the field.    2. On the other hand taking advantage of the participants&rsquo; diverse background, it is important to draw from participants&rsquo; knowledge. Therefore interactive sessions are encouraged as well as session where student present. That way they can learn from each other not simply from the lecturers.    3. made the case study a permanent feature of the course    4. retain, as much as possible, the lecturers with excellent ratings    5. Discuss the content of the lecture in detail with the each lecturer to strike the right balance of technical coverage and avoid redundancy between lectures	<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation		Measuring health status				
Climate Change and Health: impacts and adaptation policies	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health. At the end of the course the participant should be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3.  Identify effective methods to assess impacts of climate change on human health  Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyse mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaptation measures.    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Grys@uni-heidelberg.de	2012-01-09 23:47:18	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 weeks; (10 working days)					2012-01-10 05:57:24	90 hours  72 direct contact hours (40h lecture, 32h group work), 18 hours self-directed learning.	2016-07-18	2016-07-29	Accreditation in May 2006 and re-accredited in October 2011. This accreditation is valid until October 2016.	The course is composed of individual teaching units (50%), facilitated group work (30%) and self-directed learning (20%).       The group work will include case studies at the regional or national level that focus on specific regions of interest selected by the participants.   Examples will be drawn, whenever possible, from both developed and developing countries and cases studies will serve as a basis for learning.  This facilitates the participants&rsquo; achievement of the learning objectives and demonstrates the applicability of the concepts and methods to specific regional settings.  Because the topic of the course lies at the crossroad of several scientific disciplines, lecturers will be from a variety of fields including geography, climatology, biodiversity, modeling, epidemiology, public health and medicine.   An appropriate mix of knowledge-transfer methods such as lectures, films, case study, critical incidents etc., will be used to insure that material that is new to most participants is communicated effectively.		Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.     Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (90min)  -  40% oral presentation of case study (individual mark)	Maximum number of participants is 25, including tropEd students	Experience in International Health or Development is desirable.  Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score)	First come, first serve	Participants enrolled in the tropEd program will pay 1000 Euro , others pay 1.500 Euro.		-student assessment is simplified	<br>Main positive points  -overall content satisfactory  -case study, group work, participant learning from each other  -organisation    Main negative points  -evaluation/exam not well suited  -some lectures too superficial and general  -specific topic need to be covered in more details  -overlap between lectures	<br>1. One challenge is to balance the lecture content to the participants&rsquo; diverse background.  The lecture content must strike the right balance between theoretical aspect and more pragmatic examples. Topic can be too technical or too superficial regarding climate science or medical aspects. Therefore lecturers are encouraged to introduce the basics so that more technical aspects can be followed even by participant outside the field.    2. On the other hand taking advantage of the participants&rsquo; diverse background, it is important to draw from participants&rsquo; knowledge. Therefore interactive sessions are encouraged as well as session where student present. That way they can learn from each other not simply from the lecturers.    3. made the case study a permanent feature of the course    4. retain, as much as possible, the lecturers with excellent ratings    5. Discuss the content of the lecture in detail with the each lecturer to strike the right balance of technical coverage and avoid redundancy between lectures	<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation						
Climate Change and Human Health: health impacts and adaptation policies- A focus on West Africa	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health.   Because the issues are poorly studied, especially in low- and middle-income countries, the aim of this course is to present adaptation strategies to potentially far-reaching adverse health effects that need to be understood by researchers, practitioners and public health institutions.    At the end of the course the participant will be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3. Identify effective methods to assess impacts of climate change on human health   Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyze mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaption measures    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Valerie.Louis@uni-heidelberg.de	2012-01-10 01:01:23	2015-06-08	2019-01-10 23:42:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 Weeks		Dr. Valerie Louis 	French	advanced optional	2015-06-09 03:27:12	90 hours   72 direct contact hours (50% lecture, 30% group work), 18 hours self-directed learning.)	2016-07-18	2016-07-29	Accredited in October 2011. This accreditation is valid until October 2016.			Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.   Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (2 hours on last day)  -  40% oral presentation of case study   Participants who fail the passing grade (60/100) will be offered to do a take home assignment (essay).	Maximum number of participants is 22, including tropEd students.	Experience in International Health or Development is desirable.       Proficiency in the French language is required. DELF B2 level or equivalent (B2 within the common European framework).    Ability to at least read English (for the scientific literature) is desirable.	First come, first serve, assuming they fit the prerequisites. Selection process done through Heidelberg.	Participants enrolled in the tropEd programme will pay Euro; 750, others pay Euro; 1.000	None				<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation	Germany	Climate	Face to face		3 ECTS credits	
Climate Change and Human Health: health impacts and adaptation policies- A focus on West Africa	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health.   Because the issues are poorly studied, especially in low- and middle-income countries, the aim of this course is to present adaptation strategies to potentially far-reaching adverse health effects that need to be understood by researchers, practitioners and public health institutions.    At the end of the course the participant will be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3. Identify effective methods to assess impacts of climate change on human health   Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyze mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaption measures    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Valerie.Louis@uni-heidelberg.de	2012-01-10 01:01:23	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 Weeks		Prof. Rainer Sauerborn  			2015-06-09 03:27:12	90 hours   72 direct contact hours (50% lecture, 30% group work), 18 hours self-directed learning.)	2016-07-18	2016-07-29	Accredited in October 2011. This accreditation is valid until October 2016.			Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.   Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (2 hours on last day)  -  40% oral presentation of case study   Participants who fail the passing grade (60/100) will be offered to do a take home assignment (essay).	Maximum number of participants is 22, including tropEd students.	Experience in International Health or Development is desirable.       Proficiency in the French language is required. DELF B2 level or equivalent (B2 within the common European framework).    Ability to at least read English (for the scientific literature) is desirable.	First come, first serve, assuming they fit the prerequisites. Selection process done through Heidelberg.	Participants enrolled in the tropEd programme will pay Euro; 750, others pay Euro; 1.000	None				<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation		Health Policy (incl. advocacy)				
Climate Change and Human Health: health impacts and adaptation policies- A focus on West Africa	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health.   Because the issues are poorly studied, especially in low- and middle-income countries, the aim of this course is to present adaptation strategies to potentially far-reaching adverse health effects that need to be understood by researchers, practitioners and public health institutions.    At the end of the course the participant will be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3. Identify effective methods to assess impacts of climate change on human health   Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyze mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaption measures    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Valerie.Louis@uni-heidelberg.de	2012-01-10 01:01:23	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 Weeks					2015-06-09 03:27:12	90 hours   72 direct contact hours (50% lecture, 30% group work), 18 hours self-directed learning.)	2016-07-18	2016-07-29	Accredited in October 2011. This accreditation is valid until October 2016.			Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.   Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (2 hours on last day)  -  40% oral presentation of case study   Participants who fail the passing grade (60/100) will be offered to do a take home assignment (essay).	Maximum number of participants is 22, including tropEd students.	Experience in International Health or Development is desirable.       Proficiency in the French language is required. DELF B2 level or equivalent (B2 within the common European framework).    Ability to at least read English (for the scientific literature) is desirable.	First come, first serve, assuming they fit the prerequisites. Selection process done through Heidelberg.	Participants enrolled in the tropEd programme will pay Euro; 750, others pay Euro; 1.000	None				<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation		Measuring health status				
Climate Change and Human Health: health impacts and adaptation policies- A focus on West Africa	The objective of this course is to provide participants with the ability to recognize the linkages between climate change and health and provide them with methods and tools to manage the impact of climate change on health.   Because the issues are poorly studied, especially in low- and middle-income countries, the aim of this course is to present adaptation strategies to potentially far-reaching adverse health effects that need to be understood by researchers, practitioners and public health institutions.    At the end of the course the participant will be able to:    1. Discuss and describe the physico-chemical basis of anthropogenic climate change and its dynamics;  Specific objectives:  1.1 explain the mechanisms of climate change  1.2 explain the links between climate change and environmental impact  1.3 illustrate the impact of climate change with regional examples    2. Describe the links between climate change and health impacts;  Specific objectives:  2.1 explain the concept of climate-sensitive diseases   2.2 describe health outcomes linked to climate effects  2.3 identify mechanisms linking environmental conditions and health    3. Identify effective methods to assess impacts of climate change on human health   Specific objectives:  3.1 review epidemiological methods evaluating health condition  3.2 identify methodologies assessing health impact    4. Evaluate mitigation and adaptation policies  Specific objectives:  4.1 differentiate the concepts of mitigation (equivalent to primary prevention) and adaptation (equivalent to secondary prevention)  4.2 analyze mitigation and adaptation policies and evaluate their effectiveness  4.3 compare possible alternative adaption measures    5. Apply the concepts, methods and tools within a country or region in the form of a case study (synthesis).		0	Valerie.Louis@uni-heidelberg.de	2012-01-10 01:01:23	2015-06-08	2019-01-10 23:42:49	troped	troped	0		2 Weeks					2015-06-09 03:27:12	90 hours   72 direct contact hours (50% lecture, 30% group work), 18 hours self-directed learning.)	2016-07-18	2016-07-29	Accredited in October 2011. This accreditation is valid until October 2016.			Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  These criteria correspond with the learning objectives of the course.   Assessment of participants&rsquo; achievement of the learning objectives will be determined as follows:  -  60% individual final written exam (2 hours on last day)  -  40% oral presentation of case study   Participants who fail the passing grade (60/100) will be offered to do a take home assignment (essay).	Maximum number of participants is 22, including tropEd students.	Experience in International Health or Development is desirable.       Proficiency in the French language is required. DELF B2 level or equivalent (B2 within the common European framework).    Ability to at least read English (for the scientific literature) is desirable.	First come, first serve, assuming they fit the prerequisites. Selection process done through Heidelberg.	Participants enrolled in the tropEd programme will pay Euro; 750, others pay Euro; 1.000	None				<br>1. physico-chemical basis of anthropogenic climate change and its dynamics;  2. environmental impact of climate change  3. climate-sensitive diseases   4. health outcome linked to climate change and environmental impact  5. methods for assessing health impact  6. mitigation and adaptation strategies  7. policies for mitigation and adaptation and their evaluation						
Economic Principles of Social Security	<br>At the end of the module participants will be able to:    1. Discuss the economic approach to human behaviour, describe how markets function and the problem to use markets in health care.     Specific objectives  1.1 explain the concept of homo economicus and rational person  1.2 critically discuss the advantages and shortcomings of the classic economic approach to explain human behaviour  1.3 explain the behaviour of patients and providers from an economic perspective and make use of appropriate incentives  1.4 describe the functioning of markets in health and social care and market failure  1.5 describe users, access and coverage of the formal and informal sector in different financing settings    2. Identify important ethical concepts in social security    Specific objectives  2.1 critically discuss broadly major ethical concepts relevant to social security e.g. utilitarism, deontology, Rawlsian justice  2.2 give examples of applying such ethical concepts in concrete decision making situations in the social security sector, e.g. priority setting  2.3 critically discuss the relation between religious and cultural concepts and ethical theories    3. Describe the concept of Welfare Economics and outline the technique of economic evaluation    Specific objectives  3.1 broadly outline the economic concept of welfare theory and critically discuss it  3.2 explain the logic of economic evaluation, what it can capture and what not  3.3 describe the different forms of economic evaluation (cost-benefit, cost-effectiveness, and cost-utility analysis)  3.4 outline major technical aspects of economic evaluations: defining and measuring cost and benefits, time horizon and discounting, perspective of the analysis    4. Explain the main components of statutory social security in developing countries               4.1 discuss the experience of low- and middle income countries in social protection for informal sector               4.2 define risk management strategies of households in developing countries               4.3 discuss the experience with social transfer schemes    5. Explain the fundamentals of insurance and the major difference between private and social insurance    Specific objectives  5.1 formulate life-cycle risks and explain the economic instability due to catastrophic events /expenditures  5.2 formulate the economic logic of taking out an insurance and covering individual risks related to attitude towards risks  5.3 discuss the problems of adverse selection and moral hazard   5.4 define the economics of private insurance vis-a-vis the principles of social insurance		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:08:15	2014-12-07	2019-01-10 23:42:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 Weeks	Institute of Public Health, University of Heidelberg	Dr.med. Svetla Loukanova	English	advanced optional	2014-09-08 12:59:49	90 hours  Lectures: 50 hours, Case studies: 10 hours, group exercises and plenary discussions: 20 hours, Individual study: 10 hours.	2014-11-17	2014-11-28	<br>Accredited in September 2009 and re-accredited in November 2014. This accreditation is valid until November 2019.	<br>The course is composed of interactive presentations (50h), facilitated group work with exercises and case studies, as well as group discussions, building on participant experience (20h) and self-directed learning (20h).     The individual teaching sessions will introduce the markets in health care, the fundamentals of private and social insurance, the structure of the welfare state in Germany with examples of international models. The lecturers will be from variety of fields, including public health, health economics, medicine.    During the facilitated group work, the students will read core texts and case studies at the international or national level, which focus on specific regions of interest selected by the participants. They will make text analysis for better understanding of the published scientific data and in the process of discussion will synthesise the knowledge. The students should identify interesting international examples in social security reform, understand the underlying theoretical principles and outline possible use of such principles in their individual countryâ€™s environment. The group sessions will be  used for preparation of the group oral case presentations.    Through self directed learning the participants will be able to gain more knowledge from the required reading materials of the course, to systematize and go in depth of the already presented and discussed material. A reader with essential reading is provided before the course starts; the participants  are expected to read it before the sessions.	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.   The aim of this advanced module is to assist participants to understand the fundamental economic aspects of social security, as well as the effects and incentives entailed by insurances.     Examples will be drawn from both developing and developed countries and case studies will serve as a basis for learning of important ethical concepts in social security.   This course is organized in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  Website: www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Website: www.giz.de  At the moment GIZ sponsors the course for a group from South-East Asia	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.   Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:    â€¢ 50 %  individual final written exam composed of 3 short essay questions and case studies, from which the students have to choose. The students will have 4 hours examination.  â€¢ 30%  group written report of case study (4 pages)  â€¢ 20%  group oral presentation of case study    The levels of expected performance for the evaluation of the written case report and the oral group presentation will be made available for the participants. They are in line with the expected course outcomes.    If students fail the assessment they are offered the opportunity to re-take the exam 3-6 months after the course.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree MSc first degree, or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on topics, mentioned under contents	<br>First come, first serve.	<br>1.000,- EUR for tropEd students, 1.500 EUR for others	<br>None available	<br>There are no major changes since the initial accreditation of the course. More cases are included in the curriculum. The reading materials are updated. Since the personal experience of the participants was recognised, special attention is given to the participatory approach and group presentations and discussions.	<br>Students always evaluated this course since the first accreditation as an excellent.  The practical implications of the economic theoretical knowledge into the context of different countries social health insurance systems as well as the inter-disciplinary approach were most frequently appraised from the participants. In addition the constellation of lecturers, as well as diverse country origin of the participants was recognised as a good platform for exchange of â€œknow-howâ€ and experiences between developed and developing countries. Participants appreciated the sessions with experts, directly working in the area of economics and social health protection. The intensity of the course was an area, which some participants find challenging.	<br>This course is a solid basis for recognising the role of the economic principles into health care social protection. The interdisciplinary approach is especially important for comprehensive understanding of the processes in social protection in the context of country development.	<br>  The course includes the following topics:   â€¢ Basic economic principles in social security   â€¢ Ethical concepts in Social Security   â€¢ The fundamentals of Welfare Economics and economic evaluation  â€¢ The economic rationale of purchasing insuranceâ€¨  â€¢ Moral hazard and adverse selection  â€¢ Statutory social security and its components (particularly health insurance and old-age provision)   â€¢ Essential elements of private provision, possibilities of state subsidisation and important risk differences of individual insurance instruments	Germany	Financing	Face to face		3 ECTS credits	
Economic Principles of Social Security	<br>At the end of the module participants will be able to:    1. Discuss the economic approach to human behaviour, describe how markets function and the problem to use markets in health care.     Specific objectives  1.1 explain the concept of homo economicus and rational person  1.2 critically discuss the advantages and shortcomings of the classic economic approach to explain human behaviour  1.3 explain the behaviour of patients and providers from an economic perspective and make use of appropriate incentives  1.4 describe the functioning of markets in health and social care and market failure  1.5 describe users, access and coverage of the formal and informal sector in different financing settings    2. Identify important ethical concepts in social security    Specific objectives  2.1 critically discuss broadly major ethical concepts relevant to social security e.g. utilitarism, deontology, Rawlsian justice  2.2 give examples of applying such ethical concepts in concrete decision making situations in the social security sector, e.g. priority setting  2.3 critically discuss the relation between religious and cultural concepts and ethical theories    3. Describe the concept of Welfare Economics and outline the technique of economic evaluation    Specific objectives  3.1 broadly outline the economic concept of welfare theory and critically discuss it  3.2 explain the logic of economic evaluation, what it can capture and what not  3.3 describe the different forms of economic evaluation (cost-benefit, cost-effectiveness, and cost-utility analysis)  3.4 outline major technical aspects of economic evaluations: defining and measuring cost and benefits, time horizon and discounting, perspective of the analysis    4. Explain the main components of statutory social security in developing countries               4.1 discuss the experience of low- and middle income countries in social protection for informal sector               4.2 define risk management strategies of households in developing countries               4.3 discuss the experience with social transfer schemes    5. Explain the fundamentals of insurance and the major difference between private and social insurance    Specific objectives  5.1 formulate life-cycle risks and explain the economic instability due to catastrophic events /expenditures  5.2 formulate the economic logic of taking out an insurance and covering individual risks related to attitude towards risks  5.3 discuss the problems of adverse selection and moral hazard   5.4 define the economics of private insurance vis-a-vis the principles of social insurance		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:08:15	2014-12-07	2019-01-10 23:42:49	troped	troped	0		2 Weeks	Institute of Public Health, University of Heidelberg				2014-09-08 12:59:49	90 hours  Lectures: 50 hours, Case studies: 10 hours, group exercises and plenary discussions: 20 hours, Individual study: 10 hours.	2014-11-17	2014-11-28	<br>Accredited in September 2009 and re-accredited in November 2014. This accreditation is valid until November 2019.	<br>The course is composed of interactive presentations (50h), facilitated group work with exercises and case studies, as well as group discussions, building on participant experience (20h) and self-directed learning (20h).     The individual teaching sessions will introduce the markets in health care, the fundamentals of private and social insurance, the structure of the welfare state in Germany with examples of international models. The lecturers will be from variety of fields, including public health, health economics, medicine.    During the facilitated group work, the students will read core texts and case studies at the international or national level, which focus on specific regions of interest selected by the participants. They will make text analysis for better understanding of the published scientific data and in the process of discussion will synthesise the knowledge. The students should identify interesting international examples in social security reform, understand the underlying theoretical principles and outline possible use of such principles in their individual countryâ€™s environment. The group sessions will be  used for preparation of the group oral case presentations.    Through self directed learning the participants will be able to gain more knowledge from the required reading materials of the course, to systematize and go in depth of the already presented and discussed material. A reader with essential reading is provided before the course starts; the participants  are expected to read it before the sessions.	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.   The aim of this advanced module is to assist participants to understand the fundamental economic aspects of social security, as well as the effects and incentives entailed by insurances.     Examples will be drawn from both developing and developed countries and case studies will serve as a basis for learning of important ethical concepts in social security.   This course is organized in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  Website: www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Website: www.giz.de  At the moment GIZ sponsors the course for a group from South-East Asia	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.   Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:    â€¢ 50 %  individual final written exam composed of 3 short essay questions and case studies, from which the students have to choose. The students will have 4 hours examination.  â€¢ 30%  group written report of case study (4 pages)  â€¢ 20%  group oral presentation of case study    The levels of expected performance for the evaluation of the written case report and the oral group presentation will be made available for the participants. They are in line with the expected course outcomes.    If students fail the assessment they are offered the opportunity to re-take the exam 3-6 months after the course.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree MSc first degree, or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on topics, mentioned under contents	<br>First come, first serve.	<br>1.000,- EUR for tropEd students, 1.500 EUR for others	<br>None available	<br>There are no major changes since the initial accreditation of the course. More cases are included in the curriculum. The reading materials are updated. Since the personal experience of the participants was recognised, special attention is given to the participatory approach and group presentations and discussions.	<br>Students always evaluated this course since the first accreditation as an excellent.  The practical implications of the economic theoretical knowledge into the context of different countries social health insurance systems as well as the inter-disciplinary approach were most frequently appraised from the participants. In addition the constellation of lecturers, as well as diverse country origin of the participants was recognised as a good platform for exchange of â€œknow-howâ€ and experiences between developed and developing countries. Participants appreciated the sessions with experts, directly working in the area of economics and social health protection. The intensity of the course was an area, which some participants find challenging.	<br>This course is a solid basis for recognising the role of the economic principles into health care social protection. The interdisciplinary approach is especially important for comprehensive understanding of the processes in social protection in the context of country development.	<br>  The course includes the following topics:   â€¢ Basic economic principles in social security   â€¢ Ethical concepts in Social Security   â€¢ The fundamentals of Welfare Economics and economic evaluation  â€¢ The economic rationale of purchasing insuranceâ€¨  â€¢ Moral hazard and adverse selection  â€¢ Statutory social security and its components (particularly health insurance and old-age provision)   â€¢ Essential elements of private provision, possibilities of state subsidisation and important risk differences of individual insurance instruments		Health economics				
Economic Principles of Social Security	<br>At the end of the module participants will be able to:    1. Discuss the economic approach to human behaviour, describe how markets function and the problem to use markets in health care.     Specific objectives  1.1 explain the concept of homo economicus and rational person  1.2 critically discuss the advantages and shortcomings of the classic economic approach to explain human behaviour  1.3 explain the behaviour of patients and providers from an economic perspective and make use of appropriate incentives  1.4 describe the functioning of markets in health and social care and market failure  1.5 describe users, access and coverage of the formal and informal sector in different financing settings    2. Identify important ethical concepts in social security    Specific objectives  2.1 critically discuss broadly major ethical concepts relevant to social security e.g. utilitarism, deontology, Rawlsian justice  2.2 give examples of applying such ethical concepts in concrete decision making situations in the social security sector, e.g. priority setting  2.3 critically discuss the relation between religious and cultural concepts and ethical theories    3. Describe the concept of Welfare Economics and outline the technique of economic evaluation    Specific objectives  3.1 broadly outline the economic concept of welfare theory and critically discuss it  3.2 explain the logic of economic evaluation, what it can capture and what not  3.3 describe the different forms of economic evaluation (cost-benefit, cost-effectiveness, and cost-utility analysis)  3.4 outline major technical aspects of economic evaluations: defining and measuring cost and benefits, time horizon and discounting, perspective of the analysis    4. Explain the main components of statutory social security in developing countries               4.1 discuss the experience of low- and middle income countries in social protection for informal sector               4.2 define risk management strategies of households in developing countries               4.3 discuss the experience with social transfer schemes    5. Explain the fundamentals of insurance and the major difference between private and social insurance    Specific objectives  5.1 formulate life-cycle risks and explain the economic instability due to catastrophic events /expenditures  5.2 formulate the economic logic of taking out an insurance and covering individual risks related to attitude towards risks  5.3 discuss the problems of adverse selection and moral hazard   5.4 define the economics of private insurance vis-a-vis the principles of social insurance		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:08:15	2014-12-07	2019-01-10 23:42:49	troped	troped	0		2 Weeks	Institute of Public Health, University of Heidelberg				2014-09-08 12:59:49	90 hours  Lectures: 50 hours, Case studies: 10 hours, group exercises and plenary discussions: 20 hours, Individual study: 10 hours.	2014-11-17	2014-11-28	<br>Accredited in September 2009 and re-accredited in November 2014. This accreditation is valid until November 2019.	<br>The course is composed of interactive presentations (50h), facilitated group work with exercises and case studies, as well as group discussions, building on participant experience (20h) and self-directed learning (20h).     The individual teaching sessions will introduce the markets in health care, the fundamentals of private and social insurance, the structure of the welfare state in Germany with examples of international models. The lecturers will be from variety of fields, including public health, health economics, medicine.    During the facilitated group work, the students will read core texts and case studies at the international or national level, which focus on specific regions of interest selected by the participants. They will make text analysis for better understanding of the published scientific data and in the process of discussion will synthesise the knowledge. The students should identify interesting international examples in social security reform, understand the underlying theoretical principles and outline possible use of such principles in their individual countryâ€™s environment. The group sessions will be  used for preparation of the group oral case presentations.    Through self directed learning the participants will be able to gain more knowledge from the required reading materials of the course, to systematize and go in depth of the already presented and discussed material. A reader with essential reading is provided before the course starts; the participants  are expected to read it before the sessions.	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.   The aim of this advanced module is to assist participants to understand the fundamental economic aspects of social security, as well as the effects and incentives entailed by insurances.     Examples will be drawn from both developing and developed countries and case studies will serve as a basis for learning of important ethical concepts in social security.   This course is organized in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  Website: www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Website: www.giz.de  At the moment GIZ sponsors the course for a group from South-East Asia	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.   Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:    â€¢ 50 %  individual final written exam composed of 3 short essay questions and case studies, from which the students have to choose. The students will have 4 hours examination.  â€¢ 30%  group written report of case study (4 pages)  â€¢ 20%  group oral presentation of case study    The levels of expected performance for the evaluation of the written case report and the oral group presentation will be made available for the participants. They are in line with the expected course outcomes.    If students fail the assessment they are offered the opportunity to re-take the exam 3-6 months after the course.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree MSc first degree, or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on topics, mentioned under contents	<br>First come, first serve.	<br>1.000,- EUR for tropEd students, 1.500 EUR for others	<br>None available	<br>There are no major changes since the initial accreditation of the course. More cases are included in the curriculum. The reading materials are updated. Since the personal experience of the participants was recognised, special attention is given to the participatory approach and group presentations and discussions.	<br>Students always evaluated this course since the first accreditation as an excellent.  The practical implications of the economic theoretical knowledge into the context of different countries social health insurance systems as well as the inter-disciplinary approach were most frequently appraised from the participants. In addition the constellation of lecturers, as well as diverse country origin of the participants was recognised as a good platform for exchange of â€œknow-howâ€ and experiences between developed and developing countries. Participants appreciated the sessions with experts, directly working in the area of economics and social health protection. The intensity of the course was an area, which some participants find challenging.	<br>This course is a solid basis for recognising the role of the economic principles into health care social protection. The interdisciplinary approach is especially important for comprehensive understanding of the processes in social protection in the context of country development.	<br>  The course includes the following topics:   â€¢ Basic economic principles in social security   â€¢ Ethical concepts in Social Security   â€¢ The fundamentals of Welfare Economics and economic evaluation  â€¢ The economic rationale of purchasing insuranceâ€¨  â€¢ Moral hazard and adverse selection  â€¢ Statutory social security and its components (particularly health insurance and old-age provision)   â€¢ Essential elements of private provision, possibilities of state subsidisation and important risk differences of individual insurance instruments		Values / Human rights / (bio)Ethics				
Economic Principles of Social Security	<br>At the end of the module participants will be able to:    1. Discuss the economic approach to human behaviour, describe how markets function and the problem to use markets in health care.     Specific objectives  1.1 explain the concept of homo economicus and rational person  1.2 critically discuss the advantages and shortcomings of the classic economic approach to explain human behaviour  1.3 explain the behaviour of patients and providers from an economic perspective and make use of appropriate incentives  1.4 describe the functioning of markets in health and social care and market failure  1.5 describe users, access and coverage of the formal and informal sector in different financing settings    2. Identify important ethical concepts in social security    Specific objectives  2.1 critically discuss broadly major ethical concepts relevant to social security e.g. utilitarism, deontology, Rawlsian justice  2.2 give examples of applying such ethical concepts in concrete decision making situations in the social security sector, e.g. priority setting  2.3 critically discuss the relation between religious and cultural concepts and ethical theories    3. Describe the concept of Welfare Economics and outline the technique of economic evaluation    Specific objectives  3.1 broadly outline the economic concept of welfare theory and critically discuss it  3.2 explain the logic of economic evaluation, what it can capture and what not  3.3 describe the different forms of economic evaluation (cost-benefit, cost-effectiveness, and cost-utility analysis)  3.4 outline major technical aspects of economic evaluations: defining and measuring cost and benefits, time horizon and discounting, perspective of the analysis    4. Explain the main components of statutory social security in developing countries               4.1 discuss the experience of low- and middle income countries in social protection for informal sector               4.2 define risk management strategies of households in developing countries               4.3 discuss the experience with social transfer schemes    5. Explain the fundamentals of insurance and the major difference between private and social insurance    Specific objectives  5.1 formulate life-cycle risks and explain the economic instability due to catastrophic events /expenditures  5.2 formulate the economic logic of taking out an insurance and covering individual risks related to attitude towards risks  5.3 discuss the problems of adverse selection and moral hazard   5.4 define the economics of private insurance vis-a-vis the principles of social insurance		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:08:15	2014-12-07	2019-01-10 23:42:49	troped	troped	0		2 Weeks	Institute of Public Health, University of Heidelberg				2014-09-08 12:59:49	90 hours  Lectures: 50 hours, Case studies: 10 hours, group exercises and plenary discussions: 20 hours, Individual study: 10 hours.	2014-11-17	2014-11-28	<br>Accredited in September 2009 and re-accredited in November 2014. This accreditation is valid until November 2019.	<br>The course is composed of interactive presentations (50h), facilitated group work with exercises and case studies, as well as group discussions, building on participant experience (20h) and self-directed learning (20h).     The individual teaching sessions will introduce the markets in health care, the fundamentals of private and social insurance, the structure of the welfare state in Germany with examples of international models. The lecturers will be from variety of fields, including public health, health economics, medicine.    During the facilitated group work, the students will read core texts and case studies at the international or national level, which focus on specific regions of interest selected by the participants. They will make text analysis for better understanding of the published scientific data and in the process of discussion will synthesise the knowledge. The students should identify interesting international examples in social security reform, understand the underlying theoretical principles and outline possible use of such principles in their individual countryâ€™s environment. The group sessions will be  used for preparation of the group oral case presentations.    Through self directed learning the participants will be able to gain more knowledge from the required reading materials of the course, to systematize and go in depth of the already presented and discussed material. A reader with essential reading is provided before the course starts; the participants  are expected to read it before the sessions.	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.   The aim of this advanced module is to assist participants to understand the fundamental economic aspects of social security, as well as the effects and incentives entailed by insurances.     Examples will be drawn from both developing and developed countries and case studies will serve as a basis for learning of important ethical concepts in social security.   This course is organized in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  Website: www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Website: www.giz.de  At the moment GIZ sponsors the course for a group from South-East Asia	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.   Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:    â€¢ 50 %  individual final written exam composed of 3 short essay questions and case studies, from which the students have to choose. The students will have 4 hours examination.  â€¢ 30%  group written report of case study (4 pages)  â€¢ 20%  group oral presentation of case study    The levels of expected performance for the evaluation of the written case report and the oral group presentation will be made available for the participants. They are in line with the expected course outcomes.    If students fail the assessment they are offered the opportunity to re-take the exam 3-6 months after the course.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree MSc first degree, or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on topics, mentioned under contents	<br>First come, first serve.	<br>1.000,- EUR for tropEd students, 1.500 EUR for others	<br>None available	<br>There are no major changes since the initial accreditation of the course. More cases are included in the curriculum. The reading materials are updated. Since the personal experience of the participants was recognised, special attention is given to the participatory approach and group presentations and discussions.	<br>Students always evaluated this course since the first accreditation as an excellent.  The practical implications of the economic theoretical knowledge into the context of different countries social health insurance systems as well as the inter-disciplinary approach were most frequently appraised from the participants. In addition the constellation of lecturers, as well as diverse country origin of the participants was recognised as a good platform for exchange of â€œknow-howâ€ and experiences between developed and developing countries. Participants appreciated the sessions with experts, directly working in the area of economics and social health protection. The intensity of the course was an area, which some participants find challenging.	<br>This course is a solid basis for recognising the role of the economic principles into health care social protection. The interdisciplinary approach is especially important for comprehensive understanding of the processes in social protection in the context of country development.	<br>  The course includes the following topics:   â€¢ Basic economic principles in social security   â€¢ Ethical concepts in Social Security   â€¢ The fundamentals of Welfare Economics and economic evaluation  â€¢ The economic rationale of purchasing insuranceâ€¨  â€¢ Moral hazard and adverse selection  â€¢ Statutory social security and its components (particularly health insurance and old-age provision)   â€¢ Essential elements of private provision, possibilities of state subsidisation and important risk differences of individual insurance instruments						
Financial Management and Controlling in Health Insurance	<br>The advancement of social security and social security systems worldwide expand the demand for training and qualification of technical and management staff, so that they can initiate and manage the processes of change in their own countries.     The objective of this course is to provide participants with the ability to understand the significant requirements and advantages, which a controlling instrument entails for an institution. They will be able to interpret the results of controlling for their respective institution and benefit from them by means of modification processes. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) accountancy method. At the end of the course participants will be able to:    1. Describe the process of budgeting at the national level and the models of fund transfer and control     Specific objectives  1.1 apply stakeholder analysis  1.2 discuss pros and cons of centralised and decentralised budgeting processes  1.3 analyse the international experience and to draw comparisons     2. Categorise the main tools and theories used in financial management and planning    Specific objectives  2.1 identify approaches to budgeting  2.2 explain planning, executing, monitoring, evaluating and adjusting processes  2.3 critically discuss and analyse the financial reports    3. Critically discuss the need for internal and external controls and design systems to prevent financial fraud and abuse at the institutional level     Specific objectives  3.1 define controlling focus, hierarchies   3.2 explain controlling techniques and instruments and criteria for successful processes   3.3 critically discuss techniques to implement controlling processes     4. Participants will recognise the pros and cons of diagnostic-related groups (DRGs), case-based financing structures and their impact on stakeholders within the health system     Specific objectives  4.1 describe the rational for case-based reimbursement strategies in the hospital sector   4.2 define steps for DRG implementation in Europe (especially in Germany)   4.3 explain DRGs' impact at the central and hospital levels  4.4 critically discuss principles of risk adjustment for DRGs  4.4a compare German experience in DRG introduction with the high international interest in DRG implementation		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:52:26	2015-02-23	2019-01-10 23:42:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks	Institute of Public Health, University of Heidelberg	Dr.med. Svetla Loukanova	English	advanced optional	2014-09-08 13:00:27	90 hours   Direct contact hours: 50, Group work: 30h, independent study: 10h	2014-12-01	2014-12-12	<br>Accredited in September 2009 and re-accredited in February 2015. This accreditation is valid until February 2020.	<br>The course is composed of individual teaching units (50h), facilitated group work (30h) and independent study (10h).     The individual teaching sessions will introduce the link between the social policy and national health and social security budgets. The principles of financial management in the public sector will be presented. The internal and external structures for controlling will be introduced. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) and other accountancy methods. A study tour is included to the health insurance institution in Germany.    During the facilitated group work, the students will read case studies and core texts and, parallel to this, will carry out discussion sessions focused on their own experiences. The participants will use case studies to prepare group case presentations, which are focused on cases in their own countries.    Through self-directed learning, the students will gain further knowledge from the required reading materials of the course in order to structure and examine the presented and discussed material in greater detail. During this time, they will be able to prepare their written case study report.    Each session has specific objectives and short key readings that are included in the course reader. Further readings, which are not mandatory, are suggested and made available.	<br>This course is organised in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  www.giz.de  Currently, GIZ is sponsoring the course for a group from South-East Asia.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     The assessment of the participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 50 % individual final written exam, composed of 2 or 3 short essay questions  â€¢ 30 % group written report on case study (3 pages).  â€¢ 20% group oral presentation of case study under intensive tutoring    Participants must pass all three components in order to pass the overall assessment. Marking guidelines regarding the expected performance for the evaluation of the written case report and the oral group presentation will be made available to participants. These guidelines are in line with the expected course outcomes.    There will be the opportunity to re-take the written exam (part one of the overall assessment) 3-6 months after the course has finished.	The number of participants, including tropEd students, is limited to 25	<br>English Toefl: Computer-based >237; Paper-based >580; Internet-based >90; IELTS > 6.5. (Or as requested by respective English-taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree, MSc first degree, or postgraduate course in Public or International Health or related fields that encompass a basic knowledge in health economics.   Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or must be planning to work at the national level in a developing country on the topics mentioned under the course contents section. Basic knowledge in health economics is desirable but not mandatory.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None available	<br>There have been no major changes made since the initial accreditation of the course other than the inclusion of a study tour to the health insurance institution in Germany. More SIT has been allocated to group work and less to self-learning. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated as being excellent since its first tropEd accreditation and has been highly appreciated by the students. The participants recognised the practical implications of chosen topics. Participants particularly commend the presence of lecturers with direct professional experience from social health insurances and the area of social health protection. Participants also appreciated the sessions with experts, linking the experience from developed and developing countries to the implementation of DRGs. The intensity of the course and the number of reading materials were an area some participants find challenging.	<br>TropEd students have also attended this course during the past few years. There is a need for a more participatory approach, providing students with opportunities to share their own experiences from their countries, adding value to the overall discussions. The network that has so far been created could be used more effectively to facilitate further knowledge exchange.	<br>The course includes the following topics:   â€¢ Business management from a functional, institutional and instrumental perspective  â€¢ Controlling as an integral part of business management (strategic versus operational controlling, central versus department-based controlling organisation)  â€¢ Tasks and purpose of controlling  â€¢ Operative and strategic controlling  â€¢ Controlling instruments in overview (typical controlling cycle: planning, execution, monitoring, evaluation, correcting; SWOT-analysis, instruments and methods to measure and improve SHI's success: competitors' analysis, method of benchmarking, ABC-analysis, portfolio-analysis, Balanced Scorecard)  â€¢ Modernisation approaches to public accounting: selected controlling instruments such as dynamic investment procedures, network analyses and process cost accounting  â€¢ Cost and revenue accounting: cost categories, cost and revenue functions, systems and procedures of cost and revenue accounting, basic structure of cost and revenue accounting (cost categories, cost centres, cost unit accounting), full and direct costing systems as a solution to business decision-making problems  â€¢ Diagnostic-related groups (DRGs), case-based financing  â€¢ Auditing	Germany	Financing	Face to face		3 ECTS credits	
Financial Management and Controlling in Health Insurance	<br>The advancement of social security and social security systems worldwide expand the demand for training and qualification of technical and management staff, so that they can initiate and manage the processes of change in their own countries.     The objective of this course is to provide participants with the ability to understand the significant requirements and advantages, which a controlling instrument entails for an institution. They will be able to interpret the results of controlling for their respective institution and benefit from them by means of modification processes. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) accountancy method. At the end of the course participants will be able to:    1. Describe the process of budgeting at the national level and the models of fund transfer and control     Specific objectives  1.1 apply stakeholder analysis  1.2 discuss pros and cons of centralised and decentralised budgeting processes  1.3 analyse the international experience and to draw comparisons     2. Categorise the main tools and theories used in financial management and planning    Specific objectives  2.1 identify approaches to budgeting  2.2 explain planning, executing, monitoring, evaluating and adjusting processes  2.3 critically discuss and analyse the financial reports    3. Critically discuss the need for internal and external controls and design systems to prevent financial fraud and abuse at the institutional level     Specific objectives  3.1 define controlling focus, hierarchies   3.2 explain controlling techniques and instruments and criteria for successful processes   3.3 critically discuss techniques to implement controlling processes     4. Participants will recognise the pros and cons of diagnostic-related groups (DRGs), case-based financing structures and their impact on stakeholders within the health system     Specific objectives  4.1 describe the rational for case-based reimbursement strategies in the hospital sector   4.2 define steps for DRG implementation in Europe (especially in Germany)   4.3 explain DRGs' impact at the central and hospital levels  4.4 critically discuss principles of risk adjustment for DRGs  4.4a compare German experience in DRG introduction with the high international interest in DRG implementation		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:52:26	2015-02-23	2019-01-10 23:42:49	troped	troped	0		2 weeks	Institute of Public Health, University of Heidelberg				2014-09-08 13:00:27	90 hours   Direct contact hours: 50, Group work: 30h, independent study: 10h	2014-12-01	2014-12-12	<br>Accredited in September 2009 and re-accredited in February 2015. This accreditation is valid until February 2020.	<br>The course is composed of individual teaching units (50h), facilitated group work (30h) and independent study (10h).     The individual teaching sessions will introduce the link between the social policy and national health and social security budgets. The principles of financial management in the public sector will be presented. The internal and external structures for controlling will be introduced. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) and other accountancy methods. A study tour is included to the health insurance institution in Germany.    During the facilitated group work, the students will read case studies and core texts and, parallel to this, will carry out discussion sessions focused on their own experiences. The participants will use case studies to prepare group case presentations, which are focused on cases in their own countries.    Through self-directed learning, the students will gain further knowledge from the required reading materials of the course in order to structure and examine the presented and discussed material in greater detail. During this time, they will be able to prepare their written case study report.    Each session has specific objectives and short key readings that are included in the course reader. Further readings, which are not mandatory, are suggested and made available.	<br>This course is organised in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  www.giz.de  Currently, GIZ is sponsoring the course for a group from South-East Asia.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     The assessment of the participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 50 % individual final written exam, composed of 2 or 3 short essay questions  â€¢ 30 % group written report on case study (3 pages).  â€¢ 20% group oral presentation of case study under intensive tutoring    Participants must pass all three components in order to pass the overall assessment. Marking guidelines regarding the expected performance for the evaluation of the written case report and the oral group presentation will be made available to participants. These guidelines are in line with the expected course outcomes.    There will be the opportunity to re-take the written exam (part one of the overall assessment) 3-6 months after the course has finished.	The number of participants, including tropEd students, is limited to 25	<br>English Toefl: Computer-based >237; Paper-based >580; Internet-based >90; IELTS > 6.5. (Or as requested by respective English-taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree, MSc first degree, or postgraduate course in Public or International Health or related fields that encompass a basic knowledge in health economics.   Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or must be planning to work at the national level in a developing country on the topics mentioned under the course contents section. Basic knowledge in health economics is desirable but not mandatory.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None available	<br>There have been no major changes made since the initial accreditation of the course other than the inclusion of a study tour to the health insurance institution in Germany. More SIT has been allocated to group work and less to self-learning. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated as being excellent since its first tropEd accreditation and has been highly appreciated by the students. The participants recognised the practical implications of chosen topics. Participants particularly commend the presence of lecturers with direct professional experience from social health insurances and the area of social health protection. Participants also appreciated the sessions with experts, linking the experience from developed and developing countries to the implementation of DRGs. The intensity of the course and the number of reading materials were an area some participants find challenging.	<br>TropEd students have also attended this course during the past few years. There is a need for a more participatory approach, providing students with opportunities to share their own experiences from their countries, adding value to the overall discussions. The network that has so far been created could be used more effectively to facilitate further knowledge exchange.	<br>The course includes the following topics:   â€¢ Business management from a functional, institutional and instrumental perspective  â€¢ Controlling as an integral part of business management (strategic versus operational controlling, central versus department-based controlling organisation)  â€¢ Tasks and purpose of controlling  â€¢ Operative and strategic controlling  â€¢ Controlling instruments in overview (typical controlling cycle: planning, execution, monitoring, evaluation, correcting; SWOT-analysis, instruments and methods to measure and improve SHI's success: competitors' analysis, method of benchmarking, ABC-analysis, portfolio-analysis, Balanced Scorecard)  â€¢ Modernisation approaches to public accounting: selected controlling instruments such as dynamic investment procedures, network analyses and process cost accounting  â€¢ Cost and revenue accounting: cost categories, cost and revenue functions, systems and procedures of cost and revenue accounting, basic structure of cost and revenue accounting (cost categories, cost centres, cost unit accounting), full and direct costing systems as a solution to business decision-making problems  â€¢ Diagnostic-related groups (DRGs), case-based financing  â€¢ Auditing		Health facilities (hospitals)				
Financial Management and Controlling in Health Insurance	<br>The advancement of social security and social security systems worldwide expand the demand for training and qualification of technical and management staff, so that they can initiate and manage the processes of change in their own countries.     The objective of this course is to provide participants with the ability to understand the significant requirements and advantages, which a controlling instrument entails for an institution. They will be able to interpret the results of controlling for their respective institution and benefit from them by means of modification processes. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) accountancy method. At the end of the course participants will be able to:    1. Describe the process of budgeting at the national level and the models of fund transfer and control     Specific objectives  1.1 apply stakeholder analysis  1.2 discuss pros and cons of centralised and decentralised budgeting processes  1.3 analyse the international experience and to draw comparisons     2. Categorise the main tools and theories used in financial management and planning    Specific objectives  2.1 identify approaches to budgeting  2.2 explain planning, executing, monitoring, evaluating and adjusting processes  2.3 critically discuss and analyse the financial reports    3. Critically discuss the need for internal and external controls and design systems to prevent financial fraud and abuse at the institutional level     Specific objectives  3.1 define controlling focus, hierarchies   3.2 explain controlling techniques and instruments and criteria for successful processes   3.3 critically discuss techniques to implement controlling processes     4. Participants will recognise the pros and cons of diagnostic-related groups (DRGs), case-based financing structures and their impact on stakeholders within the health system     Specific objectives  4.1 describe the rational for case-based reimbursement strategies in the hospital sector   4.2 define steps for DRG implementation in Europe (especially in Germany)   4.3 explain DRGs' impact at the central and hospital levels  4.4 critically discuss principles of risk adjustment for DRGs  4.4a compare German experience in DRG introduction with the high international interest in DRG implementation		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:52:26	2015-02-23	2019-01-10 23:42:49	troped	troped	0		2 weeks	Institute of Public Health, University of Heidelberg				2014-09-08 13:00:27	90 hours   Direct contact hours: 50, Group work: 30h, independent study: 10h	2014-12-01	2014-12-12	<br>Accredited in September 2009 and re-accredited in February 2015. This accreditation is valid until February 2020.	<br>The course is composed of individual teaching units (50h), facilitated group work (30h) and independent study (10h).     The individual teaching sessions will introduce the link between the social policy and national health and social security budgets. The principles of financial management in the public sector will be presented. The internal and external structures for controlling will be introduced. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) and other accountancy methods. A study tour is included to the health insurance institution in Germany.    During the facilitated group work, the students will read case studies and core texts and, parallel to this, will carry out discussion sessions focused on their own experiences. The participants will use case studies to prepare group case presentations, which are focused on cases in their own countries.    Through self-directed learning, the students will gain further knowledge from the required reading materials of the course in order to structure and examine the presented and discussed material in greater detail. During this time, they will be able to prepare their written case study report.    Each session has specific objectives and short key readings that are included in the course reader. Further readings, which are not mandatory, are suggested and made available.	<br>This course is organised in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  www.giz.de  Currently, GIZ is sponsoring the course for a group from South-East Asia.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     The assessment of the participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 50 % individual final written exam, composed of 2 or 3 short essay questions  â€¢ 30 % group written report on case study (3 pages).  â€¢ 20% group oral presentation of case study under intensive tutoring    Participants must pass all three components in order to pass the overall assessment. Marking guidelines regarding the expected performance for the evaluation of the written case report and the oral group presentation will be made available to participants. These guidelines are in line with the expected course outcomes.    There will be the opportunity to re-take the written exam (part one of the overall assessment) 3-6 months after the course has finished.	The number of participants, including tropEd students, is limited to 25	<br>English Toefl: Computer-based >237; Paper-based >580; Internet-based >90; IELTS > 6.5. (Or as requested by respective English-taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree, MSc first degree, or postgraduate course in Public or International Health or related fields that encompass a basic knowledge in health economics.   Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or must be planning to work at the national level in a developing country on the topics mentioned under the course contents section. Basic knowledge in health economics is desirable but not mandatory.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None available	<br>There have been no major changes made since the initial accreditation of the course other than the inclusion of a study tour to the health insurance institution in Germany. More SIT has been allocated to group work and less to self-learning. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated as being excellent since its first tropEd accreditation and has been highly appreciated by the students. The participants recognised the practical implications of chosen topics. Participants particularly commend the presence of lecturers with direct professional experience from social health insurances and the area of social health protection. Participants also appreciated the sessions with experts, linking the experience from developed and developing countries to the implementation of DRGs. The intensity of the course and the number of reading materials were an area some participants find challenging.	<br>TropEd students have also attended this course during the past few years. There is a need for a more participatory approach, providing students with opportunities to share their own experiences from their countries, adding value to the overall discussions. The network that has so far been created could be used more effectively to facilitate further knowledge exchange.	<br>The course includes the following topics:   â€¢ Business management from a functional, institutional and instrumental perspective  â€¢ Controlling as an integral part of business management (strategic versus operational controlling, central versus department-based controlling organisation)  â€¢ Tasks and purpose of controlling  â€¢ Operative and strategic controlling  â€¢ Controlling instruments in overview (typical controlling cycle: planning, execution, monitoring, evaluation, correcting; SWOT-analysis, instruments and methods to measure and improve SHI's success: competitors' analysis, method of benchmarking, ABC-analysis, portfolio-analysis, Balanced Scorecard)  â€¢ Modernisation approaches to public accounting: selected controlling instruments such as dynamic investment procedures, network analyses and process cost accounting  â€¢ Cost and revenue accounting: cost categories, cost and revenue functions, systems and procedures of cost and revenue accounting, basic structure of cost and revenue accounting (cost categories, cost centres, cost unit accounting), full and direct costing systems as a solution to business decision-making problems  â€¢ Diagnostic-related groups (DRGs), case-based financing  â€¢ Auditing		Planning and programming (incl.. budgeting and evaluation)				
Financial Management and Controlling in Health Insurance	<br>The advancement of social security and social security systems worldwide expand the demand for training and qualification of technical and management staff, so that they can initiate and manage the processes of change in their own countries.     The objective of this course is to provide participants with the ability to understand the significant requirements and advantages, which a controlling instrument entails for an institution. They will be able to interpret the results of controlling for their respective institution and benefit from them by means of modification processes. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) accountancy method. At the end of the course participants will be able to:    1. Describe the process of budgeting at the national level and the models of fund transfer and control     Specific objectives  1.1 apply stakeholder analysis  1.2 discuss pros and cons of centralised and decentralised budgeting processes  1.3 analyse the international experience and to draw comparisons     2. Categorise the main tools and theories used in financial management and planning    Specific objectives  2.1 identify approaches to budgeting  2.2 explain planning, executing, monitoring, evaluating and adjusting processes  2.3 critically discuss and analyse the financial reports    3. Critically discuss the need for internal and external controls and design systems to prevent financial fraud and abuse at the institutional level     Specific objectives  3.1 define controlling focus, hierarchies   3.2 explain controlling techniques and instruments and criteria for successful processes   3.3 critically discuss techniques to implement controlling processes     4. Participants will recognise the pros and cons of diagnostic-related groups (DRGs), case-based financing structures and their impact on stakeholders within the health system     Specific objectives  4.1 describe the rational for case-based reimbursement strategies in the hospital sector   4.2 define steps for DRG implementation in Europe (especially in Germany)   4.3 explain DRGs' impact at the central and hospital levels  4.4 critically discuss principles of risk adjustment for DRGs  4.4a compare German experience in DRG introduction with the high international interest in DRG implementation		0	svetla.loukanova@urz.uni-heidelberg.de	2012-01-10 01:52:26	2015-02-23	2019-01-10 23:42:49	troped	troped	0		2 weeks	Institute of Public Health, University of Heidelberg				2014-09-08 13:00:27	90 hours   Direct contact hours: 50, Group work: 30h, independent study: 10h	2014-12-01	2014-12-12	<br>Accredited in September 2009 and re-accredited in February 2015. This accreditation is valid until February 2020.	<br>The course is composed of individual teaching units (50h), facilitated group work (30h) and independent study (10h).     The individual teaching sessions will introduce the link between the social policy and national health and social security budgets. The principles of financial management in the public sector will be presented. The internal and external structures for controlling will be introduced. The participants will receive an overview of the accounting and controlling mechanisms of the hospital as a service provider via the application of the diagnosis-related groups (DRG) and other accountancy methods. A study tour is included to the health insurance institution in Germany.    During the facilitated group work, the students will read case studies and core texts and, parallel to this, will carry out discussion sessions focused on their own experiences. The participants will use case studies to prepare group case presentations, which are focused on cases in their own countries.    Through self-directed learning, the students will gain further knowledge from the required reading materials of the course in order to structure and examine the presented and discussed material in greater detail. During this time, they will be able to prepare their written case study report.    Each session has specific objectives and short key readings that are included in the course reader. Further readings, which are not mandatory, are suggested and made available.	<br>This course is organised in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  RingstraÃŸe 19B, D69115 Heidelberg, Germany  www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  www.giz.de  Currently, GIZ is sponsoring the course for a group from South-East Asia.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     The assessment of the participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 50 % individual final written exam, composed of 2 or 3 short essay questions  â€¢ 30 % group written report on case study (3 pages).  â€¢ 20% group oral presentation of case study under intensive tutoring    Participants must pass all three components in order to pass the overall assessment. Marking guidelines regarding the expected performance for the evaluation of the written case report and the oral group presentation will be made available to participants. These guidelines are in line with the expected course outcomes.    There will be the opportunity to re-take the written exam (part one of the overall assessment) 3-6 months after the course has finished.	The number of participants, including tropEd students, is limited to 25	<br>English Toefl: Computer-based >237; Paper-based >580; Internet-based >90; IELTS > 6.5. (Or as requested by respective English-taught home institute = tropEd enrolment sufficient)  The course is open to professionals in the health sector holding a higher academic degree, MSc first degree, or postgraduate course in Public or International Health or related fields that encompass a basic knowledge in health economics.   Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or must be planning to work at the national level in a developing country on the topics mentioned under the course contents section. Basic knowledge in health economics is desirable but not mandatory.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None available	<br>There have been no major changes made since the initial accreditation of the course other than the inclusion of a study tour to the health insurance institution in Germany. More SIT has been allocated to group work and less to self-learning. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated as being excellent since its first tropEd accreditation and has been highly appreciated by the students. The participants recognised the practical implications of chosen topics. Participants particularly commend the presence of lecturers with direct professional experience from social health insurances and the area of social health protection. Participants also appreciated the sessions with experts, linking the experience from developed and developing countries to the implementation of DRGs. The intensity of the course and the number of reading materials were an area some participants find challenging.	<br>TropEd students have also attended this course during the past few years. There is a need for a more participatory approach, providing students with opportunities to share their own experiences from their countries, adding value to the overall discussions. The network that has so far been created could be used more effectively to facilitate further knowledge exchange.	<br>The course includes the following topics:   â€¢ Business management from a functional, institutional and instrumental perspective  â€¢ Controlling as an integral part of business management (strategic versus operational controlling, central versus department-based controlling organisation)  â€¢ Tasks and purpose of controlling  â€¢ Operative and strategic controlling  â€¢ Controlling instruments in overview (typical controlling cycle: planning, execution, monitoring, evaluation, correcting; SWOT-analysis, instruments and methods to measure and improve SHI's success: competitors' analysis, method of benchmarking, ABC-analysis, portfolio-analysis, Balanced Scorecard)  â€¢ Modernisation approaches to public accounting: selected controlling instruments such as dynamic investment procedures, network analyses and process cost accounting  â€¢ Cost and revenue accounting: cost categories, cost and revenue functions, systems and procedures of cost and revenue accounting, basic structure of cost and revenue accounting (cost categories, cost centres, cost unit accounting), full and direct costing systems as a solution to business decision-making problems  â€¢ Diagnostic-related groups (DRGs), case-based financing  â€¢ Auditing						
Leadership and Change Management in International Health	<br>The overall objective of this module is to explore advanced topics in leadership as it pertains to change management in dynamic health care environments found in low and middle income countries.     Specifically, upon completion of this course, participants will be able to:   â€¢ Comprehend the leadership and management demands of complex health system  â€¢ Critically reflect on their personal values and vision and learn how these impact on their role as leaders   â€¢ Identify their own leadership style and understand how this can contribute to the development of their staff and to the achievement of organisational goals   â€¢ Understand the phenomenon of change, its internal and external drivers and learn strategies to deal with resistance and hindrances   â€¢ Appreciate the role of global health organisations in policy making, direction setting and standard setting   â€¢ Acquire competencies necessary to work effectively in complex situations such as negotiation, conflict management, networking  and collaboration and cooperation, intercultural and interdisciplinary competencies  â€¢ Develop skills to transform health project groups into high performance teams   â€¢ Formulate an action plan within the cultural, political and socio-economic  contexts of their organisations to alleviate health inequity in the community		1	Grys@uni-heidelberg.de	2012-01-10 02:00:20	2018-06-10	2020-09-16 10:45:18	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks		Dr. Norma Lange-Tagaza	English	advanced optional	2012-01-10 08:14:44	90 hours   65 direct contact hours (40 hours of lectures and 25 hours of facilitated group work) and 25 hours of self-directed learning.	2021-03-15	2021-03-26	<br>Accredited in September 2005 in Lausanne, re-accredited in May 2011 and in April 2016. This accreditation is valid until April 2021.	<br>The course is composed of individual teaching units that comprise 40 hours of interactive lecture time and 25 hours of facilitated group work.  An additional 25 hours of self-directed learning is expected.  The course uses participatory exercises, role playing, and case studies from low and middle income countries to facilitate the studentsâ€™ achievement of the learning objectives and demonstrate the applicability of the concepts and methods.  Each session has specific objectives and short key readings which are included in the course reader. Further readings are suggested, however, they are not mandatory for the course.	<br>The first of the 2-week course highlights leadership skills. This includes self-reflection/analysis of studentsâ€™ leadership capital (competencies). Further, leadership theories and their application in the framework of Bridging Leadership are covered.  The second course week concentrates on change management, the theory of change, competencies (apart from leadership), e.g., strategic planning, internal-external organizational analysis, change management strategies, particularly, Kotterâ€™s 8 Steps of Introducing change.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  Assessment of participantsâ€™ achievement of the learning objectives will be determined by the following formula:    â€¢ 30% for case study presentation (group work  = group mark; presentation up to 30 min + 15 min discussion; every member of the group needs to present) case studies address either leadership skills or change management skills  â€¢ 70% for written action plan (individual work = individual mark; 2,000 words; content: using Kotterâ€™s 8 steps, participants write a plan for a specific change in their own organizations, including and considering the role of leadership for successful implementation)    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written action plan within one month after announcement of grade results.	<br>Max participants 25 including tropEd students	<br>Participants should be health professionals and/or managers with a minimum of 2 years experience in International Health, preferably in a leadership position. Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).	Only seat availability â€“ first come, first serve	<br>Course fee: â‚¬ 1,500   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 1,000	None available	<br>In the past, the focus of the course was on developing organisational based leadership and change management skills. This will be maintained but it will now include leadership of complex systems, like the health system. The course will also put more value on the leadership journey of the participants in order to make them aware of their personal vision and commitment in removing health inequity.	<br>Positive  â€¢ Great lectures. Each topic is organized and critical with examples and group work. The atmosphere of class is active and flexible.   â€¢ Very important course, very important content, excellently chosen topics and literature.  â€¢ All parts were perfect; learning methods â€“ role play, group work, film aids  Room for improvement  â€¢ In the future, the course should seek more to identify the expectation of the course participants.   â€¢ It would be nice to invite more people from the field  â€¢ Extend the course for more topics and excises and more self-study time.	<br>â€¢ Levelling of expectations of participants should be given more time  â€¢ More effort should be taken to get lecturers who are public health practitioners rather than public health academicians  â€¢ More time should be given for debriefing of group work, group exercises and case studies.	<br>Overview:  â€¢ Importance of Leadership and Management in Health Sector  â€¢ Leadership and Management â€“ Conceptual and Operational Similarities and Differences  â€¢ Leadership and Management Styles  â€¢ Leadership and Change Management Competencies  o Conflict Management  o Negotiation  o Leading and managing teams to higher performance   o Communication  o Self-mastery including emotional intelligence  o Cultural awareness  â€¢ Global Leadership in Health  o Policy Making and Direction and standard Setting  o Research  o Transparency and Governance  â€¢ Improving Organisational and Systems Performance through Change   o Fundamental Concepts of Organisation  o Driver of and Resistance to change  o Thinking beyond Organisational Borders to Systems Thinking  o The Phenomenon of Change  â€¢ Strategies for Introducing Change  o 8 Steps of Kotter  o Bridging Leadership in Change Process  â€¢ Re-entry plan for introducing change	Germany	Management/leadership	Face to face		3 ECTS credits	
Leadership and Change Management in International Health	<br>The overall objective of this module is to explore advanced topics in leadership as it pertains to change management in dynamic health care environments found in low and middle income countries.     Specifically, upon completion of this course, participants will be able to:   â€¢ Comprehend the leadership and management demands of complex health system  â€¢ Critically reflect on their personal values and vision and learn how these impact on their role as leaders   â€¢ Identify their own leadership style and understand how this can contribute to the development of their staff and to the achievement of organisational goals   â€¢ Understand the phenomenon of change, its internal and external drivers and learn strategies to deal with resistance and hindrances   â€¢ Appreciate the role of global health organisations in policy making, direction setting and standard setting   â€¢ Acquire competencies necessary to work effectively in complex situations such as negotiation, conflict management, networking  and collaboration and cooperation, intercultural and interdisciplinary competencies  â€¢ Develop skills to transform health project groups into high performance teams   â€¢ Formulate an action plan within the cultural, political and socio-economic  contexts of their organisations to alleviate health inequity in the community		1	Grys@uni-heidelberg.de	2012-01-10 02:00:20	2018-06-10	2020-09-16 10:45:18	troped	troped	0		2 weeks					2012-01-10 08:14:44	90 hours   65 direct contact hours (40 hours of lectures and 25 hours of facilitated group work) and 25 hours of self-directed learning.	2021-03-15	2021-03-26	<br>Accredited in September 2005 in Lausanne, re-accredited in May 2011 and in April 2016. This accreditation is valid until April 2021.	<br>The course is composed of individual teaching units that comprise 40 hours of interactive lecture time and 25 hours of facilitated group work.  An additional 25 hours of self-directed learning is expected.  The course uses participatory exercises, role playing, and case studies from low and middle income countries to facilitate the studentsâ€™ achievement of the learning objectives and demonstrate the applicability of the concepts and methods.  Each session has specific objectives and short key readings which are included in the course reader. Further readings are suggested, however, they are not mandatory for the course.	<br>The first of the 2-week course highlights leadership skills. This includes self-reflection/analysis of studentsâ€™ leadership capital (competencies). Further, leadership theories and their application in the framework of Bridging Leadership are covered.  The second course week concentrates on change management, the theory of change, competencies (apart from leadership), e.g., strategic planning, internal-external organizational analysis, change management strategies, particularly, Kotterâ€™s 8 Steps of Introducing change.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  Assessment of participantsâ€™ achievement of the learning objectives will be determined by the following formula:    â€¢ 30% for case study presentation (group work  = group mark; presentation up to 30 min + 15 min discussion; every member of the group needs to present) case studies address either leadership skills or change management skills  â€¢ 70% for written action plan (individual work = individual mark; 2,000 words; content: using Kotterâ€™s 8 steps, participants write a plan for a specific change in their own organizations, including and considering the role of leadership for successful implementation)    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written action plan within one month after announcement of grade results.	<br>Max participants 25 including tropEd students	<br>Participants should be health professionals and/or managers with a minimum of 2 years experience in International Health, preferably in a leadership position. Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).	Only seat availability â€“ first come, first serve	<br>Course fee: â‚¬ 1,500   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 1,000	None available	<br>In the past, the focus of the course was on developing organisational based leadership and change management skills. This will be maintained but it will now include leadership of complex systems, like the health system. The course will also put more value on the leadership journey of the participants in order to make them aware of their personal vision and commitment in removing health inequity.	<br>Positive  â€¢ Great lectures. Each topic is organized and critical with examples and group work. The atmosphere of class is active and flexible.   â€¢ Very important course, very important content, excellently chosen topics and literature.  â€¢ All parts were perfect; learning methods â€“ role play, group work, film aids  Room for improvement  â€¢ In the future, the course should seek more to identify the expectation of the course participants.   â€¢ It would be nice to invite more people from the field  â€¢ Extend the course for more topics and excises and more self-study time.	<br>â€¢ Levelling of expectations of participants should be given more time  â€¢ More effort should be taken to get lecturers who are public health practitioners rather than public health academicians  â€¢ More time should be given for debriefing of group work, group exercises and case studies.	<br>Overview:  â€¢ Importance of Leadership and Management in Health Sector  â€¢ Leadership and Management â€“ Conceptual and Operational Similarities and Differences  â€¢ Leadership and Management Styles  â€¢ Leadership and Change Management Competencies  o Conflict Management  o Negotiation  o Leading and managing teams to higher performance   o Communication  o Self-mastery including emotional intelligence  o Cultural awareness  â€¢ Global Leadership in Health  o Policy Making and Direction and standard Setting  o Research  o Transparency and Governance  â€¢ Improving Organisational and Systems Performance through Change   o Fundamental Concepts of Organisation  o Driver of and Resistance to change  o Thinking beyond Organisational Borders to Systems Thinking  o The Phenomenon of Change  â€¢ Strategies for Introducing Change  o 8 Steps of Kotter  o Bridging Leadership in Change Process  â€¢ Re-entry plan for introducing change		Organisation				
Leadership and Change Management in International Health	<br>The overall objective of this module is to explore advanced topics in leadership as it pertains to change management in dynamic health care environments found in low and middle income countries.     Specifically, upon completion of this course, participants will be able to:   â€¢ Comprehend the leadership and management demands of complex health system  â€¢ Critically reflect on their personal values and vision and learn how these impact on their role as leaders   â€¢ Identify their own leadership style and understand how this can contribute to the development of their staff and to the achievement of organisational goals   â€¢ Understand the phenomenon of change, its internal and external drivers and learn strategies to deal with resistance and hindrances   â€¢ Appreciate the role of global health organisations in policy making, direction setting and standard setting   â€¢ Acquire competencies necessary to work effectively in complex situations such as negotiation, conflict management, networking  and collaboration and cooperation, intercultural and interdisciplinary competencies  â€¢ Develop skills to transform health project groups into high performance teams   â€¢ Formulate an action plan within the cultural, political and socio-economic  contexts of their organisations to alleviate health inequity in the community		1	Grys@uni-heidelberg.de	2012-01-10 02:00:20	2018-06-10	2020-09-16 10:45:18	troped	troped	0		2 weeks					2012-01-10 08:14:44	90 hours   65 direct contact hours (40 hours of lectures and 25 hours of facilitated group work) and 25 hours of self-directed learning.	2021-03-15	2021-03-26	<br>Accredited in September 2005 in Lausanne, re-accredited in May 2011 and in April 2016. This accreditation is valid until April 2021.	<br>The course is composed of individual teaching units that comprise 40 hours of interactive lecture time and 25 hours of facilitated group work.  An additional 25 hours of self-directed learning is expected.  The course uses participatory exercises, role playing, and case studies from low and middle income countries to facilitate the studentsâ€™ achievement of the learning objectives and demonstrate the applicability of the concepts and methods.  Each session has specific objectives and short key readings which are included in the course reader. Further readings are suggested, however, they are not mandatory for the course.	<br>The first of the 2-week course highlights leadership skills. This includes self-reflection/analysis of studentsâ€™ leadership capital (competencies). Further, leadership theories and their application in the framework of Bridging Leadership are covered.  The second course week concentrates on change management, the theory of change, competencies (apart from leadership), e.g., strategic planning, internal-external organizational analysis, change management strategies, particularly, Kotterâ€™s 8 Steps of Introducing change.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  Assessment of participantsâ€™ achievement of the learning objectives will be determined by the following formula:    â€¢ 30% for case study presentation (group work  = group mark; presentation up to 30 min + 15 min discussion; every member of the group needs to present) case studies address either leadership skills or change management skills  â€¢ 70% for written action plan (individual work = individual mark; 2,000 words; content: using Kotterâ€™s 8 steps, participants write a plan for a specific change in their own organizations, including and considering the role of leadership for successful implementation)    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written action plan within one month after announcement of grade results.	<br>Max participants 25 including tropEd students	<br>Participants should be health professionals and/or managers with a minimum of 2 years experience in International Health, preferably in a leadership position. Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).	Only seat availability â€“ first come, first serve	<br>Course fee: â‚¬ 1,500   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 1,000	None available	<br>In the past, the focus of the course was on developing organisational based leadership and change management skills. This will be maintained but it will now include leadership of complex systems, like the health system. The course will also put more value on the leadership journey of the participants in order to make them aware of their personal vision and commitment in removing health inequity.	<br>Positive  â€¢ Great lectures. Each topic is organized and critical with examples and group work. The atmosphere of class is active and flexible.   â€¢ Very important course, very important content, excellently chosen topics and literature.  â€¢ All parts were perfect; learning methods â€“ role play, group work, film aids  Room for improvement  â€¢ In the future, the course should seek more to identify the expectation of the course participants.   â€¢ It would be nice to invite more people from the field  â€¢ Extend the course for more topics and excises and more self-study time.	<br>â€¢ Levelling of expectations of participants should be given more time  â€¢ More effort should be taken to get lecturers who are public health practitioners rather than public health academicians  â€¢ More time should be given for debriefing of group work, group exercises and case studies.	<br>Overview:  â€¢ Importance of Leadership and Management in Health Sector  â€¢ Leadership and Management â€“ Conceptual and Operational Similarities and Differences  â€¢ Leadership and Management Styles  â€¢ Leadership and Change Management Competencies  o Conflict Management  o Negotiation  o Leading and managing teams to higher performance   o Communication  o Self-mastery including emotional intelligence  o Cultural awareness  â€¢ Global Leadership in Health  o Policy Making and Direction and standard Setting  o Research  o Transparency and Governance  â€¢ Improving Organisational and Systems Performance through Change   o Fundamental Concepts of Organisation  o Driver of and Resistance to change  o Thinking beyond Organisational Borders to Systems Thinking  o The Phenomenon of Change  â€¢ Strategies for Introducing Change  o 8 Steps of Kotter  o Bridging Leadership in Change Process  â€¢ Re-entry plan for introducing change		Self-reflexion				
Leadership and Change Management in International Health	<br>The overall objective of this module is to explore advanced topics in leadership as it pertains to change management in dynamic health care environments found in low and middle income countries.     Specifically, upon completion of this course, participants will be able to:   â€¢ Comprehend the leadership and management demands of complex health system  â€¢ Critically reflect on their personal values and vision and learn how these impact on their role as leaders   â€¢ Identify their own leadership style and understand how this can contribute to the development of their staff and to the achievement of organisational goals   â€¢ Understand the phenomenon of change, its internal and external drivers and learn strategies to deal with resistance and hindrances   â€¢ Appreciate the role of global health organisations in policy making, direction setting and standard setting   â€¢ Acquire competencies necessary to work effectively in complex situations such as negotiation, conflict management, networking  and collaboration and cooperation, intercultural and interdisciplinary competencies  â€¢ Develop skills to transform health project groups into high performance teams   â€¢ Formulate an action plan within the cultural, political and socio-economic  contexts of their organisations to alleviate health inequity in the community		1	Grys@uni-heidelberg.de	2012-01-10 02:00:20	2018-06-10	2020-09-16 10:45:18	troped	troped	0		2 weeks					2012-01-10 08:14:44	90 hours   65 direct contact hours (40 hours of lectures and 25 hours of facilitated group work) and 25 hours of self-directed learning.	2021-03-15	2021-03-26	<br>Accredited in September 2005 in Lausanne, re-accredited in May 2011 and in April 2016. This accreditation is valid until April 2021.	<br>The course is composed of individual teaching units that comprise 40 hours of interactive lecture time and 25 hours of facilitated group work.  An additional 25 hours of self-directed learning is expected.  The course uses participatory exercises, role playing, and case studies from low and middle income countries to facilitate the studentsâ€™ achievement of the learning objectives and demonstrate the applicability of the concepts and methods.  Each session has specific objectives and short key readings which are included in the course reader. Further readings are suggested, however, they are not mandatory for the course.	<br>The first of the 2-week course highlights leadership skills. This includes self-reflection/analysis of studentsâ€™ leadership capital (competencies). Further, leadership theories and their application in the framework of Bridging Leadership are covered.  The second course week concentrates on change management, the theory of change, competencies (apart from leadership), e.g., strategic planning, internal-external organizational analysis, change management strategies, particularly, Kotterâ€™s 8 Steps of Introducing change.	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.  Assessment of participantsâ€™ achievement of the learning objectives will be determined by the following formula:    â€¢ 30% for case study presentation (group work  = group mark; presentation up to 30 min + 15 min discussion; every member of the group needs to present) case studies address either leadership skills or change management skills  â€¢ 70% for written action plan (individual work = individual mark; 2,000 words; content: using Kotterâ€™s 8 steps, participants write a plan for a specific change in their own organizations, including and considering the role of leadership for successful implementation)    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written action plan within one month after announcement of grade results.	<br>Max participants 25 including tropEd students	<br>Participants should be health professionals and/or managers with a minimum of 2 years experience in International Health, preferably in a leadership position. Evidence of proficiency in the English language is required (6.5 IELTS or equivalent TOEFL score).	Only seat availability â€“ first come, first serve	<br>Course fee: â‚¬ 1,500   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 1,000	None available	<br>In the past, the focus of the course was on developing organisational based leadership and change management skills. This will be maintained but it will now include leadership of complex systems, like the health system. The course will also put more value on the leadership journey of the participants in order to make them aware of their personal vision and commitment in removing health inequity.	<br>Positive  â€¢ Great lectures. Each topic is organized and critical with examples and group work. The atmosphere of class is active and flexible.   â€¢ Very important course, very important content, excellently chosen topics and literature.  â€¢ All parts were perfect; learning methods â€“ role play, group work, film aids  Room for improvement  â€¢ In the future, the course should seek more to identify the expectation of the course participants.   â€¢ It would be nice to invite more people from the field  â€¢ Extend the course for more topics and excises and more self-study time.	<br>â€¢ Levelling of expectations of participants should be given more time  â€¢ More effort should be taken to get lecturers who are public health practitioners rather than public health academicians  â€¢ More time should be given for debriefing of group work, group exercises and case studies.	<br>Overview:  â€¢ Importance of Leadership and Management in Health Sector  â€¢ Leadership and Management â€“ Conceptual and Operational Similarities and Differences  â€¢ Leadership and Management Styles  â€¢ Leadership and Change Management Competencies  o Conflict Management  o Negotiation  o Leading and managing teams to higher performance   o Communication  o Self-mastery including emotional intelligence  o Cultural awareness  â€¢ Global Leadership in Health  o Policy Making and Direction and standard Setting  o Research  o Transparency and Governance  â€¢ Improving Organisational and Systems Performance through Change   o Fundamental Concepts of Organisation  o Driver of and Resistance to change  o Thinking beyond Organisational Borders to Systems Thinking  o The Phenomenon of Change  â€¢ Strategies for Introducing Change  o 8 Steps of Kotter  o Bridging Leadership in Change Process  â€¢ Re-entry plan for introducing change						
Policy, Reform and Governance in Social Security Systems	<br>At the end of the course participants will be able to:    1. Analyse the purpose and design of social security policies and assess the role of social security as an instrument for social cohesion and economic development.    2. Compare and discuss challenges for reforms in welfare state programs and policies with those in low and middle income countries.    3. Critically discuss and analyze the aspects of good governance for social security systems.		0	Svetla.loukanova@med.uni-heidelberg.de	2012-01-10 02:13:13	2016-02-15	2019-01-10 23:42:50	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	5 working days	Institute of Public Health, University of Heidelberg	Dr.med. Svetla Loukanova	English	advanced optional	2016-03-13 22:28:33	45 hours   37h contact time, 8h self-study time	2016-06-13	2016-06-17	<br>Accredited in January 2011, Bordeaux. Re-accredited in Yogyakarta, Feb. 2016. This accreditation is valid until Feb. 2021.	<br>The course is composed of   â€¢ Lectures and discussions (20h)  â€¢ Facilitated group work (17h): question(s) to answer about course reading material or lecture content, analyse country case studies and preparation for group presentations (assessment)  â€¢ Self-directed learning (8h) including course readings and preparation of essay (assessment)	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.     This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  Web Site. www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Web Site: www.giz.de	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 60 % individual written essay (up to 1000 words, to be submitted one week after course end latest).  â€¢ 40% group oral presentation of case study on recent and on-going reforms in one of the home countries    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written essay within one month after announcement of assessment results.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)    The course is open to professionals in the health sector holding a higher academic degree MSc first degree or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on the topics mentioned in the contents section.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None	<br>There have been no major changes made since the initial accreditation of the course. More SIT has been allocated to the group work and for self-study. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated very positively since its first tropEd accreditation. A few specific topics such as good governance in social protection and (anti-) corruption and legal aspects of social health insurance have always been highly appreciated by the students. The students found the time for group work too short. It was recommended that more time should be spent on recent and on-going reforms in social protection.	<br>More time is being allocated for country cases with lessons learnt from most recent developments to demonstrate the practical implications of theoretical strategies.	<br>â€¢ Relationship between policy and health. Implications of national political and economic decisions for social security systems.  â€¢ Quantification of overall health sector: national (health) accounts and burden of disease  â€¢ Principles of reform concepts in a comparative perspective (related to the environment in participantâ€™s countries)  â€¢ Concepts of gender mainstreaming and affirmative action related to reforms in the social security system.  â€¢ Aspects of good governance for social security system (accountability, transparency)  â€¢ Corruption and anticorruption strategies	Germany	Financing	Face to face		1.5 ECTS credits	
Policy, Reform and Governance in Social Security Systems	<br>At the end of the course participants will be able to:    1. Analyse the purpose and design of social security policies and assess the role of social security as an instrument for social cohesion and economic development.    2. Compare and discuss challenges for reforms in welfare state programs and policies with those in low and middle income countries.    3. Critically discuss and analyze the aspects of good governance for social security systems.		0	Svetla.loukanova@med.uni-heidelberg.de	2012-01-10 02:13:13	2016-02-15	2019-01-10 23:42:50	troped	troped	0		5 working days	Institute of Public Health, University of Heidelberg				2016-03-13 22:28:33	45 hours   37h contact time, 8h self-study time	2016-06-13	2016-06-17	<br>Accredited in January 2011, Bordeaux. Re-accredited in Yogyakarta, Feb. 2016. This accreditation is valid until Feb. 2021.	<br>The course is composed of   â€¢ Lectures and discussions (20h)  â€¢ Facilitated group work (17h): question(s) to answer about course reading material or lecture content, analyse country case studies and preparation for group presentations (assessment)  â€¢ Self-directed learning (8h) including course readings and preparation of essay (assessment)	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.     This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  Web Site. www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Web Site: www.giz.de	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 60 % individual written essay (up to 1000 words, to be submitted one week after course end latest).  â€¢ 40% group oral presentation of case study on recent and on-going reforms in one of the home countries    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written essay within one month after announcement of assessment results.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)    The course is open to professionals in the health sector holding a higher academic degree MSc first degree or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on the topics mentioned in the contents section.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None	<br>There have been no major changes made since the initial accreditation of the course. More SIT has been allocated to the group work and for self-study. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated very positively since its first tropEd accreditation. A few specific topics such as good governance in social protection and (anti-) corruption and legal aspects of social health insurance have always been highly appreciated by the students. The students found the time for group work too short. It was recommended that more time should be spent on recent and on-going reforms in social protection.	<br>More time is being allocated for country cases with lessons learnt from most recent developments to demonstrate the practical implications of theoretical strategies.	<br>â€¢ Relationship between policy and health. Implications of national political and economic decisions for social security systems.  â€¢ Quantification of overall health sector: national (health) accounts and burden of disease  â€¢ Principles of reform concepts in a comparative perspective (related to the environment in participantâ€™s countries)  â€¢ Concepts of gender mainstreaming and affirmative action related to reforms in the social security system.  â€¢ Aspects of good governance for social security system (accountability, transparency)  â€¢ Corruption and anticorruption strategies		Governance				
Policy, Reform and Governance in Social Security Systems	<br>At the end of the course participants will be able to:    1. Analyse the purpose and design of social security policies and assess the role of social security as an instrument for social cohesion and economic development.    2. Compare and discuss challenges for reforms in welfare state programs and policies with those in low and middle income countries.    3. Critically discuss and analyze the aspects of good governance for social security systems.		0	Svetla.loukanova@med.uni-heidelberg.de	2012-01-10 02:13:13	2016-02-15	2019-01-10 23:42:50	troped	troped	0		5 working days	Institute of Public Health, University of Heidelberg				2016-03-13 22:28:33	45 hours   37h contact time, 8h self-study time	2016-06-13	2016-06-17	<br>Accredited in January 2011, Bordeaux. Re-accredited in Yogyakarta, Feb. 2016. This accreditation is valid until Feb. 2021.	<br>The course is composed of   â€¢ Lectures and discussions (20h)  â€¢ Facilitated group work (17h): question(s) to answer about course reading material or lecture content, analyse country case studies and preparation for group presentations (assessment)  â€¢ Self-directed learning (8h) including course readings and preparation of essay (assessment)	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.     This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  Web Site. www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Web Site: www.giz.de	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 60 % individual written essay (up to 1000 words, to be submitted one week after course end latest).  â€¢ 40% group oral presentation of case study on recent and on-going reforms in one of the home countries    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written essay within one month after announcement of assessment results.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)    The course is open to professionals in the health sector holding a higher academic degree MSc first degree or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on the topics mentioned in the contents section.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None	<br>There have been no major changes made since the initial accreditation of the course. More SIT has been allocated to the group work and for self-study. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated very positively since its first tropEd accreditation. A few specific topics such as good governance in social protection and (anti-) corruption and legal aspects of social health insurance have always been highly appreciated by the students. The students found the time for group work too short. It was recommended that more time should be spent on recent and on-going reforms in social protection.	<br>More time is being allocated for country cases with lessons learnt from most recent developments to demonstrate the practical implications of theoretical strategies.	<br>â€¢ Relationship between policy and health. Implications of national political and economic decisions for social security systems.  â€¢ Quantification of overall health sector: national (health) accounts and burden of disease  â€¢ Principles of reform concepts in a comparative perspective (related to the environment in participantâ€™s countries)  â€¢ Concepts of gender mainstreaming and affirmative action related to reforms in the social security system.  â€¢ Aspects of good governance for social security system (accountability, transparency)  â€¢ Corruption and anticorruption strategies		Health economics				
Policy, Reform and Governance in Social Security Systems	<br>At the end of the course participants will be able to:    1. Analyse the purpose and design of social security policies and assess the role of social security as an instrument for social cohesion and economic development.    2. Compare and discuss challenges for reforms in welfare state programs and policies with those in low and middle income countries.    3. Critically discuss and analyze the aspects of good governance for social security systems.		0	Svetla.loukanova@med.uni-heidelberg.de	2012-01-10 02:13:13	2016-02-15	2019-01-10 23:42:50	troped	troped	0		5 working days	Institute of Public Health, University of Heidelberg				2016-03-13 22:28:33	45 hours   37h contact time, 8h self-study time	2016-06-13	2016-06-17	<br>Accredited in January 2011, Bordeaux. Re-accredited in Yogyakarta, Feb. 2016. This accreditation is valid until Feb. 2021.	<br>The course is composed of   â€¢ Lectures and discussions (20h)  â€¢ Facilitated group work (17h): question(s) to answer about course reading material or lecture content, analyse country case studies and preparation for group presentations (assessment)  â€¢ Self-directed learning (8h) including course readings and preparation of essay (assessment)	<br>The advancement of social security and social security systems worldwide raises a demand for training and qualification for technical and management staff, so that they can initiate and manage the processes of change in their own countries.     This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  Web Site. www.evaplan.org  and   Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ) GmbH  Competence Center Human Capacity Development  Friedrich-Ebert-Allee 40  53113 Bonn, Germany  Web Site: www.giz.de	<br>Course participants are expected to attend teaching sessions and actively participate in class discussions and group work.     Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 60 % individual written essay (up to 1000 words, to be submitted one week after course end latest).  â€¢ 40% group oral presentation of case study on recent and on-going reforms in one of the home countries    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the written essay within one month after announcement of assessment results.	<br>The number of participants including tropEd students is limited to 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient)    The course is open to professionals in the health sector holding a higher academic degree MSc first degree or Postgraduate course in Public or International Health or related fields.  Candidates are expected to have at least two years of professional experience in the sector of social and /or health insurance, or planning to work at the national level in a developing country on the topics mentioned in the contents section.	First come, first served.	1.000,- EUR (for tropEd students, others have to pay EUR 1.500,-)	None	<br>There have been no major changes made since the initial accreditation of the course. More SIT has been allocated to the group work and for self-study. The list of additional reading materials (non-obligatory) has been updated.	<br>The course has been consistently evaluated very positively since its first tropEd accreditation. A few specific topics such as good governance in social protection and (anti-) corruption and legal aspects of social health insurance have always been highly appreciated by the students. The students found the time for group work too short. It was recommended that more time should be spent on recent and on-going reforms in social protection.	<br>More time is being allocated for country cases with lessons learnt from most recent developments to demonstrate the practical implications of theoretical strategies.	<br>â€¢ Relationship between policy and health. Implications of national political and economic decisions for social security systems.  â€¢ Quantification of overall health sector: national (health) accounts and burden of disease  â€¢ Principles of reform concepts in a comparative perspective (related to the environment in participantâ€™s countries)  â€¢ Concepts of gender mainstreaming and affirmative action related to reforms in the social security system.  â€¢ Aspects of good governance for social security system (accountability, transparency)  â€¢ Corruption and anticorruption strategies						
Mixed Methods in International Health Research	<br>Focusing on the joint application of quantitative and qualitative tools and methods, this course aims to train participants to conduct mixed methods research.  At the end of the module the student should be able to:   â€¢ Apply the knowledge and skills acquired in class to develop and write an individual research protocol in international health using a mixed methods approach.  â€¢  Discuss and reflect on the epistemology of research and its direct influence on the methodological choices in the everyday practice of research in international health.  â€¢ Identify the most common quantitative and qualitative methodological tools used in research in international health;  â€¢ Critically analyse the role and the specific contribution of mixing quantitative and qualitative methods to research in international health.  â€¢ Assess which research questions and in which situations require the application of mixed methods research.		1	Grys@uni-heidelberg.de	2012-01-10 02:23:08	2018-06-10	2020-09-16 11:00:17	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks		Malabika Sarker 	English	advanced optional	2018-06-10 13:35:39	90h SIT (65 direct contact hours: 35 hours of lectures and 30 hours of facilitated group work) and 25 hours self-directed learning.	2021-06-28	2021-07-09	<br>Accredited in tropEd meeting in Heidelberg, January 2010 and re-accredited in April 2016. This accreditation is valid until April 2021.	<br>The course uses a mixture of conceptual teaching and case studies from the field to illustrate the role of mixed methodology and instruct participants on its applicability in international health research both in high and low and middle income countries.    The course is composed of a series of   â€¢ lectures   â€¢ class discussions   â€¢ tutor guided group exercises   â€¢ self-directed learning   â€¢ peer review   â€¢ individual tutoring    Lectures and class discussions based on the lectures make up about 40% of the course time. The group exercises and the self-directed learning make up another 30% of the course time. Individual tutoring to support self-directed learning makes up another 30% of course time.    Participants will work individually and in groups. Students will be divided into groups of max 5 people with similar interests and/or areas of focus.  Individual tutoring on their own research protocol will be delivered by one of the lecturers within these pre-established groups. This arrangement will allow both the lecturer and the peers to comment and offer feedback already during the proposal development phase.	<br>Research in international health is becoming increasingly complex, requiring scientists to move away from the traditional quantitative vs. qualitative methodological dichotomy.   This traditional dichotomy has proved no longer to be the most effective in providing answers to the public health problems emerging both in high income and low and middle income countries.   Mixed methods research represents an opportunity to build on the specific strengths of quantitative and qualitative research methods to foster synergies between the two which may allow for a more comprehensive understanding of the problems at stake.	<br>Course participants are expected to attend teaching sessions and individual tutoring within small group sessions and actively participate in class discussion and group work.    Assessment of participantsâ€™ achievement of the learning objectives will be determined by:  â€¢ Peer-assessment of oral group presentation on selected case studies using checklist with defined assessment criteria: 30%  â€¢ Individual written research proposal ( 3500 words +/- 10%) to be delivered at the end of the course: 70%    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the proposal within one month after announcement of grade results.	<br>To secure the good quality of the individual tutoring, participation is limited to 15 students including tropEd students.	<br>English TOEFL test 550 or 213 computer-based or 79/80 internet-based or  IELTS band 6.0	<br>Interested participants are required to submit a one page research outline with the registration describing the basic research idea (including research question, justification, and methodology) which they wish to develop into a research protocol during the course.   Eligible students will be accepted on the basis of this initial research outline.  TropEd students are not allowed to submit as a research outline the same concept developed for their master thesis.	<br>General admission: 1.500 Euro    tropEd students:      1.000 Euro	<br>None available	<br>No major changes since last accreditation. Course has proven to function very well. Reading list modified and expanded over time.	<br>Examples of positive impressions:  â€¢ The personal tutoring-> many honest, creative and constructive remarks, individual counselling that goes beyond questions that can be raised during lectures  â€¢ Great group work (confront yourself with attitudes and ethics of others)  â€¢ I like to have to produce a proposal as assessment    Suggestions for improvements:  â€¢ More field  experience discussions, practical hints  â€¢ More time to write  â€¢ Examples lectures took too much space and went too much into details of the specific projects and thus lost a bit of the focus on design	<br>The experience of these first few years confirmed the need to maintain the course small (max 12-16 students, max 4 per tutor) and to insist for a final written protocol in place of an exam. We received positive feedback from many participants having implemented their research protocols afterwards.	<br>The course covers the following topics:  â€¢ Overview of epistemology of research with an emphasis on the critical assessment of theories on how knowledge is generated and retained  â€¢ Analytical appraisal of quantitative and qualitative methods as applied in different areas of research in international health  â€¢ Theory and practice of mixing quantitative and qualitative research methods: answering questions:  Why? What? When? How?  â€¢ Debatable aspects of using mixed methods in international health research  â€¢ Personal skills development in the application of mixed methods research both in high and low and middle income countries    â€¢ Case studies of mixed methods research in the fields of malaria control, HIV/AIDS, health financing, womenâ€™s health, and clinical management  â€¢ Planning, designing, and writing an individual mixed methods research protocol suitable for grant application	Germany	Qualitative methods	Face to face		3 ECTS credits	
Mixed Methods in International Health Research	<br>Focusing on the joint application of quantitative and qualitative tools and methods, this course aims to train participants to conduct mixed methods research.  At the end of the module the student should be able to:   â€¢ Apply the knowledge and skills acquired in class to develop and write an individual research protocol in international health using a mixed methods approach.  â€¢  Discuss and reflect on the epistemology of research and its direct influence on the methodological choices in the everyday practice of research in international health.  â€¢ Identify the most common quantitative and qualitative methodological tools used in research in international health;  â€¢ Critically analyse the role and the specific contribution of mixing quantitative and qualitative methods to research in international health.  â€¢ Assess which research questions and in which situations require the application of mixed methods research.		1	Grys@uni-heidelberg.de	2012-01-10 02:23:08	2018-06-10	2020-09-16 11:00:17	troped	troped	0		2 weeks		Manuela De Allegri 			2018-06-10 13:35:39	90h SIT (65 direct contact hours: 35 hours of lectures and 30 hours of facilitated group work) and 25 hours self-directed learning.	2021-06-28	2021-07-09	<br>Accredited in tropEd meeting in Heidelberg, January 2010 and re-accredited in April 2016. This accreditation is valid until April 2021.	<br>The course uses a mixture of conceptual teaching and case studies from the field to illustrate the role of mixed methodology and instruct participants on its applicability in international health research both in high and low and middle income countries.    The course is composed of a series of   â€¢ lectures   â€¢ class discussions   â€¢ tutor guided group exercises   â€¢ self-directed learning   â€¢ peer review   â€¢ individual tutoring    Lectures and class discussions based on the lectures make up about 40% of the course time. The group exercises and the self-directed learning make up another 30% of the course time. Individual tutoring to support self-directed learning makes up another 30% of course time.    Participants will work individually and in groups. Students will be divided into groups of max 5 people with similar interests and/or areas of focus.  Individual tutoring on their own research protocol will be delivered by one of the lecturers within these pre-established groups. This arrangement will allow both the lecturer and the peers to comment and offer feedback already during the proposal development phase.	<br>Research in international health is becoming increasingly complex, requiring scientists to move away from the traditional quantitative vs. qualitative methodological dichotomy.   This traditional dichotomy has proved no longer to be the most effective in providing answers to the public health problems emerging both in high income and low and middle income countries.   Mixed methods research represents an opportunity to build on the specific strengths of quantitative and qualitative research methods to foster synergies between the two which may allow for a more comprehensive understanding of the problems at stake.	<br>Course participants are expected to attend teaching sessions and individual tutoring within small group sessions and actively participate in class discussion and group work.    Assessment of participantsâ€™ achievement of the learning objectives will be determined by:  â€¢ Peer-assessment of oral group presentation on selected case studies using checklist with defined assessment criteria: 30%  â€¢ Individual written research proposal ( 3500 words +/- 10%) to be delivered at the end of the course: 70%    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the proposal within one month after announcement of grade results.	<br>To secure the good quality of the individual tutoring, participation is limited to 15 students including tropEd students.	<br>English TOEFL test 550 or 213 computer-based or 79/80 internet-based or  IELTS band 6.0	<br>Interested participants are required to submit a one page research outline with the registration describing the basic research idea (including research question, justification, and methodology) which they wish to develop into a research protocol during the course.   Eligible students will be accepted on the basis of this initial research outline.  TropEd students are not allowed to submit as a research outline the same concept developed for their master thesis.	<br>General admission: 1.500 Euro    tropEd students:      1.000 Euro	<br>None available	<br>No major changes since last accreditation. Course has proven to function very well. Reading list modified and expanded over time.	<br>Examples of positive impressions:  â€¢ The personal tutoring-> many honest, creative and constructive remarks, individual counselling that goes beyond questions that can be raised during lectures  â€¢ Great group work (confront yourself with attitudes and ethics of others)  â€¢ I like to have to produce a proposal as assessment    Suggestions for improvements:  â€¢ More field  experience discussions, practical hints  â€¢ More time to write  â€¢ Examples lectures took too much space and went too much into details of the specific projects and thus lost a bit of the focus on design	<br>The experience of these first few years confirmed the need to maintain the course small (max 12-16 students, max 4 per tutor) and to insist for a final written protocol in place of an exam. We received positive feedback from many participants having implemented their research protocols afterwards.	<br>The course covers the following topics:  â€¢ Overview of epistemology of research with an emphasis on the critical assessment of theories on how knowledge is generated and retained  â€¢ Analytical appraisal of quantitative and qualitative methods as applied in different areas of research in international health  â€¢ Theory and practice of mixing quantitative and qualitative research methods: answering questions:  Why? What? When? How?  â€¢ Debatable aspects of using mixed methods in international health research  â€¢ Personal skills development in the application of mixed methods research both in high and low and middle income countries    â€¢ Case studies of mixed methods research in the fields of malaria control, HIV/AIDS, health financing, womenâ€™s health, and clinical management  â€¢ Planning, designing, and writing an individual mixed methods research protocol suitable for grant application		Quantitative methods				
Mixed Methods in International Health Research	<br>Focusing on the joint application of quantitative and qualitative tools and methods, this course aims to train participants to conduct mixed methods research.  At the end of the module the student should be able to:   â€¢ Apply the knowledge and skills acquired in class to develop and write an individual research protocol in international health using a mixed methods approach.  â€¢  Discuss and reflect on the epistemology of research and its direct influence on the methodological choices in the everyday practice of research in international health.  â€¢ Identify the most common quantitative and qualitative methodological tools used in research in international health;  â€¢ Critically analyse the role and the specific contribution of mixing quantitative and qualitative methods to research in international health.  â€¢ Assess which research questions and in which situations require the application of mixed methods research.		1	Grys@uni-heidelberg.de	2012-01-10 02:23:08	2018-06-10	2020-09-16 11:00:17	troped	troped	0		2 weeks		Shannon McMahon  			2018-06-10 13:35:39	90h SIT (65 direct contact hours: 35 hours of lectures and 30 hours of facilitated group work) and 25 hours self-directed learning.	2021-06-28	2021-07-09	<br>Accredited in tropEd meeting in Heidelberg, January 2010 and re-accredited in April 2016. This accreditation is valid until April 2021.	<br>The course uses a mixture of conceptual teaching and case studies from the field to illustrate the role of mixed methodology and instruct participants on its applicability in international health research both in high and low and middle income countries.    The course is composed of a series of   â€¢ lectures   â€¢ class discussions   â€¢ tutor guided group exercises   â€¢ self-directed learning   â€¢ peer review   â€¢ individual tutoring    Lectures and class discussions based on the lectures make up about 40% of the course time. The group exercises and the self-directed learning make up another 30% of the course time. Individual tutoring to support self-directed learning makes up another 30% of course time.    Participants will work individually and in groups. Students will be divided into groups of max 5 people with similar interests and/or areas of focus.  Individual tutoring on their own research protocol will be delivered by one of the lecturers within these pre-established groups. This arrangement will allow both the lecturer and the peers to comment and offer feedback already during the proposal development phase.	<br>Research in international health is becoming increasingly complex, requiring scientists to move away from the traditional quantitative vs. qualitative methodological dichotomy.   This traditional dichotomy has proved no longer to be the most effective in providing answers to the public health problems emerging both in high income and low and middle income countries.   Mixed methods research represents an opportunity to build on the specific strengths of quantitative and qualitative research methods to foster synergies between the two which may allow for a more comprehensive understanding of the problems at stake.	<br>Course participants are expected to attend teaching sessions and individual tutoring within small group sessions and actively participate in class discussion and group work.    Assessment of participantsâ€™ achievement of the learning objectives will be determined by:  â€¢ Peer-assessment of oral group presentation on selected case studies using checklist with defined assessment criteria: 30%  â€¢ Individual written research proposal ( 3500 words +/- 10%) to be delivered at the end of the course: 70%    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the proposal within one month after announcement of grade results.	<br>To secure the good quality of the individual tutoring, participation is limited to 15 students including tropEd students.	<br>English TOEFL test 550 or 213 computer-based or 79/80 internet-based or  IELTS band 6.0	<br>Interested participants are required to submit a one page research outline with the registration describing the basic research idea (including research question, justification, and methodology) which they wish to develop into a research protocol during the course.   Eligible students will be accepted on the basis of this initial research outline.  TropEd students are not allowed to submit as a research outline the same concept developed for their master thesis.	<br>General admission: 1.500 Euro    tropEd students:      1.000 Euro	<br>None available	<br>No major changes since last accreditation. Course has proven to function very well. Reading list modified and expanded over time.	<br>Examples of positive impressions:  â€¢ The personal tutoring-> many honest, creative and constructive remarks, individual counselling that goes beyond questions that can be raised during lectures  â€¢ Great group work (confront yourself with attitudes and ethics of others)  â€¢ I like to have to produce a proposal as assessment    Suggestions for improvements:  â€¢ More field  experience discussions, practical hints  â€¢ More time to write  â€¢ Examples lectures took too much space and went too much into details of the specific projects and thus lost a bit of the focus on design	<br>The experience of these first few years confirmed the need to maintain the course small (max 12-16 students, max 4 per tutor) and to insist for a final written protocol in place of an exam. We received positive feedback from many participants having implemented their research protocols afterwards.	<br>The course covers the following topics:  â€¢ Overview of epistemology of research with an emphasis on the critical assessment of theories on how knowledge is generated and retained  â€¢ Analytical appraisal of quantitative and qualitative methods as applied in different areas of research in international health  â€¢ Theory and practice of mixing quantitative and qualitative research methods: answering questions:  Why? What? When? How?  â€¢ Debatable aspects of using mixed methods in international health research  â€¢ Personal skills development in the application of mixed methods research both in high and low and middle income countries    â€¢ Case studies of mixed methods research in the fields of malaria control, HIV/AIDS, health financing, womenâ€™s health, and clinical management  â€¢ Planning, designing, and writing an individual mixed methods research protocol suitable for grant application		Research method				
Mixed Methods in International Health Research	<br>Focusing on the joint application of quantitative and qualitative tools and methods, this course aims to train participants to conduct mixed methods research.  At the end of the module the student should be able to:   â€¢ Apply the knowledge and skills acquired in class to develop and write an individual research protocol in international health using a mixed methods approach.  â€¢  Discuss and reflect on the epistemology of research and its direct influence on the methodological choices in the everyday practice of research in international health.  â€¢ Identify the most common quantitative and qualitative methodological tools used in research in international health;  â€¢ Critically analyse the role and the specific contribution of mixing quantitative and qualitative methods to research in international health.  â€¢ Assess which research questions and in which situations require the application of mixed methods research.		1	Grys@uni-heidelberg.de	2012-01-10 02:23:08	2018-06-10	2020-09-16 11:00:17	troped	troped	0		2 weeks					2018-06-10 13:35:39	90h SIT (65 direct contact hours: 35 hours of lectures and 30 hours of facilitated group work) and 25 hours self-directed learning.	2021-06-28	2021-07-09	<br>Accredited in tropEd meeting in Heidelberg, January 2010 and re-accredited in April 2016. This accreditation is valid until April 2021.	<br>The course uses a mixture of conceptual teaching and case studies from the field to illustrate the role of mixed methodology and instruct participants on its applicability in international health research both in high and low and middle income countries.    The course is composed of a series of   â€¢ lectures   â€¢ class discussions   â€¢ tutor guided group exercises   â€¢ self-directed learning   â€¢ peer review   â€¢ individual tutoring    Lectures and class discussions based on the lectures make up about 40% of the course time. The group exercises and the self-directed learning make up another 30% of the course time. Individual tutoring to support self-directed learning makes up another 30% of course time.    Participants will work individually and in groups. Students will be divided into groups of max 5 people with similar interests and/or areas of focus.  Individual tutoring on their own research protocol will be delivered by one of the lecturers within these pre-established groups. This arrangement will allow both the lecturer and the peers to comment and offer feedback already during the proposal development phase.	<br>Research in international health is becoming increasingly complex, requiring scientists to move away from the traditional quantitative vs. qualitative methodological dichotomy.   This traditional dichotomy has proved no longer to be the most effective in providing answers to the public health problems emerging both in high income and low and middle income countries.   Mixed methods research represents an opportunity to build on the specific strengths of quantitative and qualitative research methods to foster synergies between the two which may allow for a more comprehensive understanding of the problems at stake.	<br>Course participants are expected to attend teaching sessions and individual tutoring within small group sessions and actively participate in class discussion and group work.    Assessment of participantsâ€™ achievement of the learning objectives will be determined by:  â€¢ Peer-assessment of oral group presentation on selected case studies using checklist with defined assessment criteria: 30%  â€¢ Individual written research proposal ( 3500 words +/- 10%) to be delivered at the end of the course: 70%    If students do not reach the passing mark of 60% (from the combined two individual grades), an opportunity is offered to redo the proposal within one month after announcement of grade results.	<br>To secure the good quality of the individual tutoring, participation is limited to 15 students including tropEd students.	<br>English TOEFL test 550 or 213 computer-based or 79/80 internet-based or  IELTS band 6.0	<br>Interested participants are required to submit a one page research outline with the registration describing the basic research idea (including research question, justification, and methodology) which they wish to develop into a research protocol during the course.   Eligible students will be accepted on the basis of this initial research outline.  TropEd students are not allowed to submit as a research outline the same concept developed for their master thesis.	<br>General admission: 1.500 Euro    tropEd students:      1.000 Euro	<br>None available	<br>No major changes since last accreditation. Course has proven to function very well. Reading list modified and expanded over time.	<br>Examples of positive impressions:  â€¢ The personal tutoring-> many honest, creative and constructive remarks, individual counselling that goes beyond questions that can be raised during lectures  â€¢ Great group work (confront yourself with attitudes and ethics of others)  â€¢ I like to have to produce a proposal as assessment    Suggestions for improvements:  â€¢ More field  experience discussions, practical hints  â€¢ More time to write  â€¢ Examples lectures took too much space and went too much into details of the specific projects and thus lost a bit of the focus on design	<br>The experience of these first few years confirmed the need to maintain the course small (max 12-16 students, max 4 per tutor) and to insist for a final written protocol in place of an exam. We received positive feedback from many participants having implemented their research protocols afterwards.	<br>The course covers the following topics:  â€¢ Overview of epistemology of research with an emphasis on the critical assessment of theories on how knowledge is generated and retained  â€¢ Analytical appraisal of quantitative and qualitative methods as applied in different areas of research in international health  â€¢ Theory and practice of mixing quantitative and qualitative research methods: answering questions:  Why? What? When? How?  â€¢ Debatable aspects of using mixed methods in international health research  â€¢ Personal skills development in the application of mixed methods research both in high and low and middle income countries    â€¢ Case studies of mixed methods research in the fields of malaria control, HIV/AIDS, health financing, womenâ€™s health, and clinical management  â€¢ Planning, designing, and writing an individual mixed methods research protocol suitable for grant application						
Improving the quality of healthcare services in resource limited settings	<br>By the end of this course participants will be able to:  â€¢ Defend the importance of improving quality in health  services  â€¢ Describe common mechanisms to improve quality of health services in resource limited settings  â€¢ Critically analyze the use of quality improvement principles and mechanisms in resource limited settings  â€¢ Describe current human and other resource challenges to improve health service qualityDemonstrate individual and team skills in using quality improvement tools and mechanisms		1	grys@uni-heidelberg.de	2012-01-10 02:37:22	2018-06-10	2020-09-16 10:36:13	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks	<br>Institute of Public Health, University of Heidelberg	Sylvia Sax 	English	advanced optional	2012-01-10 08:49:44	<br>90 hours   Lectures: 28 hours, Group work and presentations: 30 hours, Independent study: 32 hours	2021-01-11	2021-01-22	<br>Accredited in Bordeaux 2007. Re-accredited in September 2012 and in October 2017. This accreditation is valid until October 2022.	<br>â€¢ Searching the internet and internet resources for health services quality improvement publications and grey literature   â€¢ Use quality improvement literature critically to inform individual and team exercises   â€¢ Two x 60 minute interactive lectures to introduce key subjects of trends in healthcare quality and patient safety movements with two group exercises on these subjects   â€¢ 60 minute interactive lecture to introduce key quality improvement principles and two x 2 hour guided team exercises on using principles in different contexts   â€¢ 45 minute interactive lecture and two exercises on quality, patient safety and evidence based practice and their relevance in a resource limited setting  â€¢ Three x 30 minute lecture on teams and five x 30 to 45 minute individual and group exercises on team building and using quality improvement tools and mechanisms   â€¢ 45 minute lectures and 1.5 hour group exercise to analyze two case studies on introducing and/or improving health services quality   â€¢ Two day (16 hours) healthcare surveyor training using case-study, interactive lectures, individual and group exercises   â€¢ 1.5 day (14 hour) interactive field visit to a healthcare service including design and use of a healthcare quality assessment tool, analysis of findings, role play and debate   â€¢ Four hour exploration of patient rights and responsibilities in healthcare, culture and ethical aspects of quality and safety using short lectures, role plays and design of patient charter   â€¢ 20 hour assignment on an agreed topic in health services quality improvement in a resource limited setting with optional presentation and defense of their approach.	<br>This course focuses on practical tools and methods to improve healthcare services in low- and middle-income countries. It introduces participants to major steps and trends in healthcare quality and patient safety movements with a focus on challenges to improving quality in resource limited settings.  Course participants learn how to adapt quality improvement tools, methods, and techniques to national and local settings with a special emphasis on managing and motivating people and designing sustainable health improvement programmes.  A two-day skills development workshop strengthens individual and team skills in evaluating the quality of health care services.	<br>Participantsâ€™ achievement of the learning objectives will be assessed on:   â€¢ 60%: Individual written assignment (approx. 2000 words); essay based on case studies from low-and middle-income countries; case studies about quality improvement in various settings will be chosen by participants in consultation with the course coordinator. The essay must be delivered on the last day of the course.  â€¢ 40%: Presentation of a group project (20 min presentation) on case studies on assessment of quality in health facilities provided by the coordinator     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	Maximum number of students (including tropEd students): 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	first come, first serve	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None available	<br>The title has changed from resource poor settings to resource limited settings based on participant feedback.  The assessment methods now include both individual and group assessments.  We have increased learning on multi-disciplinary teams and included a session on cultural diversity with a session on ethics in quality.	<br>The course continues to receive very positive feedback and consistent high ratings from students. Frequent comments are on the value of the participant presentations with their critical analyses of local quality improvement initiatives course, the use of the field trip to German hospitals using tools and methods covered in the course and the interactive and open communication methods.  The practical nature of the two-day surveyor training was generally rated high though some found working in teams for two days a challenge.	<br>Cultural perceptions of quality and teams vary widely.  Knowledge on the topic of ethics is weak.	<br>â€¢ Prioritizing quality improvement: rationale, methods and examples  â€¢ Overview of quality and safety terminology and concepts   â€¢ Harmonizing quality improvement with local and international health system strengthening initiatives  â€¢ Developing and implementing standards, guidelines and indicators in a healthcare service  â€¢ Designing and implementing quality assessments using audit, accreditation and supervision  â€¢ Personal skills development for managing teams in improving quality   â€¢ Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  â€¢ Quality improvement tools such as checklists, affinity analysis, flow chart, mind mapping, fish-bone diagram, force-field analysis, prioritisation matrix, Gantt chart, control chart, and radar chart  â€¢ Case studies of quality improvement in low and middle-income countries	Germany	Health facilities (hospitals)	Face to face		3 ECTS credits	
Improving the quality of healthcare services in resource limited settings	<br>By the end of this course participants will be able to:  â€¢ Defend the importance of improving quality in health  services  â€¢ Describe common mechanisms to improve quality of health services in resource limited settings  â€¢ Critically analyze the use of quality improvement principles and mechanisms in resource limited settings  â€¢ Describe current human and other resource challenges to improve health service qualityDemonstrate individual and team skills in using quality improvement tools and mechanisms		1	grys@uni-heidelberg.de	2012-01-10 02:37:22	2018-06-10	2020-09-16 10:36:13	troped	troped	0		2 weeks	<br>Institute of Public Health, University of Heidelberg				2012-01-10 08:49:44	<br>90 hours   Lectures: 28 hours, Group work and presentations: 30 hours, Independent study: 32 hours	2021-01-11	2021-01-22	<br>Accredited in Bordeaux 2007. Re-accredited in September 2012 and in October 2017. This accreditation is valid until October 2022.	<br>â€¢ Searching the internet and internet resources for health services quality improvement publications and grey literature   â€¢ Use quality improvement literature critically to inform individual and team exercises   â€¢ Two x 60 minute interactive lectures to introduce key subjects of trends in healthcare quality and patient safety movements with two group exercises on these subjects   â€¢ 60 minute interactive lecture to introduce key quality improvement principles and two x 2 hour guided team exercises on using principles in different contexts   â€¢ 45 minute interactive lecture and two exercises on quality, patient safety and evidence based practice and their relevance in a resource limited setting  â€¢ Three x 30 minute lecture on teams and five x 30 to 45 minute individual and group exercises on team building and using quality improvement tools and mechanisms   â€¢ 45 minute lectures and 1.5 hour group exercise to analyze two case studies on introducing and/or improving health services quality   â€¢ Two day (16 hours) healthcare surveyor training using case-study, interactive lectures, individual and group exercises   â€¢ 1.5 day (14 hour) interactive field visit to a healthcare service including design and use of a healthcare quality assessment tool, analysis of findings, role play and debate   â€¢ Four hour exploration of patient rights and responsibilities in healthcare, culture and ethical aspects of quality and safety using short lectures, role plays and design of patient charter   â€¢ 20 hour assignment on an agreed topic in health services quality improvement in a resource limited setting with optional presentation and defense of their approach.	<br>This course focuses on practical tools and methods to improve healthcare services in low- and middle-income countries. It introduces participants to major steps and trends in healthcare quality and patient safety movements with a focus on challenges to improving quality in resource limited settings.  Course participants learn how to adapt quality improvement tools, methods, and techniques to national and local settings with a special emphasis on managing and motivating people and designing sustainable health improvement programmes.  A two-day skills development workshop strengthens individual and team skills in evaluating the quality of health care services.	<br>Participantsâ€™ achievement of the learning objectives will be assessed on:   â€¢ 60%: Individual written assignment (approx. 2000 words); essay based on case studies from low-and middle-income countries; case studies about quality improvement in various settings will be chosen by participants in consultation with the course coordinator. The essay must be delivered on the last day of the course.  â€¢ 40%: Presentation of a group project (20 min presentation) on case studies on assessment of quality in health facilities provided by the coordinator     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	Maximum number of students (including tropEd students): 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	first come, first serve	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None available	<br>The title has changed from resource poor settings to resource limited settings based on participant feedback.  The assessment methods now include both individual and group assessments.  We have increased learning on multi-disciplinary teams and included a session on cultural diversity with a session on ethics in quality.	<br>The course continues to receive very positive feedback and consistent high ratings from students. Frequent comments are on the value of the participant presentations with their critical analyses of local quality improvement initiatives course, the use of the field trip to German hospitals using tools and methods covered in the course and the interactive and open communication methods.  The practical nature of the two-day surveyor training was generally rated high though some found working in teams for two days a challenge.	<br>Cultural perceptions of quality and teams vary widely.  Knowledge on the topic of ethics is weak.	<br>â€¢ Prioritizing quality improvement: rationale, methods and examples  â€¢ Overview of quality and safety terminology and concepts   â€¢ Harmonizing quality improvement with local and international health system strengthening initiatives  â€¢ Developing and implementing standards, guidelines and indicators in a healthcare service  â€¢ Designing and implementing quality assessments using audit, accreditation and supervision  â€¢ Personal skills development for managing teams in improving quality   â€¢ Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  â€¢ Quality improvement tools such as checklists, affinity analysis, flow chart, mind mapping, fish-bone diagram, force-field analysis, prioritisation matrix, Gantt chart, control chart, and radar chart  â€¢ Case studies of quality improvement in low and middle-income countries		Health systems				
Improving the quality of healthcare services in resource limited settings	<br>By the end of this course participants will be able to:  â€¢ Defend the importance of improving quality in health  services  â€¢ Describe common mechanisms to improve quality of health services in resource limited settings  â€¢ Critically analyze the use of quality improvement principles and mechanisms in resource limited settings  â€¢ Describe current human and other resource challenges to improve health service qualityDemonstrate individual and team skills in using quality improvement tools and mechanisms		1	grys@uni-heidelberg.de	2012-01-10 02:37:22	2018-06-10	2020-09-16 10:36:13	troped	troped	0		2 weeks	<br>Institute of Public Health, University of Heidelberg				2012-01-10 08:49:44	<br>90 hours   Lectures: 28 hours, Group work and presentations: 30 hours, Independent study: 32 hours	2021-01-11	2021-01-22	<br>Accredited in Bordeaux 2007. Re-accredited in September 2012 and in October 2017. This accreditation is valid until October 2022.	<br>â€¢ Searching the internet and internet resources for health services quality improvement publications and grey literature   â€¢ Use quality improvement literature critically to inform individual and team exercises   â€¢ Two x 60 minute interactive lectures to introduce key subjects of trends in healthcare quality and patient safety movements with two group exercises on these subjects   â€¢ 60 minute interactive lecture to introduce key quality improvement principles and two x 2 hour guided team exercises on using principles in different contexts   â€¢ 45 minute interactive lecture and two exercises on quality, patient safety and evidence based practice and their relevance in a resource limited setting  â€¢ Three x 30 minute lecture on teams and five x 30 to 45 minute individual and group exercises on team building and using quality improvement tools and mechanisms   â€¢ 45 minute lectures and 1.5 hour group exercise to analyze two case studies on introducing and/or improving health services quality   â€¢ Two day (16 hours) healthcare surveyor training using case-study, interactive lectures, individual and group exercises   â€¢ 1.5 day (14 hour) interactive field visit to a healthcare service including design and use of a healthcare quality assessment tool, analysis of findings, role play and debate   â€¢ Four hour exploration of patient rights and responsibilities in healthcare, culture and ethical aspects of quality and safety using short lectures, role plays and design of patient charter   â€¢ 20 hour assignment on an agreed topic in health services quality improvement in a resource limited setting with optional presentation and defense of their approach.	<br>This course focuses on practical tools and methods to improve healthcare services in low- and middle-income countries. It introduces participants to major steps and trends in healthcare quality and patient safety movements with a focus on challenges to improving quality in resource limited settings.  Course participants learn how to adapt quality improvement tools, methods, and techniques to national and local settings with a special emphasis on managing and motivating people and designing sustainable health improvement programmes.  A two-day skills development workshop strengthens individual and team skills in evaluating the quality of health care services.	<br>Participantsâ€™ achievement of the learning objectives will be assessed on:   â€¢ 60%: Individual written assignment (approx. 2000 words); essay based on case studies from low-and middle-income countries; case studies about quality improvement in various settings will be chosen by participants in consultation with the course coordinator. The essay must be delivered on the last day of the course.  â€¢ 40%: Presentation of a group project (20 min presentation) on case studies on assessment of quality in health facilities provided by the coordinator     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	Maximum number of students (including tropEd students): 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	first come, first serve	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None available	<br>The title has changed from resource poor settings to resource limited settings based on participant feedback.  The assessment methods now include both individual and group assessments.  We have increased learning on multi-disciplinary teams and included a session on cultural diversity with a session on ethics in quality.	<br>The course continues to receive very positive feedback and consistent high ratings from students. Frequent comments are on the value of the participant presentations with their critical analyses of local quality improvement initiatives course, the use of the field trip to German hospitals using tools and methods covered in the course and the interactive and open communication methods.  The practical nature of the two-day surveyor training was generally rated high though some found working in teams for two days a challenge.	<br>Cultural perceptions of quality and teams vary widely.  Knowledge on the topic of ethics is weak.	<br>â€¢ Prioritizing quality improvement: rationale, methods and examples  â€¢ Overview of quality and safety terminology and concepts   â€¢ Harmonizing quality improvement with local and international health system strengthening initiatives  â€¢ Developing and implementing standards, guidelines and indicators in a healthcare service  â€¢ Designing and implementing quality assessments using audit, accreditation and supervision  â€¢ Personal skills development for managing teams in improving quality   â€¢ Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  â€¢ Quality improvement tools such as checklists, affinity analysis, flow chart, mind mapping, fish-bone diagram, force-field analysis, prioritisation matrix, Gantt chart, control chart, and radar chart  â€¢ Case studies of quality improvement in low and middle-income countries		Quality (incl. accessibility)				
Improving the quality of healthcare services in resource limited settings	<br>By the end of this course participants will be able to:  â€¢ Defend the importance of improving quality in health  services  â€¢ Describe common mechanisms to improve quality of health services in resource limited settings  â€¢ Critically analyze the use of quality improvement principles and mechanisms in resource limited settings  â€¢ Describe current human and other resource challenges to improve health service qualityDemonstrate individual and team skills in using quality improvement tools and mechanisms		1	grys@uni-heidelberg.de	2012-01-10 02:37:22	2018-06-10	2020-09-16 10:36:13	troped	troped	0		2 weeks	<br>Institute of Public Health, University of Heidelberg				2012-01-10 08:49:44	<br>90 hours   Lectures: 28 hours, Group work and presentations: 30 hours, Independent study: 32 hours	2021-01-11	2021-01-22	<br>Accredited in Bordeaux 2007. Re-accredited in September 2012 and in October 2017. This accreditation is valid until October 2022.	<br>â€¢ Searching the internet and internet resources for health services quality improvement publications and grey literature   â€¢ Use quality improvement literature critically to inform individual and team exercises   â€¢ Two x 60 minute interactive lectures to introduce key subjects of trends in healthcare quality and patient safety movements with two group exercises on these subjects   â€¢ 60 minute interactive lecture to introduce key quality improvement principles and two x 2 hour guided team exercises on using principles in different contexts   â€¢ 45 minute interactive lecture and two exercises on quality, patient safety and evidence based practice and their relevance in a resource limited setting  â€¢ Three x 30 minute lecture on teams and five x 30 to 45 minute individual and group exercises on team building and using quality improvement tools and mechanisms   â€¢ 45 minute lectures and 1.5 hour group exercise to analyze two case studies on introducing and/or improving health services quality   â€¢ Two day (16 hours) healthcare surveyor training using case-study, interactive lectures, individual and group exercises   â€¢ 1.5 day (14 hour) interactive field visit to a healthcare service including design and use of a healthcare quality assessment tool, analysis of findings, role play and debate   â€¢ Four hour exploration of patient rights and responsibilities in healthcare, culture and ethical aspects of quality and safety using short lectures, role plays and design of patient charter   â€¢ 20 hour assignment on an agreed topic in health services quality improvement in a resource limited setting with optional presentation and defense of their approach.	<br>This course focuses on practical tools and methods to improve healthcare services in low- and middle-income countries. It introduces participants to major steps and trends in healthcare quality and patient safety movements with a focus on challenges to improving quality in resource limited settings.  Course participants learn how to adapt quality improvement tools, methods, and techniques to national and local settings with a special emphasis on managing and motivating people and designing sustainable health improvement programmes.  A two-day skills development workshop strengthens individual and team skills in evaluating the quality of health care services.	<br>Participantsâ€™ achievement of the learning objectives will be assessed on:   â€¢ 60%: Individual written assignment (approx. 2000 words); essay based on case studies from low-and middle-income countries; case studies about quality improvement in various settings will be chosen by participants in consultation with the course coordinator. The essay must be delivered on the last day of the course.  â€¢ 40%: Presentation of a group project (20 min presentation) on case studies on assessment of quality in health facilities provided by the coordinator     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	Maximum number of students (including tropEd students): 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	first come, first serve	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None available	<br>The title has changed from resource poor settings to resource limited settings based on participant feedback.  The assessment methods now include both individual and group assessments.  We have increased learning on multi-disciplinary teams and included a session on cultural diversity with a session on ethics in quality.	<br>The course continues to receive very positive feedback and consistent high ratings from students. Frequent comments are on the value of the participant presentations with their critical analyses of local quality improvement initiatives course, the use of the field trip to German hospitals using tools and methods covered in the course and the interactive and open communication methods.  The practical nature of the two-day surveyor training was generally rated high though some found working in teams for two days a challenge.	<br>Cultural perceptions of quality and teams vary widely.  Knowledge on the topic of ethics is weak.	<br>â€¢ Prioritizing quality improvement: rationale, methods and examples  â€¢ Overview of quality and safety terminology and concepts   â€¢ Harmonizing quality improvement with local and international health system strengthening initiatives  â€¢ Developing and implementing standards, guidelines and indicators in a healthcare service  â€¢ Designing and implementing quality assessments using audit, accreditation and supervision  â€¢ Personal skills development for managing teams in improving quality   â€¢ Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  â€¢ Quality improvement tools such as checklists, affinity analysis, flow chart, mind mapping, fish-bone diagram, force-field analysis, prioritisation matrix, Gantt chart, control chart, and radar chart  â€¢ Case studies of quality improvement in low and middle-income countries		Team-work (incl. interdisciplinary, inter-professional)				
Improving the quality of healthcare services in resource limited settings	<br>By the end of this course participants will be able to:  â€¢ Defend the importance of improving quality in health  services  â€¢ Describe common mechanisms to improve quality of health services in resource limited settings  â€¢ Critically analyze the use of quality improvement principles and mechanisms in resource limited settings  â€¢ Describe current human and other resource challenges to improve health service qualityDemonstrate individual and team skills in using quality improvement tools and mechanisms		1	grys@uni-heidelberg.de	2012-01-10 02:37:22	2018-06-10	2020-09-16 10:36:13	troped	troped	0		2 weeks	<br>Institute of Public Health, University of Heidelberg				2012-01-10 08:49:44	<br>90 hours   Lectures: 28 hours, Group work and presentations: 30 hours, Independent study: 32 hours	2021-01-11	2021-01-22	<br>Accredited in Bordeaux 2007. Re-accredited in September 2012 and in October 2017. This accreditation is valid until October 2022.	<br>â€¢ Searching the internet and internet resources for health services quality improvement publications and grey literature   â€¢ Use quality improvement literature critically to inform individual and team exercises   â€¢ Two x 60 minute interactive lectures to introduce key subjects of trends in healthcare quality and patient safety movements with two group exercises on these subjects   â€¢ 60 minute interactive lecture to introduce key quality improvement principles and two x 2 hour guided team exercises on using principles in different contexts   â€¢ 45 minute interactive lecture and two exercises on quality, patient safety and evidence based practice and their relevance in a resource limited setting  â€¢ Three x 30 minute lecture on teams and five x 30 to 45 minute individual and group exercises on team building and using quality improvement tools and mechanisms   â€¢ 45 minute lectures and 1.5 hour group exercise to analyze two case studies on introducing and/or improving health services quality   â€¢ Two day (16 hours) healthcare surveyor training using case-study, interactive lectures, individual and group exercises   â€¢ 1.5 day (14 hour) interactive field visit to a healthcare service including design and use of a healthcare quality assessment tool, analysis of findings, role play and debate   â€¢ Four hour exploration of patient rights and responsibilities in healthcare, culture and ethical aspects of quality and safety using short lectures, role plays and design of patient charter   â€¢ 20 hour assignment on an agreed topic in health services quality improvement in a resource limited setting with optional presentation and defense of their approach.	<br>This course focuses on practical tools and methods to improve healthcare services in low- and middle-income countries. It introduces participants to major steps and trends in healthcare quality and patient safety movements with a focus on challenges to improving quality in resource limited settings.  Course participants learn how to adapt quality improvement tools, methods, and techniques to national and local settings with a special emphasis on managing and motivating people and designing sustainable health improvement programmes.  A two-day skills development workshop strengthens individual and team skills in evaluating the quality of health care services.	<br>Participantsâ€™ achievement of the learning objectives will be assessed on:   â€¢ 60%: Individual written assignment (approx. 2000 words); essay based on case studies from low-and middle-income countries; case studies about quality improvement in various settings will be chosen by participants in consultation with the course coordinator. The essay must be delivered on the last day of the course.  â€¢ 40%: Presentation of a group project (20 min presentation) on case studies on assessment of quality in health facilities provided by the coordinator     If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	Maximum number of students (including tropEd students): 25	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);	first come, first serve	tropEd students: 1.000 EUR   General admission:  1.500 EUR	None available	<br>The title has changed from resource poor settings to resource limited settings based on participant feedback.  The assessment methods now include both individual and group assessments.  We have increased learning on multi-disciplinary teams and included a session on cultural diversity with a session on ethics in quality.	<br>The course continues to receive very positive feedback and consistent high ratings from students. Frequent comments are on the value of the participant presentations with their critical analyses of local quality improvement initiatives course, the use of the field trip to German hospitals using tools and methods covered in the course and the interactive and open communication methods.  The practical nature of the two-day surveyor training was generally rated high though some found working in teams for two days a challenge.	<br>Cultural perceptions of quality and teams vary widely.  Knowledge on the topic of ethics is weak.	<br>â€¢ Prioritizing quality improvement: rationale, methods and examples  â€¢ Overview of quality and safety terminology and concepts   â€¢ Harmonizing quality improvement with local and international health system strengthening initiatives  â€¢ Developing and implementing standards, guidelines and indicators in a healthcare service  â€¢ Designing and implementing quality assessments using audit, accreditation and supervision  â€¢ Personal skills development for managing teams in improving quality   â€¢ Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  â€¢ Quality improvement tools such as checklists, affinity analysis, flow chart, mind mapping, fish-bone diagram, force-field analysis, prioritisation matrix, Gantt chart, control chart, and radar chart  â€¢ Case studies of quality improvement in low and middle-income countries						
Health and Human Rights	<br>To enable health professionals and programme managers understand the concepts and principles of human rights within the health sector and to improve their skills in applying and evaluating these rights.      By the end of the course participants should be able to:      â€¢ Articulate the key principles that underpin human rights discussions within the health sector.   â€¢ Assess the implications for health within UN conventions, treaties and international declarations related to human rights.   â€¢ Articulate and explain human rights principles in relation to the main topics within the health sector:   o Equity and Equality: urban/rural bias, the poor, marginalized groups, gender, minorities, disabled, elderly   o Access: harm reduction services, reproductive health services, HIV/AIDS services, access to health for refugees/IDPs in armed conflicts    o Accountability: development of more responsive public health policies, monitoring progress, unintended impacts of laws   â€¢ Elaborate the importance of applying a rights based approach to health  â€¢ Discuss the implications on human rights resulting from national health laws or policies (for example, the human rights implication of Chinaâ€™s â€˜one-childâ€™ policy or the USAÂ´s â€˜Obamacareâ€™ policy).   â€¢ Articulate the key mechanisms at national, regional and international mechanisms designed to protect and promote human rights within the health sector.   â€¢ Elaborate strategies to monitor the application of human rights principles in the health sector.		0	grys@uni-heidelberg.de	2012-01-10 02:49:57	2017-05-22	2019-01-10 23:42:50	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks	Heidelberg, Germany	Dr. Florian Neuhann 	English	advanced optional	2017-05-22 13:00:09	90 hours   36 hours lectures, 24 hours group work and presentations and 30 hours self-directed including 6 hours assessment	2018-06-04	2018-06-08	<br>Accredited in Bordeaux 2002. Re-accredited in Barcelona, May 2007 and in shanghai, May 2013. This accreditation is valid until May 2018.	<br>-  The course utilizes the collective experiences of lecturers and participants to examine the vital role of human rights in the health sector.  By combining the experiences of the lecturers and the participants, a richer adult-learning experience is created.  -  The course lecturers bring forth a diverse academic and organisational background such a Medicine, Law, Ethics, Administration working in international organisations such as WHO, GIZ, INGO&rsquo;s, Universities or as independent experts in the international field.  They present and share their knowledge and experience in the field of human rights in health.   -  A combination of lectures, group work, self/group study, case studies, group presentations, films and discussions in plenary.  Students are encouraged to participate actively in the learning process.	<br>Division of labour and roles of coordinators: The differences in professional and organizational backgrounds as well as experience in international development cooperation are regarded as added value to the course.  Specifically, the duties will be split as follows:  -  Identification of lecturers  -  Individual session development  -  Course marketing based on each coordinator's network of contacts  -  On-site course facilitation	<br>  Class attendance (80%) is mandatory. Participants are expected to participate in group work and discussions.    Final assessment will be based on one writing sample produced by each participant.  Each participant is expected to produce a short writing sample not exceeding 950 words (i.e. approximately 2-3 pages).  The writing task will be introduced during the first week of the course and will be submitted on the last day of the course.  The participant can choose between two writing options:  -  Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   -  An essay arguing the advantages and disadvantages of a health policy or a public health law.     If a student fails the written submission, he or she may request the course coordinator to submit a new writing sample.  In this instance, the participant  will select a new writing topic.  If the student fails a second time, the average grade from the two attempts will be final.	<br>The number of participants including tropEd students is limited to 22	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);     Public health professionals (e.g. health managers, health planners, health systems researchers, epidemiologists, etc.), medical professionals (e.g. doctors, nurses, midwives, pharmacists, etc.) and students pursuing a public health degree.	<br>first come, first serve	<br>1000,- EUR for tropEd students, 1.500 EUR for others	<br>None available at the moment	<br>Course is now jointly coordinated by two people:  Huzeifa Bodal (co-coordinator since 2005): GIZ  Dr. Florian Neuhann (co-coordinator as of 2013): University of Heidelberg	<br>Positive  -  Practical approaches show what it looks like when HRs are implemented  -  Good balance between theory and practice, lively discussions    Negative  -  Enhancement on overall course coherence or â€œthe red threadâ€ is needed due to the broad thematic spectrum of lectures.   -  Not much is covered on the important role of civil society and other actors involved	<br>-  Course coordinators have revised the curriculum development tool and pay close attention to the submitted lecture plans of each speaker to ensure overall course coherence and reduction of overlap.  -  Since 2010, the UN partners have been reduced to WHO only and civil society partners have been increased â€“ new partnerships have been developed with OXFAM Germany, Transparency International and the Christoffel-Blindenmission (CBM), German Institute for Human Rights.	<br>-  This course starts by introducing the theoretical framework and general concepts and principles of human rights, their relationship to, and impact within the health sector.  -  The course focuses on health policies at the international and national levels. It addresses human rights issues at the community as well as the individual level. It seeks to define the roles of state and non-state actors in terms of rights-holders (typically non-state actors) and duty-bearers (typically the state).  -  It has a practical approach, using country case studies or particular thematic fields to offer participants the opportunity to conceptualize integrating a human rights based approach into international health policies, strategies, programming, implementation as well as monitoring and evaluation.	Germany	Health Policy (incl. advocacy)	Face to face		3 ECTS credits	
Health and Human Rights	<br>To enable health professionals and programme managers understand the concepts and principles of human rights within the health sector and to improve their skills in applying and evaluating these rights.      By the end of the course participants should be able to:      â€¢ Articulate the key principles that underpin human rights discussions within the health sector.   â€¢ Assess the implications for health within UN conventions, treaties and international declarations related to human rights.   â€¢ Articulate and explain human rights principles in relation to the main topics within the health sector:   o Equity and Equality: urban/rural bias, the poor, marginalized groups, gender, minorities, disabled, elderly   o Access: harm reduction services, reproductive health services, HIV/AIDS services, access to health for refugees/IDPs in armed conflicts    o Accountability: development of more responsive public health policies, monitoring progress, unintended impacts of laws   â€¢ Elaborate the importance of applying a rights based approach to health  â€¢ Discuss the implications on human rights resulting from national health laws or policies (for example, the human rights implication of Chinaâ€™s â€˜one-childâ€™ policy or the USAÂ´s â€˜Obamacareâ€™ policy).   â€¢ Articulate the key mechanisms at national, regional and international mechanisms designed to protect and promote human rights within the health sector.   â€¢ Elaborate strategies to monitor the application of human rights principles in the health sector.		0	grys@uni-heidelberg.de	2012-01-10 02:49:57	2017-05-22	2019-01-10 23:42:50	troped	troped	0		2 weeks	Heidelberg, Germany	Huzeifa Bodal			2017-05-22 13:00:09	90 hours   36 hours lectures, 24 hours group work and presentations and 30 hours self-directed including 6 hours assessment	2018-06-04	2018-06-08	<br>Accredited in Bordeaux 2002. Re-accredited in Barcelona, May 2007 and in shanghai, May 2013. This accreditation is valid until May 2018.	<br>-  The course utilizes the collective experiences of lecturers and participants to examine the vital role of human rights in the health sector.  By combining the experiences of the lecturers and the participants, a richer adult-learning experience is created.  -  The course lecturers bring forth a diverse academic and organisational background such a Medicine, Law, Ethics, Administration working in international organisations such as WHO, GIZ, INGO&rsquo;s, Universities or as independent experts in the international field.  They present and share their knowledge and experience in the field of human rights in health.   -  A combination of lectures, group work, self/group study, case studies, group presentations, films and discussions in plenary.  Students are encouraged to participate actively in the learning process.	<br>Division of labour and roles of coordinators: The differences in professional and organizational backgrounds as well as experience in international development cooperation are regarded as added value to the course.  Specifically, the duties will be split as follows:  -  Identification of lecturers  -  Individual session development  -  Course marketing based on each coordinator's network of contacts  -  On-site course facilitation	<br>  Class attendance (80%) is mandatory. Participants are expected to participate in group work and discussions.    Final assessment will be based on one writing sample produced by each participant.  Each participant is expected to produce a short writing sample not exceeding 950 words (i.e. approximately 2-3 pages).  The writing task will be introduced during the first week of the course and will be submitted on the last day of the course.  The participant can choose between two writing options:  -  Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   -  An essay arguing the advantages and disadvantages of a health policy or a public health law.     If a student fails the written submission, he or she may request the course coordinator to submit a new writing sample.  In this instance, the participant  will select a new writing topic.  If the student fails a second time, the average grade from the two attempts will be final.	<br>The number of participants including tropEd students is limited to 22	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);     Public health professionals (e.g. health managers, health planners, health systems researchers, epidemiologists, etc.), medical professionals (e.g. doctors, nurses, midwives, pharmacists, etc.) and students pursuing a public health degree.	<br>first come, first serve	<br>1000,- EUR for tropEd students, 1.500 EUR for others	<br>None available at the moment	<br>Course is now jointly coordinated by two people:  Huzeifa Bodal (co-coordinator since 2005): GIZ  Dr. Florian Neuhann (co-coordinator as of 2013): University of Heidelberg	<br>Positive  -  Practical approaches show what it looks like when HRs are implemented  -  Good balance between theory and practice, lively discussions    Negative  -  Enhancement on overall course coherence or â€œthe red threadâ€ is needed due to the broad thematic spectrum of lectures.   -  Not much is covered on the important role of civil society and other actors involved	<br>-  Course coordinators have revised the curriculum development tool and pay close attention to the submitted lecture plans of each speaker to ensure overall course coherence and reduction of overlap.  -  Since 2010, the UN partners have been reduced to WHO only and civil society partners have been increased â€“ new partnerships have been developed with OXFAM Germany, Transparency International and the Christoffel-Blindenmission (CBM), German Institute for Human Rights.	<br>-  This course starts by introducing the theoretical framework and general concepts and principles of human rights, their relationship to, and impact within the health sector.  -  The course focuses on health policies at the international and national levels. It addresses human rights issues at the community as well as the individual level. It seeks to define the roles of state and non-state actors in terms of rights-holders (typically non-state actors) and duty-bearers (typically the state).  -  It has a practical approach, using country case studies or particular thematic fields to offer participants the opportunity to conceptualize integrating a human rights based approach into international health policies, strategies, programming, implementation as well as monitoring and evaluation.		Health legislation				
Health and Human Rights	<br>To enable health professionals and programme managers understand the concepts and principles of human rights within the health sector and to improve their skills in applying and evaluating these rights.      By the end of the course participants should be able to:      â€¢ Articulate the key principles that underpin human rights discussions within the health sector.   â€¢ Assess the implications for health within UN conventions, treaties and international declarations related to human rights.   â€¢ Articulate and explain human rights principles in relation to the main topics within the health sector:   o Equity and Equality: urban/rural bias, the poor, marginalized groups, gender, minorities, disabled, elderly   o Access: harm reduction services, reproductive health services, HIV/AIDS services, access to health for refugees/IDPs in armed conflicts    o Accountability: development of more responsive public health policies, monitoring progress, unintended impacts of laws   â€¢ Elaborate the importance of applying a rights based approach to health  â€¢ Discuss the implications on human rights resulting from national health laws or policies (for example, the human rights implication of Chinaâ€™s â€˜one-childâ€™ policy or the USAÂ´s â€˜Obamacareâ€™ policy).   â€¢ Articulate the key mechanisms at national, regional and international mechanisms designed to protect and promote human rights within the health sector.   â€¢ Elaborate strategies to monitor the application of human rights principles in the health sector.		0	grys@uni-heidelberg.de	2012-01-10 02:49:57	2017-05-22	2019-01-10 23:42:50	troped	troped	0		2 weeks	Heidelberg, Germany				2017-05-22 13:00:09	90 hours   36 hours lectures, 24 hours group work and presentations and 30 hours self-directed including 6 hours assessment	2018-06-04	2018-06-08	<br>Accredited in Bordeaux 2002. Re-accredited in Barcelona, May 2007 and in shanghai, May 2013. This accreditation is valid until May 2018.	<br>-  The course utilizes the collective experiences of lecturers and participants to examine the vital role of human rights in the health sector.  By combining the experiences of the lecturers and the participants, a richer adult-learning experience is created.  -  The course lecturers bring forth a diverse academic and organisational background such a Medicine, Law, Ethics, Administration working in international organisations such as WHO, GIZ, INGO&rsquo;s, Universities or as independent experts in the international field.  They present and share their knowledge and experience in the field of human rights in health.   -  A combination of lectures, group work, self/group study, case studies, group presentations, films and discussions in plenary.  Students are encouraged to participate actively in the learning process.	<br>Division of labour and roles of coordinators: The differences in professional and organizational backgrounds as well as experience in international development cooperation are regarded as added value to the course.  Specifically, the duties will be split as follows:  -  Identification of lecturers  -  Individual session development  -  Course marketing based on each coordinator's network of contacts  -  On-site course facilitation	<br>  Class attendance (80%) is mandatory. Participants are expected to participate in group work and discussions.    Final assessment will be based on one writing sample produced by each participant.  Each participant is expected to produce a short writing sample not exceeding 950 words (i.e. approximately 2-3 pages).  The writing task will be introduced during the first week of the course and will be submitted on the last day of the course.  The participant can choose between two writing options:  -  Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   -  An essay arguing the advantages and disadvantages of a health policy or a public health law.     If a student fails the written submission, he or she may request the course coordinator to submit a new writing sample.  In this instance, the participant  will select a new writing topic.  If the student fails a second time, the average grade from the two attempts will be final.	<br>The number of participants including tropEd students is limited to 22	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);     Public health professionals (e.g. health managers, health planners, health systems researchers, epidemiologists, etc.), medical professionals (e.g. doctors, nurses, midwives, pharmacists, etc.) and students pursuing a public health degree.	<br>first come, first serve	<br>1000,- EUR for tropEd students, 1.500 EUR for others	<br>None available at the moment	<br>Course is now jointly coordinated by two people:  Huzeifa Bodal (co-coordinator since 2005): GIZ  Dr. Florian Neuhann (co-coordinator as of 2013): University of Heidelberg	<br>Positive  -  Practical approaches show what it looks like when HRs are implemented  -  Good balance between theory and practice, lively discussions    Negative  -  Enhancement on overall course coherence or â€œthe red threadâ€ is needed due to the broad thematic spectrum of lectures.   -  Not much is covered on the important role of civil society and other actors involved	<br>-  Course coordinators have revised the curriculum development tool and pay close attention to the submitted lecture plans of each speaker to ensure overall course coherence and reduction of overlap.  -  Since 2010, the UN partners have been reduced to WHO only and civil society partners have been increased â€“ new partnerships have been developed with OXFAM Germany, Transparency International and the Christoffel-Blindenmission (CBM), German Institute for Human Rights.	<br>-  This course starts by introducing the theoretical framework and general concepts and principles of human rights, their relationship to, and impact within the health sector.  -  The course focuses on health policies at the international and national levels. It addresses human rights issues at the community as well as the individual level. It seeks to define the roles of state and non-state actors in terms of rights-holders (typically non-state actors) and duty-bearers (typically the state).  -  It has a practical approach, using country case studies or particular thematic fields to offer participants the opportunity to conceptualize integrating a human rights based approach into international health policies, strategies, programming, implementation as well as monitoring and evaluation.		Values / Human rights / (bio)Ethics				
Health and Human Rights	<br>To enable health professionals and programme managers understand the concepts and principles of human rights within the health sector and to improve their skills in applying and evaluating these rights.      By the end of the course participants should be able to:      â€¢ Articulate the key principles that underpin human rights discussions within the health sector.   â€¢ Assess the implications for health within UN conventions, treaties and international declarations related to human rights.   â€¢ Articulate and explain human rights principles in relation to the main topics within the health sector:   o Equity and Equality: urban/rural bias, the poor, marginalized groups, gender, minorities, disabled, elderly   o Access: harm reduction services, reproductive health services, HIV/AIDS services, access to health for refugees/IDPs in armed conflicts    o Accountability: development of more responsive public health policies, monitoring progress, unintended impacts of laws   â€¢ Elaborate the importance of applying a rights based approach to health  â€¢ Discuss the implications on human rights resulting from national health laws or policies (for example, the human rights implication of Chinaâ€™s â€˜one-childâ€™ policy or the USAÂ´s â€˜Obamacareâ€™ policy).   â€¢ Articulate the key mechanisms at national, regional and international mechanisms designed to protect and promote human rights within the health sector.   â€¢ Elaborate strategies to monitor the application of human rights principles in the health sector.		0	grys@uni-heidelberg.de	2012-01-10 02:49:57	2017-05-22	2019-01-10 23:42:50	troped	troped	0		2 weeks	Heidelberg, Germany				2017-05-22 13:00:09	90 hours   36 hours lectures, 24 hours group work and presentations and 30 hours self-directed including 6 hours assessment	2018-06-04	2018-06-08	<br>Accredited in Bordeaux 2002. Re-accredited in Barcelona, May 2007 and in shanghai, May 2013. This accreditation is valid until May 2018.	<br>-  The course utilizes the collective experiences of lecturers and participants to examine the vital role of human rights in the health sector.  By combining the experiences of the lecturers and the participants, a richer adult-learning experience is created.  -  The course lecturers bring forth a diverse academic and organisational background such a Medicine, Law, Ethics, Administration working in international organisations such as WHO, GIZ, INGO&rsquo;s, Universities or as independent experts in the international field.  They present and share their knowledge and experience in the field of human rights in health.   -  A combination of lectures, group work, self/group study, case studies, group presentations, films and discussions in plenary.  Students are encouraged to participate actively in the learning process.	<br>Division of labour and roles of coordinators: The differences in professional and organizational backgrounds as well as experience in international development cooperation are regarded as added value to the course.  Specifically, the duties will be split as follows:  -  Identification of lecturers  -  Individual session development  -  Course marketing based on each coordinator's network of contacts  -  On-site course facilitation	<br>  Class attendance (80%) is mandatory. Participants are expected to participate in group work and discussions.    Final assessment will be based on one writing sample produced by each participant.  Each participant is expected to produce a short writing sample not exceeding 950 words (i.e. approximately 2-3 pages).  The writing task will be introduced during the first week of the course and will be submitted on the last day of the course.  The participant can choose between two writing options:  -  Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   -  An essay arguing the advantages and disadvantages of a health policy or a public health law.     If a student fails the written submission, he or she may request the course coordinator to submit a new writing sample.  In this instance, the participant  will select a new writing topic.  If the student fails a second time, the average grade from the two attempts will be final.	<br>The number of participants including tropEd students is limited to 22	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient);     Public health professionals (e.g. health managers, health planners, health systems researchers, epidemiologists, etc.), medical professionals (e.g. doctors, nurses, midwives, pharmacists, etc.) and students pursuing a public health degree.	<br>first come, first serve	<br>1000,- EUR for tropEd students, 1.500 EUR for others	<br>None available at the moment	<br>Course is now jointly coordinated by two people:  Huzeifa Bodal (co-coordinator since 2005): GIZ  Dr. Florian Neuhann (co-coordinator as of 2013): University of Heidelberg	<br>Positive  -  Practical approaches show what it looks like when HRs are implemented  -  Good balance between theory and practice, lively discussions    Negative  -  Enhancement on overall course coherence or â€œthe red threadâ€ is needed due to the broad thematic spectrum of lectures.   -  Not much is covered on the important role of civil society and other actors involved	<br>-  Course coordinators have revised the curriculum development tool and pay close attention to the submitted lecture plans of each speaker to ensure overall course coherence and reduction of overlap.  -  Since 2010, the UN partners have been reduced to WHO only and civil society partners have been increased â€“ new partnerships have been developed with OXFAM Germany, Transparency International and the Christoffel-Blindenmission (CBM), German Institute for Human Rights.	<br>-  This course starts by introducing the theoretical framework and general concepts and principles of human rights, their relationship to, and impact within the health sector.  -  The course focuses on health policies at the international and national levels. It addresses human rights issues at the community as well as the individual level. It seeks to define the roles of state and non-state actors in terms of rights-holders (typically non-state actors) and duty-bearers (typically the state).  -  It has a practical approach, using country case studies or particular thematic fields to offer participants the opportunity to conceptualize integrating a human rights based approach into international health policies, strategies, programming, implementation as well as monitoring and evaluation.						
Disease Control: Strategies and Policies	<br>By the end of this course participants will be able to:    â€¢ Analyze and critically discuss policies and principles, to the control of various communicable and non-communicable diseases  as well as related approaches and strategies such as primary health care, inter-sectoral collaboration, multidisciplinary approaches, and community participation  â€¢ Analyse the role of formal and informal health services in disease control		1	grys@uni-heidelberg.de	2012-01-10 03:04:56	2018-06-10	2020-09-16 11:34:16	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	2 weeks		Prof. Dr. med. Olaf MÃ¼ller, MPH	English	advanced optional	2012-01-10 09:14:23	<br>90 hours  Contact: 60 hours, Self study: 30 hours	2021-03-01	2021-03-12	<br>Accredited in Bordeaux in January 2007. Re-accredited in October 2012 and October 2017. This accreditation is valid until October 2022.	<br>This course fosters a participatory learning environment combining input lectures (40%), case studies (20%), group work (30%) and individual work (10%).	<br>This course is part of the residential MScIH at Heidelberg. Limited seats are available for tropEd students or other external participants. Exact number of available seats is known by October. Earlier registration is possible.   Building on the basic knowledge of major diseases and specific experience in their control as well as quantitative and qualitative research methods which were acquired during the core course, this advanced module further deepens the understanding of principles and strategies in disease control and equips participants with the skills to successfully establish, strengthen, and systematically review disease control programmes in low- and middle-income countries.   The course uses global, regional, and local examples to analyse strengths and weaknesses of strategies and policies. A special focus is put on multi-disciplinary and inter-sectoral collaboration as well as community and patient involvement.	<br>Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work.     The final grade will be based on a written assignment (essay, 1.500-2.000 words); participants can choose from topics provided by the course coordinator. Topics are provided in form of statements (such as: Cholera is no longer of global public health importance; Non-specific effects of vaccines are a neglected topic in global health) which can be either supported, denied or discussed from a general perspective)  The assignment is due 2 days after course end. If the student fails to reach the passing grade of 60%, s/he will be provided a new topic to be submitted not later than 3 weeks after receiving the assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 1.000 EUR   General admission: 1.500 EUR	None available	<br>No major changes in course structure; amount of group work has been increased	<br>A bit of overlap with the core course; well planned and offers insight into a variety of topics; opportunity to learn from experts in different fields of Disease Control	<br>Overlap with the core course has been reduced to a minimum.	<br>â€¢ Global Burden of Disease  â€¢ Principles and strategies of disease control, elimination and eradication programs   â€¢ Communicable disease control and the role of primary health care (PHC) in control strategies   â€¢ Non-communicable disease control and the role of health promotion in control strategies   â€¢ The application of surveillance systems, monitoring and evaluation in disease control programmes   â€¢ Outbreak control   â€¢ Dengue control: Clinical and vector control strategies   â€¢ Polio eradication: The last mile   â€¢ HIV/AIDS control: Pattern of the epidemic, case studies on HIV prevention from Asia and sub-Saharan Africa, and disease management strategies and their application in sub-Saharan Africa   â€¢ Helminth control   â€¢ Rabies control: Addressing a complex zoonosis   â€¢ Malaria control: Clinical and vector control strategies   â€¢ Human African Trypanosomiasis control   â€¢ Tobacco control   â€¢ Diabetes control in sub-Saharan Africa   â€¢ Case studies in communicable and non-communicable disease control from the home countries of course participants   â€¢ The impact of the epidemiological transition for disease control programmes in developing countries   â€¢ Disease control and human resources, and the role of formal and informal health services in the health system	Germany	Communicable diseases (in general)	Face to face		3 ECTS credits	
Disease Control: Strategies and Policies	<br>By the end of this course participants will be able to:    â€¢ Analyze and critically discuss policies and principles, to the control of various communicable and non-communicable diseases  as well as related approaches and strategies such as primary health care, inter-sectoral collaboration, multidisciplinary approaches, and community participation  â€¢ Analyse the role of formal and informal health services in disease control		1	grys@uni-heidelberg.de	2012-01-10 03:04:56	2018-06-10	2020-09-16 11:34:16	troped	troped	0		2 weeks					2012-01-10 09:14:23	<br>90 hours  Contact: 60 hours, Self study: 30 hours	2021-03-01	2021-03-12	<br>Accredited in Bordeaux in January 2007. Re-accredited in October 2012 and October 2017. This accreditation is valid until October 2022.	<br>This course fosters a participatory learning environment combining input lectures (40%), case studies (20%), group work (30%) and individual work (10%).	<br>This course is part of the residential MScIH at Heidelberg. Limited seats are available for tropEd students or other external participants. Exact number of available seats is known by October. Earlier registration is possible.   Building on the basic knowledge of major diseases and specific experience in their control as well as quantitative and qualitative research methods which were acquired during the core course, this advanced module further deepens the understanding of principles and strategies in disease control and equips participants with the skills to successfully establish, strengthen, and systematically review disease control programmes in low- and middle-income countries.   The course uses global, regional, and local examples to analyse strengths and weaknesses of strategies and policies. A special focus is put on multi-disciplinary and inter-sectoral collaboration as well as community and patient involvement.	<br>Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work.     The final grade will be based on a written assignment (essay, 1.500-2.000 words); participants can choose from topics provided by the course coordinator. Topics are provided in form of statements (such as: Cholera is no longer of global public health importance; Non-specific effects of vaccines are a neglected topic in global health) which can be either supported, denied or discussed from a general perspective)  The assignment is due 2 days after course end. If the student fails to reach the passing grade of 60%, s/he will be provided a new topic to be submitted not later than 3 weeks after receiving the assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 1.000 EUR   General admission: 1.500 EUR	None available	<br>No major changes in course structure; amount of group work has been increased	<br>A bit of overlap with the core course; well planned and offers insight into a variety of topics; opportunity to learn from experts in different fields of Disease Control	<br>Overlap with the core course has been reduced to a minimum.	<br>â€¢ Global Burden of Disease  â€¢ Principles and strategies of disease control, elimination and eradication programs   â€¢ Communicable disease control and the role of primary health care (PHC) in control strategies   â€¢ Non-communicable disease control and the role of health promotion in control strategies   â€¢ The application of surveillance systems, monitoring and evaluation in disease control programmes   â€¢ Outbreak control   â€¢ Dengue control: Clinical and vector control strategies   â€¢ Polio eradication: The last mile   â€¢ HIV/AIDS control: Pattern of the epidemic, case studies on HIV prevention from Asia and sub-Saharan Africa, and disease management strategies and their application in sub-Saharan Africa   â€¢ Helminth control   â€¢ Rabies control: Addressing a complex zoonosis   â€¢ Malaria control: Clinical and vector control strategies   â€¢ Human African Trypanosomiasis control   â€¢ Tobacco control   â€¢ Diabetes control in sub-Saharan Africa   â€¢ Case studies in communicable and non-communicable disease control from the home countries of course participants   â€¢ The impact of the epidemiological transition for disease control programmes in developing countries   â€¢ Disease control and human resources, and the role of formal and informal health services in the health system		Disease prevention & control				
Disease Control: Strategies and Policies	<br>By the end of this course participants will be able to:    â€¢ Analyze and critically discuss policies and principles, to the control of various communicable and non-communicable diseases  as well as related approaches and strategies such as primary health care, inter-sectoral collaboration, multidisciplinary approaches, and community participation  â€¢ Analyse the role of formal and informal health services in disease control		1	grys@uni-heidelberg.de	2012-01-10 03:04:56	2018-06-10	2020-09-16 11:34:16	troped	troped	0		2 weeks					2012-01-10 09:14:23	<br>90 hours  Contact: 60 hours, Self study: 30 hours	2021-03-01	2021-03-12	<br>Accredited in Bordeaux in January 2007. Re-accredited in October 2012 and October 2017. This accreditation is valid until October 2022.	<br>This course fosters a participatory learning environment combining input lectures (40%), case studies (20%), group work (30%) and individual work (10%).	<br>This course is part of the residential MScIH at Heidelberg. Limited seats are available for tropEd students or other external participants. Exact number of available seats is known by October. Earlier registration is possible.   Building on the basic knowledge of major diseases and specific experience in their control as well as quantitative and qualitative research methods which were acquired during the core course, this advanced module further deepens the understanding of principles and strategies in disease control and equips participants with the skills to successfully establish, strengthen, and systematically review disease control programmes in low- and middle-income countries.   The course uses global, regional, and local examples to analyse strengths and weaknesses of strategies and policies. A special focus is put on multi-disciplinary and inter-sectoral collaboration as well as community and patient involvement.	<br>Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work.     The final grade will be based on a written assignment (essay, 1.500-2.000 words); participants can choose from topics provided by the course coordinator. Topics are provided in form of statements (such as: Cholera is no longer of global public health importance; Non-specific effects of vaccines are a neglected topic in global health) which can be either supported, denied or discussed from a general perspective)  The assignment is due 2 days after course end. If the student fails to reach the passing grade of 60%, s/he will be provided a new topic to be submitted not later than 3 weeks after receiving the assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 1.000 EUR   General admission: 1.500 EUR	None available	<br>No major changes in course structure; amount of group work has been increased	<br>A bit of overlap with the core course; well planned and offers insight into a variety of topics; opportunity to learn from experts in different fields of Disease Control	<br>Overlap with the core course has been reduced to a minimum.	<br>â€¢ Global Burden of Disease  â€¢ Principles and strategies of disease control, elimination and eradication programs   â€¢ Communicable disease control and the role of primary health care (PHC) in control strategies   â€¢ Non-communicable disease control and the role of health promotion in control strategies   â€¢ The application of surveillance systems, monitoring and evaluation in disease control programmes   â€¢ Outbreak control   â€¢ Dengue control: Clinical and vector control strategies   â€¢ Polio eradication: The last mile   â€¢ HIV/AIDS control: Pattern of the epidemic, case studies on HIV prevention from Asia and sub-Saharan Africa, and disease management strategies and their application in sub-Saharan Africa   â€¢ Helminth control   â€¢ Rabies control: Addressing a complex zoonosis   â€¢ Malaria control: Clinical and vector control strategies   â€¢ Human African Trypanosomiasis control   â€¢ Tobacco control   â€¢ Diabetes control in sub-Saharan Africa   â€¢ Case studies in communicable and non-communicable disease control from the home countries of course participants   â€¢ The impact of the epidemiological transition for disease control programmes in developing countries   â€¢ Disease control and human resources, and the role of formal and informal health services in the health system		Non-communicable diseases (in general)				
Disease Control: Strategies and Policies	<br>By the end of this course participants will be able to:    â€¢ Analyze and critically discuss policies and principles, to the control of various communicable and non-communicable diseases  as well as related approaches and strategies such as primary health care, inter-sectoral collaboration, multidisciplinary approaches, and community participation  â€¢ Analyse the role of formal and informal health services in disease control		1	grys@uni-heidelberg.de	2012-01-10 03:04:56	2018-06-10	2020-09-16 11:34:16	troped	troped	0		2 weeks					2012-01-10 09:14:23	<br>90 hours  Contact: 60 hours, Self study: 30 hours	2021-03-01	2021-03-12	<br>Accredited in Bordeaux in January 2007. Re-accredited in October 2012 and October 2017. This accreditation is valid until October 2022.	<br>This course fosters a participatory learning environment combining input lectures (40%), case studies (20%), group work (30%) and individual work (10%).	<br>This course is part of the residential MScIH at Heidelberg. Limited seats are available for tropEd students or other external participants. Exact number of available seats is known by October. Earlier registration is possible.   Building on the basic knowledge of major diseases and specific experience in their control as well as quantitative and qualitative research methods which were acquired during the core course, this advanced module further deepens the understanding of principles and strategies in disease control and equips participants with the skills to successfully establish, strengthen, and systematically review disease control programmes in low- and middle-income countries.   The course uses global, regional, and local examples to analyse strengths and weaknesses of strategies and policies. A special focus is put on multi-disciplinary and inter-sectoral collaboration as well as community and patient involvement.	<br>Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work.     The final grade will be based on a written assignment (essay, 1.500-2.000 words); participants can choose from topics provided by the course coordinator. Topics are provided in form of statements (such as: Cholera is no longer of global public health importance; Non-specific effects of vaccines are a neglected topic in global health) which can be either supported, denied or discussed from a general perspective)  The assignment is due 2 days after course end. If the student fails to reach the passing grade of 60%, s/he will be provided a new topic to be submitted not later than 3 weeks after receiving the assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 1.000 EUR   General admission: 1.500 EUR	None available	<br>No major changes in course structure; amount of group work has been increased	<br>A bit of overlap with the core course; well planned and offers insight into a variety of topics; opportunity to learn from experts in different fields of Disease Control	<br>Overlap with the core course has been reduced to a minimum.	<br>â€¢ Global Burden of Disease  â€¢ Principles and strategies of disease control, elimination and eradication programs   â€¢ Communicable disease control and the role of primary health care (PHC) in control strategies   â€¢ Non-communicable disease control and the role of health promotion in control strategies   â€¢ The application of surveillance systems, monitoring and evaluation in disease control programmes   â€¢ Outbreak control   â€¢ Dengue control: Clinical and vector control strategies   â€¢ Polio eradication: The last mile   â€¢ HIV/AIDS control: Pattern of the epidemic, case studies on HIV prevention from Asia and sub-Saharan Africa, and disease management strategies and their application in sub-Saharan Africa   â€¢ Helminth control   â€¢ Rabies control: Addressing a complex zoonosis   â€¢ Malaria control: Clinical and vector control strategies   â€¢ Human African Trypanosomiasis control   â€¢ Tobacco control   â€¢ Diabetes control in sub-Saharan Africa   â€¢ Case studies in communicable and non-communicable disease control from the home countries of course participants   â€¢ The impact of the epidemiological transition for disease control programmes in developing countries   â€¢ Disease control and human resources, and the role of formal and informal health services in the health system						
International Health Core Course	<br>Module 1: Creating a Learning Community     At the end of this module, participants will be able to:  - Describe the objectives, content and structure of the Master of Science in International Health programme at Heidelberg University   - Access the facilities and services of Heidelberg University, e.g. information, computer and library sources  - Define the basic concepts of group dynamics and apply them effectively when working in teams    Module 2: Introduction to International Health and Health Systems     At the end of this module, participants will be able to:  - Identify, describe and differentiate the elements, structure and essential services of health systems in various countries  - Debate historical perspectives in International Health  - Analyse and appraise the impact of political, social and economic factors on the health status of individuals and populations  - Critically reflect on the roles and responsibilities of various stakeholders in International Health and explore strategies to promote cooperation at the international, national and local levels including the MDGs  - Identify and estimate the impact of major diseases of international health relevance   - Assess the impact of the demographic change on community health  - Describe the importance of skilled professional staff for functioning health systems    Module 3: Determinants of Health    At the end of this module, participants will be able to:  - Identify, describe and discuss the health challenges faced by individuals at different stages of life and within diverse and evolving community structures   - Identify and appraise issues specifically related to reproductive health and infant morbidity and mortality  - Identify and discuss issues specifically related to poverty, equity and gender in low and middle income countries  - Assess the situation of non-communicable and chronic diseases in low and middle income countries  - Describe and critically analyse basics of drug policy and drug supply in various health systems  - Discuss the principles of medical anthropology  - Explain how a groupâ€™s culture influences their health status and health behaviours  - Explain and discuss the health impact of exposure to biological and chemical agents, water, noise and air pollution  - Define the impact of globalization on the health status of low income workers  - Discuss the role of proper nutrition in preventing diseases and in maintaining health    Module 4: Research Foundations (Epidemiology, Bio-Statistics, Qualitative Methods)     At the end of this module, participants will be able to:  - Recognise the importance of epidemiology, bio-statistics and qualitative methods for research and decision making in Public Health  - Dispose of appropriate epidemiological knowledge and skills to cope with key epidemiological questions relevant to global health issues and respond to national needs  - Define, distinguish and compare different epidemiological study designs  - Select and apply statistical tests appropriately to collect data, analyse scientific papers and design research proposals  - Use statistical software for data management and analysis (e.g. Stata)  - Interpret data analysis results  - Discuss and select qualitative research approaches on questions related to Global Health  - Identify and describe research programmes with appropriate sensitivity to the target community and with adequate protection for the human subjects involved  - Report on qualitative research findings and present these to an audience using effective methods of presentation  - Design and implement survey instruments for evaluation of health programmes  - Assess the quality of data provided by health information systems and indicators     Module 5: Health Policy, Health Economics and Health Financing     At the end of this module, participants will be able to:  - Identify and describe key milestones of health policy development of the last decades  - Explain and analyse the relationship between health policy and the health status of a population  - Identify and discuss major stakeholders in policy development for low and middle income countries  - Explain and basic health economic principles and evaluate more complex economic concepts and evaluation methods  - Discuss and critically reflect on the fundamental concepts of health care financing including health insurance systems  - Identify and discuss situations where it is appropriate to use market-based or public/collective systems to provide health care services  - Describe the financial management cycle    Module 6: Health Planning, Health Management, Quality Management     At the end of this module, participants will be able to:  - Explain and apply the principles of health planning including the definition of indicators  - Employ principles of planning for health related programmes   - Identify opportunities and methodologies for quality improvement initiatives within a variety of health care settings  - Describe and assess principles of health management and apply health management-related soft skills like leadership, communication and conflict management		1	grys@uni-heidelberg.de	2012-01-10 03:11:12	2018-06-10	2019-10-18 11:56:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	14 weeks	Im Neuenheimer Feld 365, Room 007  69120 Heidelberg, Germany	Dr. Olaf Horstick	English	core course	2012-01-10 09:23:11	Contact hours: 396 SIT  Self study hours: 204 SIT  Total: 600 SIT	2019-09-16	2019-12-20	<br>Accredited in Brescia 2005, re-accreditation Stockholm 2010, in Barcelona October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Learning methods of the course are based on the principles of adult learning. The various skills and knowledge levels within the participant group are taken into account and participants are encouraged to share their thoughts, experiences and ideas.    Methods include a variety of teaching/learning approaches:   - Interactive lectures with plenary discussions to introduce knowledge and concepts  - Group work with group discussion to conceptualise new knowledge and putting the knowledge into practical contexts  - Seminars and workshops to discuss in specific subjects in depths  - Tutorials/  Computer-based exercises to intensify specific learning with tutors  - Role plays to apply knowledge in practice  - Individual presentations with visualisation to train presentation skills  - Self-study		<br>In total, there are three examinations, each contributing one third to the overall core course mark.  1. One closed book written exam of three hours in week 5 covering content of modules 2 and 3.  2. One closed book written exam of three hours in week 10 covering content of module 4 with 63 % of the mark, plus one essay assignment (2500 words) contributing 37 % to the mark   3. One closed book written exam of three hours in week 13 with 80 % of the mark, plus a group work assignment (20 min group presentation) with 20 % of the mark   The character of the closed book exam questions varies. It may include:  1. Multiple choice questions  2. â€œyesâ€ â€“ â€œnoâ€ statements  3. short case scenarios with answers in essay style (up to 10 lines)  4. short case scenarios with small calculations    An example of a written exam can be found in the annex.    A maximum of 100 points can be acquired per examination, with a max total of 300 points for all three examinations. Participants are expected to achieve a minimum of 180 points (out of 300 points) by the three examinations to pass the core course.  If this figure is not achieved, for resit the chance of a fourth written exam is given to the participants, covering the content of the entire core course.	<br>Maximum 25 participants per course, no limit for tropEd students	<br>The course is open to professionals in the health sector holding a higher academic degree (usually equivalent to a bachelorâ€™s degree after at least 4 years of academic full-time training, accounting for at least 240 ECTS).  Applicants must have at least two years of working experience in the management of health services or programmes in low and middle income countries.    Proficiency in the English language is required.  Participants for whom English is not their first language must provide evidence of a 6.5 IELTS score (or 580 TOEFL score).  Exemption from this requirement may be granted to those who completed higher education in the English language.	<br>Based on application documents (grades first degree, recommendations, motivation letter etc). In addition, we try to achieve a balance of gender, educational backgrounds and nationalities to ensure the best possible learning environment (without compromising on the quality of the individual candidates).	4000 Euro	<br>German Academic Exchange Service (DAAD) for Heidelberg MScIH	<br>The course coordinator has changed since the last accreditation.  There were no major structural changes to the course over the last years, however some fine tuning within the topics was done according to the feedback from the participants and the change of priorities within the public health field.	<br>Positive feedback :  â€¢ To start the course with an â€œintercultural retreatâ€ is a highly welcomed approach  â€¢ Participants appreciated the programmeâ€™s international outlook and described its intercultural setting as an enriching experience that gave them a global perspective on public health issues.  â€¢ Participants highlighted the value of learning from lecturers with extensive work and research experience, as well as external consultants from international organisations. This allowed them to gain insights into real life examples and made theory more tangible.   â€¢ Participants positively mentioned the variety of teaching methods employed by the lecturers of the course. Many students particularly liked the use of case studies, interactive activities and group work.  â€¢ Participants appreciated that lecturers took their time to provide them with a clear understanding of central concepts and methodologies.  â€¢ Participants were happy with the overall organisation of the programme and thankful for the support they received from both teaching and administrative staff.    Room for improvement:  â€¢ Participants felt that the workload for some parts of the core course was too high to be studied and fully grasped in the given timeframe.  â€¢ Some units too theoretical, participants would have liked to have even more practical examples in some topics.  â€¢ Handouts and lecture slides are sometimes handed out too late.   â€¢ More support from IT unit desirable.	<br>In the last years we observed a greater variety of professions of the participants. In former years more physicians attended the course nowadays there is a much broader scope. The curriculum should be, therefore, seen as dynamic and will be adapted according to the participants needs.  It is important to act on participantsâ€™ comments and feedback, to ensure that content and methods continue to respond to studentsâ€™ needs. As participants particularly value hands-on learning practical input was increased where necessary and possible.  Lecturers are continuously reminded to send in presentations beforehand to ensure handouts are available on time. Additional IT support to students has been made available.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/76">here</a>	Germany		Face to face	<br>The core course has a strong methodological focus.  Participants are well prepared for careers in International Health.   The course has an international participant body originating from all continents with a balanced mix of younger and more experienced and medical and non-medical participants.	20 ECTS credits	
International Health Core Course	<br>Module 1: Creating a Learning Community     At the end of this module, participants will be able to:  - Describe the objectives, content and structure of the Master of Science in International Health programme at Heidelberg University   - Access the facilities and services of Heidelberg University, e.g. information, computer and library sources  - Define the basic concepts of group dynamics and apply them effectively when working in teams    Module 2: Introduction to International Health and Health Systems     At the end of this module, participants will be able to:  - Identify, describe and differentiate the elements, structure and essential services of health systems in various countries  - Debate historical perspectives in International Health  - Analyse and appraise the impact of political, social and economic factors on the health status of individuals and populations  - Critically reflect on the roles and responsibilities of various stakeholders in International Health and explore strategies to promote cooperation at the international, national and local levels including the MDGs  - Identify and estimate the impact of major diseases of international health relevance   - Assess the impact of the demographic change on community health  - Describe the importance of skilled professional staff for functioning health systems    Module 3: Determinants of Health    At the end of this module, participants will be able to:  - Identify, describe and discuss the health challenges faced by individuals at different stages of life and within diverse and evolving community structures   - Identify and appraise issues specifically related to reproductive health and infant morbidity and mortality  - Identify and discuss issues specifically related to poverty, equity and gender in low and middle income countries  - Assess the situation of non-communicable and chronic diseases in low and middle income countries  - Describe and critically analyse basics of drug policy and drug supply in various health systems  - Discuss the principles of medical anthropology  - Explain how a groupâ€™s culture influences their health status and health behaviours  - Explain and discuss the health impact of exposure to biological and chemical agents, water, noise and air pollution  - Define the impact of globalization on the health status of low income workers  - Discuss the role of proper nutrition in preventing diseases and in maintaining health    Module 4: Research Foundations (Epidemiology, Bio-Statistics, Qualitative Methods)     At the end of this module, participants will be able to:  - Recognise the importance of epidemiology, bio-statistics and qualitative methods for research and decision making in Public Health  - Dispose of appropriate epidemiological knowledge and skills to cope with key epidemiological questions relevant to global health issues and respond to national needs  - Define, distinguish and compare different epidemiological study designs  - Select and apply statistical tests appropriately to collect data, analyse scientific papers and design research proposals  - Use statistical software for data management and analysis (e.g. Stata)  - Interpret data analysis results  - Discuss and select qualitative research approaches on questions related to Global Health  - Identify and describe research programmes with appropriate sensitivity to the target community and with adequate protection for the human subjects involved  - Report on qualitative research findings and present these to an audience using effective methods of presentation  - Design and implement survey instruments for evaluation of health programmes  - Assess the quality of data provided by health information systems and indicators     Module 5: Health Policy, Health Economics and Health Financing     At the end of this module, participants will be able to:  - Identify and describe key milestones of health policy development of the last decades  - Explain and analyse the relationship between health policy and the health status of a population  - Identify and discuss major stakeholders in policy development for low and middle income countries  - Explain and basic health economic principles and evaluate more complex economic concepts and evaluation methods  - Discuss and critically reflect on the fundamental concepts of health care financing including health insurance systems  - Identify and discuss situations where it is appropriate to use market-based or public/collective systems to provide health care services  - Describe the financial management cycle    Module 6: Health Planning, Health Management, Quality Management     At the end of this module, participants will be able to:  - Explain and apply the principles of health planning including the definition of indicators  - Employ principles of planning for health related programmes   - Identify opportunities and methodologies for quality improvement initiatives within a variety of health care settings  - Describe and assess principles of health management and apply health management-related soft skills like leadership, communication and conflict management		1	grys@uni-heidelberg.de	2012-01-10 03:11:12	2018-06-10	2019-10-18 11:56:49	troped	troped	0		14 weeks	Im Neuenheimer Feld 365, Room 007  69120 Heidelberg, Germany				2012-01-10 09:23:11	Contact hours: 396 SIT  Self study hours: 204 SIT  Total: 600 SIT	2019-09-16	2019-12-20	<br>Accredited in Brescia 2005, re-accreditation Stockholm 2010, in Barcelona October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Learning methods of the course are based on the principles of adult learning. The various skills and knowledge levels within the participant group are taken into account and participants are encouraged to share their thoughts, experiences and ideas.    Methods include a variety of teaching/learning approaches:   - Interactive lectures with plenary discussions to introduce knowledge and concepts  - Group work with group discussion to conceptualise new knowledge and putting the knowledge into practical contexts  - Seminars and workshops to discuss in specific subjects in depths  - Tutorials/  Computer-based exercises to intensify specific learning with tutors  - Role plays to apply knowledge in practice  - Individual presentations with visualisation to train presentation skills  - Self-study		<br>In total, there are three examinations, each contributing one third to the overall core course mark.  1. One closed book written exam of three hours in week 5 covering content of modules 2 and 3.  2. One closed book written exam of three hours in week 10 covering content of module 4 with 63 % of the mark, plus one essay assignment (2500 words) contributing 37 % to the mark   3. One closed book written exam of three hours in week 13 with 80 % of the mark, plus a group work assignment (20 min group presentation) with 20 % of the mark   The character of the closed book exam questions varies. It may include:  1. Multiple choice questions  2. â€œyesâ€ â€“ â€œnoâ€ statements  3. short case scenarios with answers in essay style (up to 10 lines)  4. short case scenarios with small calculations    An example of a written exam can be found in the annex.    A maximum of 100 points can be acquired per examination, with a max total of 300 points for all three examinations. Participants are expected to achieve a minimum of 180 points (out of 300 points) by the three examinations to pass the core course.  If this figure is not achieved, for resit the chance of a fourth written exam is given to the participants, covering the content of the entire core course.	<br>Maximum 25 participants per course, no limit for tropEd students	<br>The course is open to professionals in the health sector holding a higher academic degree (usually equivalent to a bachelorâ€™s degree after at least 4 years of academic full-time training, accounting for at least 240 ECTS).  Applicants must have at least two years of working experience in the management of health services or programmes in low and middle income countries.    Proficiency in the English language is required.  Participants for whom English is not their first language must provide evidence of a 6.5 IELTS score (or 580 TOEFL score).  Exemption from this requirement may be granted to those who completed higher education in the English language.	<br>Based on application documents (grades first degree, recommendations, motivation letter etc). In addition, we try to achieve a balance of gender, educational backgrounds and nationalities to ensure the best possible learning environment (without compromising on the quality of the individual candidates).	4000 Euro	<br>German Academic Exchange Service (DAAD) for Heidelberg MScIH	<br>The course coordinator has changed since the last accreditation.  There were no major structural changes to the course over the last years, however some fine tuning within the topics was done according to the feedback from the participants and the change of priorities within the public health field.	<br>Positive feedback :  â€¢ To start the course with an â€œintercultural retreatâ€ is a highly welcomed approach  â€¢ Participants appreciated the programmeâ€™s international outlook and described its intercultural setting as an enriching experience that gave them a global perspective on public health issues.  â€¢ Participants highlighted the value of learning from lecturers with extensive work and research experience, as well as external consultants from international organisations. This allowed them to gain insights into real life examples and made theory more tangible.   â€¢ Participants positively mentioned the variety of teaching methods employed by the lecturers of the course. Many students particularly liked the use of case studies, interactive activities and group work.  â€¢ Participants appreciated that lecturers took their time to provide them with a clear understanding of central concepts and methodologies.  â€¢ Participants were happy with the overall organisation of the programme and thankful for the support they received from both teaching and administrative staff.    Room for improvement:  â€¢ Participants felt that the workload for some parts of the core course was too high to be studied and fully grasped in the given timeframe.  â€¢ Some units too theoretical, participants would have liked to have even more practical examples in some topics.  â€¢ Handouts and lecture slides are sometimes handed out too late.   â€¢ More support from IT unit desirable.	<br>In the last years we observed a greater variety of professions of the participants. In former years more physicians attended the course nowadays there is a much broader scope. The curriculum should be, therefore, seen as dynamic and will be adapted according to the participants needs.  It is important to act on participantsâ€™ comments and feedback, to ensure that content and methods continue to respond to studentsâ€™ needs. As participants particularly value hands-on learning practical input was increased where necessary and possible.  Lecturers are continuously reminded to send in presentations beforehand to ensure handouts are available on time. Additional IT support to students has been made available.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/76">here</a>				<br>The core course has a strong methodological focus.  Participants are well prepared for careers in International Health.   The course has an international participant body originating from all continents with a balanced mix of younger and more experienced and medical and non-medical participants.		
Principles and Practices of Injury Prevention	<br>At the end of the module students will be able to:    â€¢ Describe and appraise the concepts and epidemiology of injury.  â€¢ Critically analyze and interpret data concerning injury problems including social and economic determinants.   â€¢ Analyze and critically debate different strategies used in injury control.  â€¢ Formulate a comprehensive and appropriate strategy to control an injury problem in relation to an initial situation analysis.  â€¢ Analyze and critically discuss strengths and weaknesses of specific injury control programs		1	dtht@huph.edu.vn	2012-01-10 10:05:18	2018-04-13	2021-01-21 13:30:08	troped	romy	0	Vietnam - Hanoi University of Public Health (HUPH)	2 weeks	Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam	Pham Viet Cuong, PhD	English	advanced optional	2012-01-10 16:18:56	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)   Private study time: 32 hours  Assisted tutorial/field visit: 12 hours             Assessment/assignment time = 16 hours	2021-06-21	2021-07-03	Accredited in May 2008. Re-accredited in June 2013 and in April 2018. This accreditation is valid until April 2023.	<br>Variety methods are used including lectures (18% of total SIT), group discussion (12%), tutorials field visit (13%), individual work (35%), student presentation (4%), assignment (18%).	<br>This course provides public health students fundamental knowledge and skills on injury prevention that cover basic injury epidemiology, developing, implementing and evaluating an injury prevention program.      Registration:   If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn).<br>For course application please click <a href="http://www.huph.edu.vn/english/post/training/3015">here</a>	<br>Assessment will be based on class participation, group work and final paper  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Group presentation: 40% (writing/presenting intervention strategies)  â€¢ Final paper (1,500 words): 50%     The students are required to write a prevention plan to address an injury problem. They can choose the problem that was identified during the group activities or propose their own topic, but they have to discuss with course coordinator to seek agreement prior to writing their final paper. Students can start identify injury problem and discuss with course coordinator after section 2 of the course.   Failing students will be given a chance to resubmit their paper that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer	<br>Maximum number of students:  20  Maximum number of TropEd students: 10	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.	<br>First come, first served	<br>600 Euro	None	<br>New examples, data and policies are updated to reflect the national and international movements in injury prevention.   Update references  Change the location for field visit to a larger scale intervention area in Ninh Binh province to allow student having experiences in both road safety and drowning intervention.	<br>Course evaluation is given by end of every course, most of student highly evaluate the training, there are some typical feedbacks:   â€¢ Useful course, it gives an overall scientific insight and belief on problems that were and are interested in.  â€¢ Reading materials are clear, and have good examples from developing countries and can help to achieve the courseâ€™s objectives.   â€¢ Panel discussion with policy makers, researchers were very interesting.  â€¢ Having great opportunity to expose with trauma hospital environment and community intervention activity.   Beside of positive feedbacks, student also provide some response for improving the program:  â€¢ There is should be more time for group discussion in the classroom.   â€¢ Allocate more time for individual exercise.	<br>This training course provides a good opportunity for student to learn, discuss about the important area in public health. The course is highly evaluated by students and lecture however there were some issue need to improved such as involvement of policy makers in the discussion with students, need more time on evaluation research, more time to individual exercise.   The course coordinator and HUPH have recognized those issues and continue working to improve the quality of the course.	The main topics covered in this module are:  1. Nature, Cost and Scope of the injury problem; basic definitions and epidemiology of injuries.   2. Approaching the injury problems including classical approaches/tools for injury prevention; finding the needed data and the role of behavior changes in injury prevention.   3. Choosing and evaluate the appropriateness of different injury prevention strategies including: health education, changing environment and law enforcement strategies.   4. Developing an injury prevention program for a specific injury problem including the critically appraisal of appropriate prevention, inclusion of stakeholders and evaluation strategies.  5. Other preventive approaches for unintentional injuries; Intentional injuries and the role of trauma/pre-hospital care in injury prevention.  6. Study visit to (Virtual tour and video)  ï‚§ Viet Duc trauma hospital to observe and study the trauma care model. Students will have opportunities to discuss with health staffs on their daily work as well as the trauma care system at the hospital.  ï‚§ National Traffic Safety Committee to discuss with policy maker and local people on road traffic safety and drowning prevention projects. Students will have chances to learn and discuss on different intervention strategies including: health promotion, law enforcement, etc.	Vietnam	Accidents / injury	Distance-based		3 ECTS credits	
Principles and Practices of Injury Prevention	<br>At the end of the module students will be able to:    â€¢ Describe and appraise the concepts and epidemiology of injury.  â€¢ Critically analyze and interpret data concerning injury problems including social and economic determinants.   â€¢ Analyze and critically debate different strategies used in injury control.  â€¢ Formulate a comprehensive and appropriate strategy to control an injury problem in relation to an initial situation analysis.  â€¢ Analyze and critically discuss strengths and weaknesses of specific injury control programs		1	dtht@huph.edu.vn	2012-01-10 10:05:18	2018-04-13	2021-01-21 13:30:08	troped	romy	0		2 weeks	Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam				2012-01-10 16:18:56	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)   Private study time: 32 hours  Assisted tutorial/field visit: 12 hours             Assessment/assignment time = 16 hours	2021-06-21	2021-07-03	Accredited in May 2008. Re-accredited in June 2013 and in April 2018. This accreditation is valid until April 2023.	<br>Variety methods are used including lectures (18% of total SIT), group discussion (12%), tutorials field visit (13%), individual work (35%), student presentation (4%), assignment (18%).	<br>This course provides public health students fundamental knowledge and skills on injury prevention that cover basic injury epidemiology, developing, implementing and evaluating an injury prevention program.      Registration:   If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn).<br>For course application please click <a href="http://www.huph.edu.vn/english/post/training/3015">here</a>	<br>Assessment will be based on class participation, group work and final paper  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Group presentation: 40% (writing/presenting intervention strategies)  â€¢ Final paper (1,500 words): 50%     The students are required to write a prevention plan to address an injury problem. They can choose the problem that was identified during the group activities or propose their own topic, but they have to discuss with course coordinator to seek agreement prior to writing their final paper. Students can start identify injury problem and discuss with course coordinator after section 2 of the course.   Failing students will be given a chance to resubmit their paper that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer	<br>Maximum number of students:  20  Maximum number of TropEd students: 10	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.	<br>First come, first served	<br>600 Euro	None	<br>New examples, data and policies are updated to reflect the national and international movements in injury prevention.   Update references  Change the location for field visit to a larger scale intervention area in Ninh Binh province to allow student having experiences in both road safety and drowning intervention.	<br>Course evaluation is given by end of every course, most of student highly evaluate the training, there are some typical feedbacks:   â€¢ Useful course, it gives an overall scientific insight and belief on problems that were and are interested in.  â€¢ Reading materials are clear, and have good examples from developing countries and can help to achieve the courseâ€™s objectives.   â€¢ Panel discussion with policy makers, researchers were very interesting.  â€¢ Having great opportunity to expose with trauma hospital environment and community intervention activity.   Beside of positive feedbacks, student also provide some response for improving the program:  â€¢ There is should be more time for group discussion in the classroom.   â€¢ Allocate more time for individual exercise.	<br>This training course provides a good opportunity for student to learn, discuss about the important area in public health. The course is highly evaluated by students and lecture however there were some issue need to improved such as involvement of policy makers in the discussion with students, need more time on evaluation research, more time to individual exercise.   The course coordinator and HUPH have recognized those issues and continue working to improve the quality of the course.	The main topics covered in this module are:  1. Nature, Cost and Scope of the injury problem; basic definitions and epidemiology of injuries.   2. Approaching the injury problems including classical approaches/tools for injury prevention; finding the needed data and the role of behavior changes in injury prevention.   3. Choosing and evaluate the appropriateness of different injury prevention strategies including: health education, changing environment and law enforcement strategies.   4. Developing an injury prevention program for a specific injury problem including the critically appraisal of appropriate prevention, inclusion of stakeholders and evaluation strategies.  5. Other preventive approaches for unintentional injuries; Intentional injuries and the role of trauma/pre-hospital care in injury prevention.  6. Study visit to (Virtual tour and video)  ï‚§ Viet Duc trauma hospital to observe and study the trauma care model. Students will have opportunities to discuss with health staffs on their daily work as well as the trauma care system at the hospital.  ï‚§ National Traffic Safety Committee to discuss with policy maker and local people on road traffic safety and drowning prevention projects. Students will have chances to learn and discuss on different intervention strategies including: health promotion, law enforcement, etc.		Epidemiology				
Principles and Practices of Injury Prevention	<br>At the end of the module students will be able to:    â€¢ Describe and appraise the concepts and epidemiology of injury.  â€¢ Critically analyze and interpret data concerning injury problems including social and economic determinants.   â€¢ Analyze and critically debate different strategies used in injury control.  â€¢ Formulate a comprehensive and appropriate strategy to control an injury problem in relation to an initial situation analysis.  â€¢ Analyze and critically discuss strengths and weaknesses of specific injury control programs		1	dtht@huph.edu.vn	2012-01-10 10:05:18	2018-04-13	2021-01-21 13:30:08	troped	romy	0		2 weeks	Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam				2012-01-10 16:18:56	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)   Private study time: 32 hours  Assisted tutorial/field visit: 12 hours             Assessment/assignment time = 16 hours	2021-06-21	2021-07-03	Accredited in May 2008. Re-accredited in June 2013 and in April 2018. This accreditation is valid until April 2023.	<br>Variety methods are used including lectures (18% of total SIT), group discussion (12%), tutorials field visit (13%), individual work (35%), student presentation (4%), assignment (18%).	<br>This course provides public health students fundamental knowledge and skills on injury prevention that cover basic injury epidemiology, developing, implementing and evaluating an injury prevention program.      Registration:   If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn).<br>For course application please click <a href="http://www.huph.edu.vn/english/post/training/3015">here</a>	<br>Assessment will be based on class participation, group work and final paper  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Group presentation: 40% (writing/presenting intervention strategies)  â€¢ Final paper (1,500 words): 50%     The students are required to write a prevention plan to address an injury problem. They can choose the problem that was identified during the group activities or propose their own topic, but they have to discuss with course coordinator to seek agreement prior to writing their final paper. Students can start identify injury problem and discuss with course coordinator after section 2 of the course.   Failing students will be given a chance to resubmit their paper that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer	<br>Maximum number of students:  20  Maximum number of TropEd students: 10	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.	<br>First come, first served	<br>600 Euro	None	<br>New examples, data and policies are updated to reflect the national and international movements in injury prevention.   Update references  Change the location for field visit to a larger scale intervention area in Ninh Binh province to allow student having experiences in both road safety and drowning intervention.	<br>Course evaluation is given by end of every course, most of student highly evaluate the training, there are some typical feedbacks:   â€¢ Useful course, it gives an overall scientific insight and belief on problems that were and are interested in.  â€¢ Reading materials are clear, and have good examples from developing countries and can help to achieve the courseâ€™s objectives.   â€¢ Panel discussion with policy makers, researchers were very interesting.  â€¢ Having great opportunity to expose with trauma hospital environment and community intervention activity.   Beside of positive feedbacks, student also provide some response for improving the program:  â€¢ There is should be more time for group discussion in the classroom.   â€¢ Allocate more time for individual exercise.	<br>This training course provides a good opportunity for student to learn, discuss about the important area in public health. The course is highly evaluated by students and lecture however there were some issue need to improved such as involvement of policy makers in the discussion with students, need more time on evaluation research, more time to individual exercise.   The course coordinator and HUPH have recognized those issues and continue working to improve the quality of the course.	The main topics covered in this module are:  1. Nature, Cost and Scope of the injury problem; basic definitions and epidemiology of injuries.   2. Approaching the injury problems including classical approaches/tools for injury prevention; finding the needed data and the role of behavior changes in injury prevention.   3. Choosing and evaluate the appropriateness of different injury prevention strategies including: health education, changing environment and law enforcement strategies.   4. Developing an injury prevention program for a specific injury problem including the critically appraisal of appropriate prevention, inclusion of stakeholders and evaluation strategies.  5. Other preventive approaches for unintentional injuries; Intentional injuries and the role of trauma/pre-hospital care in injury prevention.  6. Study visit to (Virtual tour and video)  ï‚§ Viet Duc trauma hospital to observe and study the trauma care model. Students will have opportunities to discuss with health staffs on their daily work as well as the trauma care system at the hospital.  ï‚§ National Traffic Safety Committee to discuss with policy maker and local people on road traffic safety and drowning prevention projects. Students will have chances to learn and discuss on different intervention strategies including: health promotion, law enforcement, etc.		Planning and programming (incl.. budgeting and evaluation)				
Principles and Practices of Injury Prevention	<br>At the end of the module students will be able to:    â€¢ Describe and appraise the concepts and epidemiology of injury.  â€¢ Critically analyze and interpret data concerning injury problems including social and economic determinants.   â€¢ Analyze and critically debate different strategies used in injury control.  â€¢ Formulate a comprehensive and appropriate strategy to control an injury problem in relation to an initial situation analysis.  â€¢ Analyze and critically discuss strengths and weaknesses of specific injury control programs		1	dtht@huph.edu.vn	2012-01-10 10:05:18	2018-04-13	2021-01-21 13:30:08	troped	romy	0		2 weeks	Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam				2012-01-10 16:18:56	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)   Private study time: 32 hours  Assisted tutorial/field visit: 12 hours             Assessment/assignment time = 16 hours	2021-06-21	2021-07-03	Accredited in May 2008. Re-accredited in June 2013 and in April 2018. This accreditation is valid until April 2023.	<br>Variety methods are used including lectures (18% of total SIT), group discussion (12%), tutorials field visit (13%), individual work (35%), student presentation (4%), assignment (18%).	<br>This course provides public health students fundamental knowledge and skills on injury prevention that cover basic injury epidemiology, developing, implementing and evaluating an injury prevention program.      Registration:   If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn).<br>For course application please click <a href="http://www.huph.edu.vn/english/post/training/3015">here</a>	<br>Assessment will be based on class participation, group work and final paper  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Group presentation: 40% (writing/presenting intervention strategies)  â€¢ Final paper (1,500 words): 50%     The students are required to write a prevention plan to address an injury problem. They can choose the problem that was identified during the group activities or propose their own topic, but they have to discuss with course coordinator to seek agreement prior to writing their final paper. Students can start identify injury problem and discuss with course coordinator after section 2 of the course.   Failing students will be given a chance to resubmit their paper that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer	<br>Maximum number of students:  20  Maximum number of TropEd students: 10	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.	<br>First come, first served	<br>600 Euro	None	<br>New examples, data and policies are updated to reflect the national and international movements in injury prevention.   Update references  Change the location for field visit to a larger scale intervention area in Ninh Binh province to allow student having experiences in both road safety and drowning intervention.	<br>Course evaluation is given by end of every course, most of student highly evaluate the training, there are some typical feedbacks:   â€¢ Useful course, it gives an overall scientific insight and belief on problems that were and are interested in.  â€¢ Reading materials are clear, and have good examples from developing countries and can help to achieve the courseâ€™s objectives.   â€¢ Panel discussion with policy makers, researchers were very interesting.  â€¢ Having great opportunity to expose with trauma hospital environment and community intervention activity.   Beside of positive feedbacks, student also provide some response for improving the program:  â€¢ There is should be more time for group discussion in the classroom.   â€¢ Allocate more time for individual exercise.	<br>This training course provides a good opportunity for student to learn, discuss about the important area in public health. The course is highly evaluated by students and lecture however there were some issue need to improved such as involvement of policy makers in the discussion with students, need more time on evaluation research, more time to individual exercise.   The course coordinator and HUPH have recognized those issues and continue working to improve the quality of the course.	The main topics covered in this module are:  1. Nature, Cost and Scope of the injury problem; basic definitions and epidemiology of injuries.   2. Approaching the injury problems including classical approaches/tools for injury prevention; finding the needed data and the role of behavior changes in injury prevention.   3. Choosing and evaluate the appropriateness of different injury prevention strategies including: health education, changing environment and law enforcement strategies.   4. Developing an injury prevention program for a specific injury problem including the critically appraisal of appropriate prevention, inclusion of stakeholders and evaluation strategies.  5. Other preventive approaches for unintentional injuries; Intentional injuries and the role of trauma/pre-hospital care in injury prevention.  6. Study visit to (Virtual tour and video)  ï‚§ Viet Duc trauma hospital to observe and study the trauma care model. Students will have opportunities to discuss with health staffs on their daily work as well as the trauma care system at the hospital.  ï‚§ National Traffic Safety Committee to discuss with policy maker and local people on road traffic safety and drowning prevention projects. Students will have chances to learn and discuss on different intervention strategies including: health promotion, law enforcement, etc.						
Vaccinology	At the end of the module, students should be able to:  -  Describe basic and operational mechanisms underpinning vaccine development and production  -  Explain vaccine efficacy, immunization strategies and adverse event surveillance  -  Identify and address current issues, aims and implementation of immunization programs  -  Appraise the key issues about vaccine use, vaccination strategies   -  Analyze main vaccine preventable diseases control programs in developing countries  -  Design immunization programs  -  Monitor and evaluate immunization programs		0		2012-01-10 22:27:50	2013-10-29	2017-10-10 16:30:46	troped	troped	0	France - University of Bordeaux			Denis Malvy 	French	advanced optional	2012-01-11 04:38:51	60 hours   Contact hours: 50 SIT (45 SIT in-class face-to-face, 5 SIT informal group discussions)  Self-study hours: 10 SIT (exam preparation)	2012-03-26	2012-04-04	Accredited in Madrid may 2004, re-accredited in November 2011. This accreditation is valid until November 2016.	Lectures (60%), group work (25%),  seminars on recent advances in vaccinology (15%)	About 40 international experts will facilitate the course. Course content will be updated each year. A conference on immunizations is organized the day after the end of the course; free attendance for students of the course. No financial support from pharmaceutical companies to this course.  http://www.vaccinologie.org/	30 minutes written exam  (Case study about community management of a vaccine preventable disease or discussion about immunization program strategy)  If student fails, another written exam is proposed the day after	Minimum 10; maximum 20 participants; Maximum number of tropEd students: 10	Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing		500 Euros	Fellowships available for students from developing countries. Sponsors : WHO, French Ministry of Foreign Affairs	Course coordinator has changed  Course extended from 5 to 10 days  Much more comprehensive (looking at socio and cultural determinants, perceptions from health care workers, goes deeper into vaccines characteristics (immunology, epidemiology, program implementation, etc.), Development of immunization programs within a health system, etc.)	From students evaluations:Highlights= teachers diversity, high quality teachings, students diversity, friendly atmosphere  Weaknesses (few students mentioned)= workload, lack of time for interacting with experts		Basics in immunology, epidemiology, definitions.  -  Immune response, vaccine types, combined vaccines,  -  Vaccine and vaccination: calendar, extension of indication, impact, eradication, group immunity, coverage, cost-benefit studies    Immunizations in children  -  Polio and haemophilus: from individual to herd immunity  -  Immunization calendar and schedules  -  Combined vaccines in children    Immunizations in adults  -  Influenza: skills, global world problem, strategies  -  Specific risk groups (elderly people, immunodepression)    Review of immunizations, immunology characteristics and administration schedules (Mumps, Measles, Rubella, Varicella, Rotaviruses, Pertussis, Rabies, Yellow Fever, Dengue, Cholera, Typhoid, Meningitis, etc.)  Papilloma virus: virology and epidemiology  Poliomyelithis eradication  Hepatitis A and B immunizations  Pneumococcal Conjugate Vaccines  Combined immunizations  Immunizations towards travelers from High Income Countries    WHO Extended Program of Immunization   International policies, vaccine calendar in tropical countries  Immunization in military setting    Perceptions and attitudes towards vaccines  Influence of socio determinants in Vaccinology  Prevention with vaccines: how to convince  Vaccines and development of low income countries  Impact of media release on immunizations programs adherence  Ethical issues and communication in Vaccinology  Legal Aspects in Vaccinology   Cost Effectiveness of Vaccines    Vaccine: from antigen to production, classification, registration  Logistics and cold chain management  Tolerance, adverse event monitoring and reporting  Surveillance data and immunization programs response    Research and Development in Vaccinology  (HIV, Malaria)  Future vaccine development for tropical countries  Genetic background and Infectious Diseases vulnerability    Web 2.0 and Vaccinology	France	Biomedical sciences/disciplines	Face to face		2 ECTS credits	
Vaccinology	At the end of the module, students should be able to:  -  Describe basic and operational mechanisms underpinning vaccine development and production  -  Explain vaccine efficacy, immunization strategies and adverse event surveillance  -  Identify and address current issues, aims and implementation of immunization programs  -  Appraise the key issues about vaccine use, vaccination strategies   -  Analyze main vaccine preventable diseases control programs in developing countries  -  Design immunization programs  -  Monitor and evaluate immunization programs		0		2012-01-10 22:27:50	2013-10-29	2017-10-10 16:30:46	troped	troped	0							2012-01-11 04:38:51	60 hours   Contact hours: 50 SIT (45 SIT in-class face-to-face, 5 SIT informal group discussions)  Self-study hours: 10 SIT (exam preparation)	2012-03-26	2012-04-04	Accredited in Madrid may 2004, re-accredited in November 2011. This accreditation is valid until November 2016.	Lectures (60%), group work (25%),  seminars on recent advances in vaccinology (15%)	About 40 international experts will facilitate the course. Course content will be updated each year. A conference on immunizations is organized the day after the end of the course; free attendance for students of the course. No financial support from pharmaceutical companies to this course.  http://www.vaccinologie.org/	30 minutes written exam  (Case study about community management of a vaccine preventable disease or discussion about immunization program strategy)  If student fails, another written exam is proposed the day after	Minimum 10; maximum 20 participants; Maximum number of tropEd students: 10	Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing		500 Euros	Fellowships available for students from developing countries. Sponsors : WHO, French Ministry of Foreign Affairs	Course coordinator has changed  Course extended from 5 to 10 days  Much more comprehensive (looking at socio and cultural determinants, perceptions from health care workers, goes deeper into vaccines characteristics (immunology, epidemiology, program implementation, etc.), Development of immunization programs within a health system, etc.)	From students evaluations:Highlights= teachers diversity, high quality teachings, students diversity, friendly atmosphere  Weaknesses (few students mentioned)= workload, lack of time for interacting with experts		Basics in immunology, epidemiology, definitions.  -  Immune response, vaccine types, combined vaccines,  -  Vaccine and vaccination: calendar, extension of indication, impact, eradication, group immunity, coverage, cost-benefit studies    Immunizations in children  -  Polio and haemophilus: from individual to herd immunity  -  Immunization calendar and schedules  -  Combined vaccines in children    Immunizations in adults  -  Influenza: skills, global world problem, strategies  -  Specific risk groups (elderly people, immunodepression)    Review of immunizations, immunology characteristics and administration schedules (Mumps, Measles, Rubella, Varicella, Rotaviruses, Pertussis, Rabies, Yellow Fever, Dengue, Cholera, Typhoid, Meningitis, etc.)  Papilloma virus: virology and epidemiology  Poliomyelithis eradication  Hepatitis A and B immunizations  Pneumococcal Conjugate Vaccines  Combined immunizations  Immunizations towards travelers from High Income Countries    WHO Extended Program of Immunization   International policies, vaccine calendar in tropical countries  Immunization in military setting    Perceptions and attitudes towards vaccines  Influence of socio determinants in Vaccinology  Prevention with vaccines: how to convince  Vaccines and development of low income countries  Impact of media release on immunizations programs adherence  Ethical issues and communication in Vaccinology  Legal Aspects in Vaccinology   Cost Effectiveness of Vaccines    Vaccine: from antigen to production, classification, registration  Logistics and cold chain management  Tolerance, adverse event monitoring and reporting  Surveillance data and immunization programs response    Research and Development in Vaccinology  (HIV, Malaria)  Future vaccine development for tropical countries  Genetic background and Infectious Diseases vulnerability    Web 2.0 and Vaccinology		Disease prevention & control				
Vaccinology	At the end of the module, students should be able to:  -  Describe basic and operational mechanisms underpinning vaccine development and production  -  Explain vaccine efficacy, immunization strategies and adverse event surveillance  -  Identify and address current issues, aims and implementation of immunization programs  -  Appraise the key issues about vaccine use, vaccination strategies   -  Analyze main vaccine preventable diseases control programs in developing countries  -  Design immunization programs  -  Monitor and evaluate immunization programs		0		2012-01-10 22:27:50	2013-10-29	2017-10-10 16:30:46	troped	troped	0							2012-01-11 04:38:51	60 hours   Contact hours: 50 SIT (45 SIT in-class face-to-face, 5 SIT informal group discussions)  Self-study hours: 10 SIT (exam preparation)	2012-03-26	2012-04-04	Accredited in Madrid may 2004, re-accredited in November 2011. This accreditation is valid until November 2016.	Lectures (60%), group work (25%),  seminars on recent advances in vaccinology (15%)	About 40 international experts will facilitate the course. Course content will be updated each year. A conference on immunizations is organized the day after the end of the course; free attendance for students of the course. No financial support from pharmaceutical companies to this course.  http://www.vaccinologie.org/	30 minutes written exam  (Case study about community management of a vaccine preventable disease or discussion about immunization program strategy)  If student fails, another written exam is proposed the day after	Minimum 10; maximum 20 participants; Maximum number of tropEd students: 10	Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing		500 Euros	Fellowships available for students from developing countries. Sponsors : WHO, French Ministry of Foreign Affairs	Course coordinator has changed  Course extended from 5 to 10 days  Much more comprehensive (looking at socio and cultural determinants, perceptions from health care workers, goes deeper into vaccines characteristics (immunology, epidemiology, program implementation, etc.), Development of immunization programs within a health system, etc.)	From students evaluations:Highlights= teachers diversity, high quality teachings, students diversity, friendly atmosphere  Weaknesses (few students mentioned)= workload, lack of time for interacting with experts		Basics in immunology, epidemiology, definitions.  -  Immune response, vaccine types, combined vaccines,  -  Vaccine and vaccination: calendar, extension of indication, impact, eradication, group immunity, coverage, cost-benefit studies    Immunizations in children  -  Polio and haemophilus: from individual to herd immunity  -  Immunization calendar and schedules  -  Combined vaccines in children    Immunizations in adults  -  Influenza: skills, global world problem, strategies  -  Specific risk groups (elderly people, immunodepression)    Review of immunizations, immunology characteristics and administration schedules (Mumps, Measles, Rubella, Varicella, Rotaviruses, Pertussis, Rabies, Yellow Fever, Dengue, Cholera, Typhoid, Meningitis, etc.)  Papilloma virus: virology and epidemiology  Poliomyelithis eradication  Hepatitis A and B immunizations  Pneumococcal Conjugate Vaccines  Combined immunizations  Immunizations towards travelers from High Income Countries    WHO Extended Program of Immunization   International policies, vaccine calendar in tropical countries  Immunization in military setting    Perceptions and attitudes towards vaccines  Influence of socio determinants in Vaccinology  Prevention with vaccines: how to convince  Vaccines and development of low income countries  Impact of media release on immunizations programs adherence  Ethical issues and communication in Vaccinology  Legal Aspects in Vaccinology   Cost Effectiveness of Vaccines    Vaccine: from antigen to production, classification, registration  Logistics and cold chain management  Tolerance, adverse event monitoring and reporting  Surveillance data and immunization programs response    Research and Development in Vaccinology  (HIV, Malaria)  Future vaccine development for tropical countries  Genetic background and Infectious Diseases vulnerability    Web 2.0 and Vaccinology		Drugs				
Vaccinology	At the end of the module, students should be able to:  -  Describe basic and operational mechanisms underpinning vaccine development and production  -  Explain vaccine efficacy, immunization strategies and adverse event surveillance  -  Identify and address current issues, aims and implementation of immunization programs  -  Appraise the key issues about vaccine use, vaccination strategies   -  Analyze main vaccine preventable diseases control programs in developing countries  -  Design immunization programs  -  Monitor and evaluate immunization programs		0		2012-01-10 22:27:50	2013-10-29	2017-10-10 16:30:46	troped	troped	0							2012-01-11 04:38:51	60 hours   Contact hours: 50 SIT (45 SIT in-class face-to-face, 5 SIT informal group discussions)  Self-study hours: 10 SIT (exam preparation)	2012-03-26	2012-04-04	Accredited in Madrid may 2004, re-accredited in November 2011. This accreditation is valid until November 2016.	Lectures (60%), group work (25%),  seminars on recent advances in vaccinology (15%)	About 40 international experts will facilitate the course. Course content will be updated each year. A conference on immunizations is organized the day after the end of the course; free attendance for students of the course. No financial support from pharmaceutical companies to this course.  http://www.vaccinologie.org/	30 minutes written exam  (Case study about community management of a vaccine preventable disease or discussion about immunization program strategy)  If student fails, another written exam is proposed the day after	Minimum 10; maximum 20 participants; Maximum number of tropEd students: 10	Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing		500 Euros	Fellowships available for students from developing countries. Sponsors : WHO, French Ministry of Foreign Affairs	Course coordinator has changed  Course extended from 5 to 10 days  Much more comprehensive (looking at socio and cultural determinants, perceptions from health care workers, goes deeper into vaccines characteristics (immunology, epidemiology, program implementation, etc.), Development of immunization programs within a health system, etc.)	From students evaluations:Highlights= teachers diversity, high quality teachings, students diversity, friendly atmosphere  Weaknesses (few students mentioned)= workload, lack of time for interacting with experts		Basics in immunology, epidemiology, definitions.  -  Immune response, vaccine types, combined vaccines,  -  Vaccine and vaccination: calendar, extension of indication, impact, eradication, group immunity, coverage, cost-benefit studies    Immunizations in children  -  Polio and haemophilus: from individual to herd immunity  -  Immunization calendar and schedules  -  Combined vaccines in children    Immunizations in adults  -  Influenza: skills, global world problem, strategies  -  Specific risk groups (elderly people, immunodepression)    Review of immunizations, immunology characteristics and administration schedules (Mumps, Measles, Rubella, Varicella, Rotaviruses, Pertussis, Rabies, Yellow Fever, Dengue, Cholera, Typhoid, Meningitis, etc.)  Papilloma virus: virology and epidemiology  Poliomyelithis eradication  Hepatitis A and B immunizations  Pneumococcal Conjugate Vaccines  Combined immunizations  Immunizations towards travelers from High Income Countries    WHO Extended Program of Immunization   International policies, vaccine calendar in tropical countries  Immunization in military setting    Perceptions and attitudes towards vaccines  Influence of socio determinants in Vaccinology  Prevention with vaccines: how to convince  Vaccines and development of low income countries  Impact of media release on immunizations programs adherence  Ethical issues and communication in Vaccinology  Legal Aspects in Vaccinology   Cost Effectiveness of Vaccines    Vaccine: from antigen to production, classification, registration  Logistics and cold chain management  Tolerance, adverse event monitoring and reporting  Surveillance data and immunization programs response    Research and Development in Vaccinology  (HIV, Malaria)  Future vaccine development for tropical countries  Genetic background and Infectious Diseases vulnerability    Web 2.0 and Vaccinology						
Cancer control (epidemiology, prevention, diagnosis and care) in the tropics	At the end of the course students will be able to:  - List the requirements for a proper evaluation of the burden of cancer in the tropics and in the world and master the most frequent measures of disease occurrence, prevalence and mortality.  - Find ways to present geographical information as a tool for setting the stage for etiologic research.  - Plan and conduct simple epidemiological studies of various designs (cohort, case-referent, ecological,â€¦).   - Set up priorities in terms of national cancer control programmes and set priorities (prevention, screening, diagnosis and care) in the context of limited resources.   - Effectively use available means of communication for translating epidemiological knowledge into prevention action and prioritize objectives for the health care system in terms of diagnosis, curative and palliative treatment.		0	Annie.Sasco@isped.u-bordeaux2.fr	2012-01-10 22:37:10	2013-10-29	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux			Dr. Annie J. Sasco, MD, PH	English	advanced optional	2012-01-11 05:11:45	90 hours  20  contact hours and 70 self study hours (including self preparation of a written report).	2012-03-19	2012-03-30	Accredited in September 2010 in Stockholm and valid until September 2015.	Combination of methods:   -courses in class: 70 minute lectures and 20 minute exchange with the classroom  to introduce methodological tools and necessary content on the topic  - individual working time to produce an individual proposed project in a specific population to address a precise cancer problem (reading, interpretation of papers and drafting a proposal on a specific topic decided upon in agreement with the teacher).		<br>- Closed book examination : short essay question (50%)   - Report on a topic chosen by the student (20 pages maximum) with a 10 minute oral presentation (50%) 2 weeks after the end of the module with report handed in 2 days before presentation. Assessment based on written and oral presentation.	Compulsory attendance to lectures;  max. number of students: 20	Basic training in epidemiology and public health.  Possible experience in developing countries is considered an advantage.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		400 Euros	This course is part of Erasmus Mundus curriculum.				<br>-descriptive epidemiology: basic measures of disease occurrence; sources of data; burden of cancer in the world; geography of cancer; cancer over time; necessary statistical tools for descriptive epidemiology (rates, survival, standardization)  -etiologic epidemiology: main study designs in etiologic epidemiology and related analysis (cohort, case-referent and other studies); causes of cancer in the world and in the tropics (genetic, life-style and environment); cancer and globalization  -prevention: main means of effective prevention (population health programme design and evaluation); ethics of prevention; South-North perspectives and complementarities; main levels of action and setting of priorities; primary prevention at the ndividual and collective levels; screening and early detection; communication for prevention  -diagnosis and care: issues of diagnosis in the tropics; main domains of care, curative (surgery, radiotherapy, chemotherapy, traditional medicine, the issue of alternative and complementary therapies) and palliative; role of the different actors of care	France	Disease prevention & control	Face to face		3 ECTS credits	
Cancer control (epidemiology, prevention, diagnosis and care) in the tropics	At the end of the course students will be able to:  - List the requirements for a proper evaluation of the burden of cancer in the tropics and in the world and master the most frequent measures of disease occurrence, prevalence and mortality.  - Find ways to present geographical information as a tool for setting the stage for etiologic research.  - Plan and conduct simple epidemiological studies of various designs (cohort, case-referent, ecological,â€¦).   - Set up priorities in terms of national cancer control programmes and set priorities (prevention, screening, diagnosis and care) in the context of limited resources.   - Effectively use available means of communication for translating epidemiological knowledge into prevention action and prioritize objectives for the health care system in terms of diagnosis, curative and palliative treatment.		0	Annie.Sasco@isped.u-bordeaux2.fr	2012-01-10 22:37:10	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:11:45	90 hours  20  contact hours and 70 self study hours (including self preparation of a written report).	2012-03-19	2012-03-30	Accredited in September 2010 in Stockholm and valid until September 2015.	Combination of methods:   -courses in class: 70 minute lectures and 20 minute exchange with the classroom  to introduce methodological tools and necessary content on the topic  - individual working time to produce an individual proposed project in a specific population to address a precise cancer problem (reading, interpretation of papers and drafting a proposal on a specific topic decided upon in agreement with the teacher).		<br>- Closed book examination : short essay question (50%)   - Report on a topic chosen by the student (20 pages maximum) with a 10 minute oral presentation (50%) 2 weeks after the end of the module with report handed in 2 days before presentation. Assessment based on written and oral presentation.	Compulsory attendance to lectures;  max. number of students: 20	Basic training in epidemiology and public health.  Possible experience in developing countries is considered an advantage.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		400 Euros	This course is part of Erasmus Mundus curriculum.				<br>-descriptive epidemiology: basic measures of disease occurrence; sources of data; burden of cancer in the world; geography of cancer; cancer over time; necessary statistical tools for descriptive epidemiology (rates, survival, standardization)  -etiologic epidemiology: main study designs in etiologic epidemiology and related analysis (cohort, case-referent and other studies); causes of cancer in the world and in the tropics (genetic, life-style and environment); cancer and globalization  -prevention: main means of effective prevention (population health programme design and evaluation); ethics of prevention; South-North perspectives and complementarities; main levels of action and setting of priorities; primary prevention at the ndividual and collective levels; screening and early detection; communication for prevention  -diagnosis and care: issues of diagnosis in the tropics; main domains of care, curative (surgery, radiotherapy, chemotherapy, traditional medicine, the issue of alternative and complementary therapies) and palliative; role of the different actors of care		Epidemiology				
Cancer control (epidemiology, prevention, diagnosis and care) in the tropics	At the end of the course students will be able to:  - List the requirements for a proper evaluation of the burden of cancer in the tropics and in the world and master the most frequent measures of disease occurrence, prevalence and mortality.  - Find ways to present geographical information as a tool for setting the stage for etiologic research.  - Plan and conduct simple epidemiological studies of various designs (cohort, case-referent, ecological,â€¦).   - Set up priorities in terms of national cancer control programmes and set priorities (prevention, screening, diagnosis and care) in the context of limited resources.   - Effectively use available means of communication for translating epidemiological knowledge into prevention action and prioritize objectives for the health care system in terms of diagnosis, curative and palliative treatment.		0	Annie.Sasco@isped.u-bordeaux2.fr	2012-01-10 22:37:10	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:11:45	90 hours  20  contact hours and 70 self study hours (including self preparation of a written report).	2012-03-19	2012-03-30	Accredited in September 2010 in Stockholm and valid until September 2015.	Combination of methods:   -courses in class: 70 minute lectures and 20 minute exchange with the classroom  to introduce methodological tools and necessary content on the topic  - individual working time to produce an individual proposed project in a specific population to address a precise cancer problem (reading, interpretation of papers and drafting a proposal on a specific topic decided upon in agreement with the teacher).		<br>- Closed book examination : short essay question (50%)   - Report on a topic chosen by the student (20 pages maximum) with a 10 minute oral presentation (50%) 2 weeks after the end of the module with report handed in 2 days before presentation. Assessment based on written and oral presentation.	Compulsory attendance to lectures;  max. number of students: 20	Basic training in epidemiology and public health.  Possible experience in developing countries is considered an advantage.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		400 Euros	This course is part of Erasmus Mundus curriculum.				<br>-descriptive epidemiology: basic measures of disease occurrence; sources of data; burden of cancer in the world; geography of cancer; cancer over time; necessary statistical tools for descriptive epidemiology (rates, survival, standardization)  -etiologic epidemiology: main study designs in etiologic epidemiology and related analysis (cohort, case-referent and other studies); causes of cancer in the world and in the tropics (genetic, life-style and environment); cancer and globalization  -prevention: main means of effective prevention (population health programme design and evaluation); ethics of prevention; South-North perspectives and complementarities; main levels of action and setting of priorities; primary prevention at the ndividual and collective levels; screening and early detection; communication for prevention  -diagnosis and care: issues of diagnosis in the tropics; main domains of care, curative (surgery, radiotherapy, chemotherapy, traditional medicine, the issue of alternative and complementary therapies) and palliative; role of the different actors of care		Non-communicable diseases (in general)				
Cancer control (epidemiology, prevention, diagnosis and care) in the tropics	At the end of the course students will be able to:  - List the requirements for a proper evaluation of the burden of cancer in the tropics and in the world and master the most frequent measures of disease occurrence, prevalence and mortality.  - Find ways to present geographical information as a tool for setting the stage for etiologic research.  - Plan and conduct simple epidemiological studies of various designs (cohort, case-referent, ecological,â€¦).   - Set up priorities in terms of national cancer control programmes and set priorities (prevention, screening, diagnosis and care) in the context of limited resources.   - Effectively use available means of communication for translating epidemiological knowledge into prevention action and prioritize objectives for the health care system in terms of diagnosis, curative and palliative treatment.		0	Annie.Sasco@isped.u-bordeaux2.fr	2012-01-10 22:37:10	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:11:45	90 hours  20  contact hours and 70 self study hours (including self preparation of a written report).	2012-03-19	2012-03-30	Accredited in September 2010 in Stockholm and valid until September 2015.	Combination of methods:   -courses in class: 70 minute lectures and 20 minute exchange with the classroom  to introduce methodological tools and necessary content on the topic  - individual working time to produce an individual proposed project in a specific population to address a precise cancer problem (reading, interpretation of papers and drafting a proposal on a specific topic decided upon in agreement with the teacher).		<br>- Closed book examination : short essay question (50%)   - Report on a topic chosen by the student (20 pages maximum) with a 10 minute oral presentation (50%) 2 weeks after the end of the module with report handed in 2 days before presentation. Assessment based on written and oral presentation.	Compulsory attendance to lectures;  max. number of students: 20	Basic training in epidemiology and public health.  Possible experience in developing countries is considered an advantage.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		400 Euros	This course is part of Erasmus Mundus curriculum.				<br>-descriptive epidemiology: basic measures of disease occurrence; sources of data; burden of cancer in the world; geography of cancer; cancer over time; necessary statistical tools for descriptive epidemiology (rates, survival, standardization)  -etiologic epidemiology: main study designs in etiologic epidemiology and related analysis (cohort, case-referent and other studies); causes of cancer in the world and in the tropics (genetic, life-style and environment); cancer and globalization  -prevention: main means of effective prevention (population health programme design and evaluation); ethics of prevention; South-North perspectives and complementarities; main levels of action and setting of priorities; primary prevention at the ndividual and collective levels; screening and early detection; communication for prevention  -diagnosis and care: issues of diagnosis in the tropics; main domains of care, curative (surgery, radiotherapy, chemotherapy, traditional medicine, the issue of alternative and complementary therapies) and palliative; role of the different actors of care						
Critical appraisal of health-related scientific information	At the end of the course students will be able to:  -  Apply concepts and methods of critical appraisal of health-related scientific information as a tool for making sound public health decisions;  -  Summarise and synthesize original studies;  -  Critically appraise health related scientific information using a methodological approach;		0		2012-01-10 23:09:09	2013-10-29	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux	2 weeks		L. Rachid Salmi	English	advanced optional	2012-01-11 05:18:12	90 hours  (35 formal teaching; 55 independent learning)	2012-03-05	2012-03-16	Accredited in September 2010. This accreditation is valid until September 2015.	Short lectures followed by two-part workshops (Part 1: sub-group discussions; Part 2: Reporting by subgroups, group discussion, and feedback by faculty), with individual work produced between short courses and workshops		Each student must produce a short report (3000 to 3500 words) summarizing his/her critical appraisal of a small set of papers on a current public health problem.	Maximum 20; including tropEd students	Basic knowledge of epidemiological methods, Field experience in public health (can be in developed or developing settings. English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>-  Workshop A: defining information needs for a specific decision; Sources of reliable information for decision making: classification and research strategies;  -  Workshop B: finding information;  -  Workshop C: analyzing documents found on the Internet; Critical appraisal in practice (1): assessing articles on diagnostic tools;  -  Workshop D: applying a standard checklist; Critical appraisal in practice (2): assessing articles on impact of interventions;  -  Workshop E: developing and applying a critical appraisal form; Critical appraisal in practice (3): assessing guidelines and other reviews;  -  Workshop F: drafting conclusions and recommendations	France	Access to health information	Face to face		3 ECTS credits	
Critical appraisal of health-related scientific information	At the end of the course students will be able to:  -  Apply concepts and methods of critical appraisal of health-related scientific information as a tool for making sound public health decisions;  -  Summarise and synthesize original studies;  -  Critically appraise health related scientific information using a methodological approach;		0		2012-01-10 23:09:09	2013-10-29	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 05:18:12	90 hours  (35 formal teaching; 55 independent learning)	2012-03-05	2012-03-16	Accredited in September 2010. This accreditation is valid until September 2015.	Short lectures followed by two-part workshops (Part 1: sub-group discussions; Part 2: Reporting by subgroups, group discussion, and feedback by faculty), with individual work produced between short courses and workshops		Each student must produce a short report (3000 to 3500 words) summarizing his/her critical appraisal of a small set of papers on a current public health problem.	Maximum 20; including tropEd students	Basic knowledge of epidemiological methods, Field experience in public health (can be in developed or developing settings. English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>-  Workshop A: defining information needs for a specific decision; Sources of reliable information for decision making: classification and research strategies;  -  Workshop B: finding information;  -  Workshop C: analyzing documents found on the Internet; Critical appraisal in practice (1): assessing articles on diagnostic tools;  -  Workshop D: applying a standard checklist; Critical appraisal in practice (2): assessing articles on impact of interventions;  -  Workshop E: developing and applying a critical appraisal form; Critical appraisal in practice (3): assessing guidelines and other reviews;  -  Workshop F: drafting conclusions and recommendations		Health information				
Critical appraisal of health-related scientific information	At the end of the course students will be able to:  -  Apply concepts and methods of critical appraisal of health-related scientific information as a tool for making sound public health decisions;  -  Summarise and synthesize original studies;  -  Critically appraise health related scientific information using a methodological approach;		0		2012-01-10 23:09:09	2013-10-29	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 05:18:12	90 hours  (35 formal teaching; 55 independent learning)	2012-03-05	2012-03-16	Accredited in September 2010. This accreditation is valid until September 2015.	Short lectures followed by two-part workshops (Part 1: sub-group discussions; Part 2: Reporting by subgroups, group discussion, and feedback by faculty), with individual work produced between short courses and workshops		Each student must produce a short report (3000 to 3500 words) summarizing his/her critical appraisal of a small set of papers on a current public health problem.	Maximum 20; including tropEd students	Basic knowledge of epidemiological methods, Field experience in public health (can be in developed or developing settings. English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>-  Workshop A: defining information needs for a specific decision; Sources of reliable information for decision making: classification and research strategies;  -  Workshop B: finding information;  -  Workshop C: analyzing documents found on the Internet; Critical appraisal in practice (1): assessing articles on diagnostic tools;  -  Workshop D: applying a standard checklist; Critical appraisal in practice (2): assessing articles on impact of interventions;  -  Workshop E: developing and applying a critical appraisal form; Critical appraisal in practice (3): assessing guidelines and other reviews;  -  Workshop F: drafting conclusions and recommendations		Research method				
Critical appraisal of health-related scientific information	At the end of the course students will be able to:  -  Apply concepts and methods of critical appraisal of health-related scientific information as a tool for making sound public health decisions;  -  Summarise and synthesize original studies;  -  Critically appraise health related scientific information using a methodological approach;		0		2012-01-10 23:09:09	2013-10-29	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 05:18:12	90 hours  (35 formal teaching; 55 independent learning)	2012-03-05	2012-03-16	Accredited in September 2010. This accreditation is valid until September 2015.	Short lectures followed by two-part workshops (Part 1: sub-group discussions; Part 2: Reporting by subgroups, group discussion, and feedback by faculty), with individual work produced between short courses and workshops		Each student must produce a short report (3000 to 3500 words) summarizing his/her critical appraisal of a small set of papers on a current public health problem.	Maximum 20; including tropEd students	Basic knowledge of epidemiological methods, Field experience in public health (can be in developed or developing settings. English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>-  Workshop A: defining information needs for a specific decision; Sources of reliable information for decision making: classification and research strategies;  -  Workshop B: finding information;  -  Workshop C: analyzing documents found on the Internet; Critical appraisal in practice (1): assessing articles on diagnostic tools;  -  Workshop D: applying a standard checklist; Critical appraisal in practice (2): assessing articles on impact of interventions;  -  Workshop E: developing and applying a critical appraisal form; Critical appraisal in practice (3): assessing guidelines and other reviews;  -  Workshop F: drafting conclusions and recommendations						
Effective project planning and evaluation in biomedical research	By the end of this course, participants should be able to  -  Apply good practices in biomedical research  -  Define the purpose and scope of a project  -  Establish the project development plan  -  Implement and coordinate a research team work		0		2012-01-10 23:19:53	2013-10-29	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux			Pascal Millet	English	advanced optional	2012-01-11 05:32:12	90 hours  40 hrs formal teaching work, 50 hrs self directed study.	2011-04-04	2011-04-15	Heidelberg, January 2010	<br>Participants apply, step by step, the planning evaluation process to their current project in biomedical research and in this way they learn by â€œdoingâ€ and â€œreflectingâ€.  Real life case study  The participants work on their own â€œreal lifeâ€ project. This means that they go through the case studies applying them to their own current project.   Step-by-step learning  The course follows a â€œstep-by-step learningâ€ approach. It is structured in five modules that take the participants through a progressive learning process. Each theoretical section is short and followed by an extensive case study session. During this practical session participants face a concrete experience (their own project) and reflect on it in small groups. They then share, in plenary session, observations with other participants and apply these observations to other projects (other participants&rsquo; projects). This way, participants apprehend, one by one, the various phases of the process of project planning and evaluation.  There is no single â€œbestâ€ way of planning. The participants, guided by trainers, identify which approaches are most relevant to their project. Interactions of high quality and quantity between the trainers and the participants, and between the participants themselves, are essential to the success of the course. Trust and respect must be developed to allow these interactions to be productive.	<br>-  This advanced module is already proposed by WHO Special Programme for Research &Training in Tropical Diseases (TDR), and offered in the following countries: Brazil, Colombia, Kenya, Nigeria.   -  In order to strengthen North South collaborations, WHO/TDR propose to send a trainer from Cali University, Colombia, to Bordeaux University for the duration of the course;  -  On going discussion between WHO/TDR and our tropEd partner Gadjamada University	Proposition: In class participation (30%); Written document (10 pages) and 20 minutes oral presentation of the protocol from the student&rsquo;s project (70%)	Maximum of 15 students	The course is open to professionals in the health sector holding an academic degree equivalent to 4 years of academic full-time training.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		1000 Euros (special rates apply for Erasmus Mundus students)	This course belong to Eraslus Mundus Curriculum.				Module 1 â€“ Good practices in biomedical research (3 hours, theory)  Module 1 briefly introduces the main good practices relevant to biomedical research. It gives the rationale for international standards of good practices and the objectives of these good practices. It presents good laboratory practices (GLP), good manufacturing practices (GMP), good agricultural practices (GAP) and good clinical practices (GCP) including an ethics component. It introduces the concept of quality practice in basic biomedical research (QPBR) and generally sites the project planning and evaluation activities in the context of good practices.    Module 2 â€“ Phase I: Defining the purpose and scope of a project (10 hours, theory followed by case studies)    Module 3 leads the participants through the first phase of the process of planning and evaluation. They define what they want to do and why they want to do it. They first establish a statement summarizing the project, then define the goal of the project, its objectives, the indicators, which will be used to evaluate whether objectives have been reached, and finally identify the main steps required to reach the objectives.    Module 3 â€“ Phase II: Establishing the research project development plan (10 hours, theory followed by case studies)    Module 4 leads the participants through the second phase of the process of project planning and evaluation. They establish a development plan for their own research project. The module guides them through the development of the project&rsquo;s work breakdown structure (WBS), the establishment of the sequence of the various activities, the setting of duration time and timelines of activities, the definition of milestones and the allocation of resources. Participants then present their plan using a bar chart (Gantt chart) and a network diagram (PERT chart).    Module 4 â€“ Phase III: Implementing, monitoring, evaluating and reporting (10 hours, theory followed by case studies)    Module 5 gives an overview of how to use the plan to coordinate the team; to ensure the project implementation on time, according to agreed standards and within budget; and to monitor carefully the project development. The importance is highlighted of regularly updating the plan, reporting on progress, formally closing the project as it ends, and evaluating its success. Participants have the opportunity to establish an appropriate modus operandi for good team coordination and regular monitoring of their project&rsquo;s development. They also establish the project reporting process (types of report, frequency and content).    approximately 80% of the time will be spent on activities or case studies.	France	Biomedical sciences/disciplines	Face to face		3 ECTS credits	
Effective project planning and evaluation in biomedical research	By the end of this course, participants should be able to  -  Apply good practices in biomedical research  -  Define the purpose and scope of a project  -  Establish the project development plan  -  Implement and coordinate a research team work		0		2012-01-10 23:19:53	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:32:12	90 hours  40 hrs formal teaching work, 50 hrs self directed study.	2011-04-04	2011-04-15	Heidelberg, January 2010	<br>Participants apply, step by step, the planning evaluation process to their current project in biomedical research and in this way they learn by â€œdoingâ€ and â€œreflectingâ€.  Real life case study  The participants work on their own â€œreal lifeâ€ project. This means that they go through the case studies applying them to their own current project.   Step-by-step learning  The course follows a â€œstep-by-step learningâ€ approach. It is structured in five modules that take the participants through a progressive learning process. Each theoretical section is short and followed by an extensive case study session. During this practical session participants face a concrete experience (their own project) and reflect on it in small groups. They then share, in plenary session, observations with other participants and apply these observations to other projects (other participants&rsquo; projects). This way, participants apprehend, one by one, the various phases of the process of project planning and evaluation.  There is no single â€œbestâ€ way of planning. The participants, guided by trainers, identify which approaches are most relevant to their project. Interactions of high quality and quantity between the trainers and the participants, and between the participants themselves, are essential to the success of the course. Trust and respect must be developed to allow these interactions to be productive.	<br>-  This advanced module is already proposed by WHO Special Programme for Research &Training in Tropical Diseases (TDR), and offered in the following countries: Brazil, Colombia, Kenya, Nigeria.   -  In order to strengthen North South collaborations, WHO/TDR propose to send a trainer from Cali University, Colombia, to Bordeaux University for the duration of the course;  -  On going discussion between WHO/TDR and our tropEd partner Gadjamada University	Proposition: In class participation (30%); Written document (10 pages) and 20 minutes oral presentation of the protocol from the student&rsquo;s project (70%)	Maximum of 15 students	The course is open to professionals in the health sector holding an academic degree equivalent to 4 years of academic full-time training.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		1000 Euros (special rates apply for Erasmus Mundus students)	This course belong to Eraslus Mundus Curriculum.				Module 1 â€“ Good practices in biomedical research (3 hours, theory)  Module 1 briefly introduces the main good practices relevant to biomedical research. It gives the rationale for international standards of good practices and the objectives of these good practices. It presents good laboratory practices (GLP), good manufacturing practices (GMP), good agricultural practices (GAP) and good clinical practices (GCP) including an ethics component. It introduces the concept of quality practice in basic biomedical research (QPBR) and generally sites the project planning and evaluation activities in the context of good practices.    Module 2 â€“ Phase I: Defining the purpose and scope of a project (10 hours, theory followed by case studies)    Module 3 leads the participants through the first phase of the process of planning and evaluation. They define what they want to do and why they want to do it. They first establish a statement summarizing the project, then define the goal of the project, its objectives, the indicators, which will be used to evaluate whether objectives have been reached, and finally identify the main steps required to reach the objectives.    Module 3 â€“ Phase II: Establishing the research project development plan (10 hours, theory followed by case studies)    Module 4 leads the participants through the second phase of the process of project planning and evaluation. They establish a development plan for their own research project. The module guides them through the development of the project&rsquo;s work breakdown structure (WBS), the establishment of the sequence of the various activities, the setting of duration time and timelines of activities, the definition of milestones and the allocation of resources. Participants then present their plan using a bar chart (Gantt chart) and a network diagram (PERT chart).    Module 4 â€“ Phase III: Implementing, monitoring, evaluating and reporting (10 hours, theory followed by case studies)    Module 5 gives an overview of how to use the plan to coordinate the team; to ensure the project implementation on time, according to agreed standards and within budget; and to monitor carefully the project development. The importance is highlighted of regularly updating the plan, reporting on progress, formally closing the project as it ends, and evaluating its success. Participants have the opportunity to establish an appropriate modus operandi for good team coordination and regular monitoring of their project&rsquo;s development. They also establish the project reporting process (types of report, frequency and content).    approximately 80% of the time will be spent on activities or case studies.		Monitoring and evaluation				
Effective project planning and evaluation in biomedical research	By the end of this course, participants should be able to  -  Apply good practices in biomedical research  -  Define the purpose and scope of a project  -  Establish the project development plan  -  Implement and coordinate a research team work		0		2012-01-10 23:19:53	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:32:12	90 hours  40 hrs formal teaching work, 50 hrs self directed study.	2011-04-04	2011-04-15	Heidelberg, January 2010	<br>Participants apply, step by step, the planning evaluation process to their current project in biomedical research and in this way they learn by â€œdoingâ€ and â€œreflectingâ€.  Real life case study  The participants work on their own â€œreal lifeâ€ project. This means that they go through the case studies applying them to their own current project.   Step-by-step learning  The course follows a â€œstep-by-step learningâ€ approach. It is structured in five modules that take the participants through a progressive learning process. Each theoretical section is short and followed by an extensive case study session. During this practical session participants face a concrete experience (their own project) and reflect on it in small groups. They then share, in plenary session, observations with other participants and apply these observations to other projects (other participants&rsquo; projects). This way, participants apprehend, one by one, the various phases of the process of project planning and evaluation.  There is no single â€œbestâ€ way of planning. The participants, guided by trainers, identify which approaches are most relevant to their project. Interactions of high quality and quantity between the trainers and the participants, and between the participants themselves, are essential to the success of the course. Trust and respect must be developed to allow these interactions to be productive.	<br>-  This advanced module is already proposed by WHO Special Programme for Research &Training in Tropical Diseases (TDR), and offered in the following countries: Brazil, Colombia, Kenya, Nigeria.   -  In order to strengthen North South collaborations, WHO/TDR propose to send a trainer from Cali University, Colombia, to Bordeaux University for the duration of the course;  -  On going discussion between WHO/TDR and our tropEd partner Gadjamada University	Proposition: In class participation (30%); Written document (10 pages) and 20 minutes oral presentation of the protocol from the student&rsquo;s project (70%)	Maximum of 15 students	The course is open to professionals in the health sector holding an academic degree equivalent to 4 years of academic full-time training.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		1000 Euros (special rates apply for Erasmus Mundus students)	This course belong to Eraslus Mundus Curriculum.				Module 1 â€“ Good practices in biomedical research (3 hours, theory)  Module 1 briefly introduces the main good practices relevant to biomedical research. It gives the rationale for international standards of good practices and the objectives of these good practices. It presents good laboratory practices (GLP), good manufacturing practices (GMP), good agricultural practices (GAP) and good clinical practices (GCP) including an ethics component. It introduces the concept of quality practice in basic biomedical research (QPBR) and generally sites the project planning and evaluation activities in the context of good practices.    Module 2 â€“ Phase I: Defining the purpose and scope of a project (10 hours, theory followed by case studies)    Module 3 leads the participants through the first phase of the process of planning and evaluation. They define what they want to do and why they want to do it. They first establish a statement summarizing the project, then define the goal of the project, its objectives, the indicators, which will be used to evaluate whether objectives have been reached, and finally identify the main steps required to reach the objectives.    Module 3 â€“ Phase II: Establishing the research project development plan (10 hours, theory followed by case studies)    Module 4 leads the participants through the second phase of the process of project planning and evaluation. They establish a development plan for their own research project. The module guides them through the development of the project&rsquo;s work breakdown structure (WBS), the establishment of the sequence of the various activities, the setting of duration time and timelines of activities, the definition of milestones and the allocation of resources. Participants then present their plan using a bar chart (Gantt chart) and a network diagram (PERT chart).    Module 4 â€“ Phase III: Implementing, monitoring, evaluating and reporting (10 hours, theory followed by case studies)    Module 5 gives an overview of how to use the plan to coordinate the team; to ensure the project implementation on time, according to agreed standards and within budget; and to monitor carefully the project development. The importance is highlighted of regularly updating the plan, reporting on progress, formally closing the project as it ends, and evaluating its success. Participants have the opportunity to establish an appropriate modus operandi for good team coordination and regular monitoring of their project&rsquo;s development. They also establish the project reporting process (types of report, frequency and content).    approximately 80% of the time will be spent on activities or case studies.		Planning and programming (incl.. budgeting and evaluation)				
Effective project planning and evaluation in biomedical research	By the end of this course, participants should be able to  -  Apply good practices in biomedical research  -  Define the purpose and scope of a project  -  Establish the project development plan  -  Implement and coordinate a research team work		0		2012-01-10 23:19:53	2013-10-29	2017-10-10 16:30:47	troped	troped	0							2012-01-11 05:32:12	90 hours  40 hrs formal teaching work, 50 hrs self directed study.	2011-04-04	2011-04-15	Heidelberg, January 2010	<br>Participants apply, step by step, the planning evaluation process to their current project in biomedical research and in this way they learn by â€œdoingâ€ and â€œreflectingâ€.  Real life case study  The participants work on their own â€œreal lifeâ€ project. This means that they go through the case studies applying them to their own current project.   Step-by-step learning  The course follows a â€œstep-by-step learningâ€ approach. It is structured in five modules that take the participants through a progressive learning process. Each theoretical section is short and followed by an extensive case study session. During this practical session participants face a concrete experience (their own project) and reflect on it in small groups. They then share, in plenary session, observations with other participants and apply these observations to other projects (other participants&rsquo; projects). This way, participants apprehend, one by one, the various phases of the process of project planning and evaluation.  There is no single â€œbestâ€ way of planning. The participants, guided by trainers, identify which approaches are most relevant to their project. Interactions of high quality and quantity between the trainers and the participants, and between the participants themselves, are essential to the success of the course. Trust and respect must be developed to allow these interactions to be productive.	<br>-  This advanced module is already proposed by WHO Special Programme for Research &Training in Tropical Diseases (TDR), and offered in the following countries: Brazil, Colombia, Kenya, Nigeria.   -  In order to strengthen North South collaborations, WHO/TDR propose to send a trainer from Cali University, Colombia, to Bordeaux University for the duration of the course;  -  On going discussion between WHO/TDR and our tropEd partner Gadjamada University	Proposition: In class participation (30%); Written document (10 pages) and 20 minutes oral presentation of the protocol from the student&rsquo;s project (70%)	Maximum of 15 students	The course is open to professionals in the health sector holding an academic degree equivalent to 4 years of academic full-time training.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.		1000 Euros (special rates apply for Erasmus Mundus students)	This course belong to Eraslus Mundus Curriculum.				Module 1 â€“ Good practices in biomedical research (3 hours, theory)  Module 1 briefly introduces the main good practices relevant to biomedical research. It gives the rationale for international standards of good practices and the objectives of these good practices. It presents good laboratory practices (GLP), good manufacturing practices (GMP), good agricultural practices (GAP) and good clinical practices (GCP) including an ethics component. It introduces the concept of quality practice in basic biomedical research (QPBR) and generally sites the project planning and evaluation activities in the context of good practices.    Module 2 â€“ Phase I: Defining the purpose and scope of a project (10 hours, theory followed by case studies)    Module 3 leads the participants through the first phase of the process of planning and evaluation. They define what they want to do and why they want to do it. They first establish a statement summarizing the project, then define the goal of the project, its objectives, the indicators, which will be used to evaluate whether objectives have been reached, and finally identify the main steps required to reach the objectives.    Module 3 â€“ Phase II: Establishing the research project development plan (10 hours, theory followed by case studies)    Module 4 leads the participants through the second phase of the process of project planning and evaluation. They establish a development plan for their own research project. The module guides them through the development of the project&rsquo;s work breakdown structure (WBS), the establishment of the sequence of the various activities, the setting of duration time and timelines of activities, the definition of milestones and the allocation of resources. Participants then present their plan using a bar chart (Gantt chart) and a network diagram (PERT chart).    Module 4 â€“ Phase III: Implementing, monitoring, evaluating and reporting (10 hours, theory followed by case studies)    Module 5 gives an overview of how to use the plan to coordinate the team; to ensure the project implementation on time, according to agreed standards and within budget; and to monitor carefully the project development. The importance is highlighted of regularly updating the plan, reporting on progress, formally closing the project as it ends, and evaluating its success. Participants have the opportunity to establish an appropriate modus operandi for good team coordination and regular monitoring of their project&rsquo;s development. They also establish the project reporting process (types of report, frequency and content).    approximately 80% of the time will be spent on activities or case studies.						
Tools for surveillance and control of tropical diseases	<br>At the end of the module, students should be able to:   - Establish the appropriateness and quality of diagnosis tools for major infectious diseases prevalent in the tropics. Emphasis will be given on malaria, HIV/AIDS, tuberculosis, leishmaniasis and trypanosomiasis.   - Investigate and manage infectious disease outbreaks   - Identify and respond to diagnosis limitations for infectious diseases prevalent in the tropical settings.   - Provide a logistics response to an epidemic situation (lab, emergency response, care)  - Apply principles of good practices in lab, care and survey, and support  (including standards, norms and accreditation process applicable and adapted to resource-constrained settings for disease survey and control).  - Demonstrate efficient use of diagnosis lab tools for major infectious diseases management and treatment follow-up prevalent in the tropics, using situation analysis and case-studies.		0	denis.malvy@u-bordeaux2.fr	2012-01-10 23:29:02	2013-11-13	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux	10 days	<br>University of Bordeaux  146 rue L&eacute;o Saignat   33076 Bordeaux Cedex   France	Denis Malvy 	English	advanced optional	2015-12-10 15:56:38	<br>90 hours  Contact hours: 59 (40 hours in class face-to-face, 19 hours facilitated practical group work and seminars), Self-directed learning time: 30 SIT, 1-hour written Assessment)	2014-03-31	2014-04-11	<br>Accredited Lenzeheide January 2006. Re-accredited in September 2012. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Interactive lectures (40%), seminars (40%).   Students will be placed in a virtual laboratory planning situation by 2 facilitators in order to learn laboratory management and quality assurance (20%).	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Assessment is a written exam designed to test the ability of a student to outline diagnostic issues related to the control of an outbreak or an endemic infectious disease. All objectives assessed through a field-based resolution case using specific open questions (1 hour).   If student fails, another written exam is proposed the day after. N.B. The assessment is directed issued by study cases realized during the module. Therefore, the re-sit exam is fully feasible the day after the first attempt.	<br>Minimum 6; maximum 12 participants   Maximum number of tropEd students: 10	<br>Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing   Proficiency in English:   TOEFL score of at least 550 points paper-based or 213 points computer-based (or an equivalent test).   Fundamentals in clinical microbiology and parasitology	<br>Preference will be given to paramedical staff having responsibility for diagnostic laboratories, with a professional experience.	<br>450 Euros.	<br>None available	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Summary of the last 2 years evaluation (10 students)   (ranking from 1 (very poor) to 6 (outstanding):   Usefulness of the module: 5.2   Match with expectations: 5.2   Relevancy with the MIH programme: 5.3   Teaching methods: 4.9     Satisfaction with:   - Interaction with teachers: 100%   - Assessment procedures: 80%   - Logistics: 80%	<br>According to some students opinion, the lab practice should:   - Include more parasitology and microbiology sessions   - Strengthen case studies focused on resource limited and tropical settings	<br>The course covers the following topics:   - Procedures for the diagnosis of infectious agents in the tropics: viral, bacterial, fungal and parasitic diseases in epidemic and endemic situation.   - Laboratory tests and procedures required to establish proper diagnosis and control of diseases in resource-constrained settings to allow effective, early treatment and monitor the effects of interventions.   - Procedure required to establish proper diagnosis care and control of highly communicable and emerging diseases in resource-constrained settings.   - Description of existing tests with their limitations, with emphasis on the lack of appropriate field tests for the most neglected infectious diseases.   - Risks and consequences of resistance to drugs used for disease control in endemic countries. Tools to identify and monitor resistance (antibiograms, post-treatment lab tools follow-ups: parasite identification, etc.)   - Framework for defining, evaluating and maintaining the quality of diagnosis in resource-constrained settings.   - Requirements to set up and operate effective quality control and relevant procedures and design adapted to local context.	France	Communicable diseases (in general)	Face to face		3 ECTS credits	
Tools for surveillance and control of tropical diseases	<br>At the end of the module, students should be able to:   - Establish the appropriateness and quality of diagnosis tools for major infectious diseases prevalent in the tropics. Emphasis will be given on malaria, HIV/AIDS, tuberculosis, leishmaniasis and trypanosomiasis.   - Investigate and manage infectious disease outbreaks   - Identify and respond to diagnosis limitations for infectious diseases prevalent in the tropical settings.   - Provide a logistics response to an epidemic situation (lab, emergency response, care)  - Apply principles of good practices in lab, care and survey, and support  (including standards, norms and accreditation process applicable and adapted to resource-constrained settings for disease survey and control).  - Demonstrate efficient use of diagnosis lab tools for major infectious diseases management and treatment follow-up prevalent in the tropics, using situation analysis and case-studies.		0	denis.malvy@u-bordeaux2.fr	2012-01-10 23:29:02	2013-11-13	2017-10-10 16:30:47	troped	troped	0		10 days	<br>University of Bordeaux  146 rue L&eacute;o Saignat   33076 Bordeaux Cedex   France				2015-12-10 15:56:38	<br>90 hours  Contact hours: 59 (40 hours in class face-to-face, 19 hours facilitated practical group work and seminars), Self-directed learning time: 30 SIT, 1-hour written Assessment)	2014-03-31	2014-04-11	<br>Accredited Lenzeheide January 2006. Re-accredited in September 2012. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Interactive lectures (40%), seminars (40%).   Students will be placed in a virtual laboratory planning situation by 2 facilitators in order to learn laboratory management and quality assurance (20%).	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Assessment is a written exam designed to test the ability of a student to outline diagnostic issues related to the control of an outbreak or an endemic infectious disease. All objectives assessed through a field-based resolution case using specific open questions (1 hour).   If student fails, another written exam is proposed the day after. N.B. The assessment is directed issued by study cases realized during the module. Therefore, the re-sit exam is fully feasible the day after the first attempt.	<br>Minimum 6; maximum 12 participants   Maximum number of tropEd students: 10	<br>Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing   Proficiency in English:   TOEFL score of at least 550 points paper-based or 213 points computer-based (or an equivalent test).   Fundamentals in clinical microbiology and parasitology	<br>Preference will be given to paramedical staff having responsibility for diagnostic laboratories, with a professional experience.	<br>450 Euros.	<br>None available	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Summary of the last 2 years evaluation (10 students)   (ranking from 1 (very poor) to 6 (outstanding):   Usefulness of the module: 5.2   Match with expectations: 5.2   Relevancy with the MIH programme: 5.3   Teaching methods: 4.9     Satisfaction with:   - Interaction with teachers: 100%   - Assessment procedures: 80%   - Logistics: 80%	<br>According to some students opinion, the lab practice should:   - Include more parasitology and microbiology sessions   - Strengthen case studies focused on resource limited and tropical settings	<br>The course covers the following topics:   - Procedures for the diagnosis of infectious agents in the tropics: viral, bacterial, fungal and parasitic diseases in epidemic and endemic situation.   - Laboratory tests and procedures required to establish proper diagnosis and control of diseases in resource-constrained settings to allow effective, early treatment and monitor the effects of interventions.   - Procedure required to establish proper diagnosis care and control of highly communicable and emerging diseases in resource-constrained settings.   - Description of existing tests with their limitations, with emphasis on the lack of appropriate field tests for the most neglected infectious diseases.   - Risks and consequences of resistance to drugs used for disease control in endemic countries. Tools to identify and monitor resistance (antibiograms, post-treatment lab tools follow-ups: parasite identification, etc.)   - Framework for defining, evaluating and maintaining the quality of diagnosis in resource-constrained settings.   - Requirements to set up and operate effective quality control and relevant procedures and design adapted to local context.		Epidemiology				
Tools for surveillance and control of tropical diseases	<br>At the end of the module, students should be able to:   - Establish the appropriateness and quality of diagnosis tools for major infectious diseases prevalent in the tropics. Emphasis will be given on malaria, HIV/AIDS, tuberculosis, leishmaniasis and trypanosomiasis.   - Investigate and manage infectious disease outbreaks   - Identify and respond to diagnosis limitations for infectious diseases prevalent in the tropical settings.   - Provide a logistics response to an epidemic situation (lab, emergency response, care)  - Apply principles of good practices in lab, care and survey, and support  (including standards, norms and accreditation process applicable and adapted to resource-constrained settings for disease survey and control).  - Demonstrate efficient use of diagnosis lab tools for major infectious diseases management and treatment follow-up prevalent in the tropics, using situation analysis and case-studies.		0	denis.malvy@u-bordeaux2.fr	2012-01-10 23:29:02	2013-11-13	2017-10-10 16:30:47	troped	troped	0		10 days	<br>University of Bordeaux  146 rue L&eacute;o Saignat   33076 Bordeaux Cedex   France				2015-12-10 15:56:38	<br>90 hours  Contact hours: 59 (40 hours in class face-to-face, 19 hours facilitated practical group work and seminars), Self-directed learning time: 30 SIT, 1-hour written Assessment)	2014-03-31	2014-04-11	<br>Accredited Lenzeheide January 2006. Re-accredited in September 2012. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Interactive lectures (40%), seminars (40%).   Students will be placed in a virtual laboratory planning situation by 2 facilitators in order to learn laboratory management and quality assurance (20%).	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Assessment is a written exam designed to test the ability of a student to outline diagnostic issues related to the control of an outbreak or an endemic infectious disease. All objectives assessed through a field-based resolution case using specific open questions (1 hour).   If student fails, another written exam is proposed the day after. N.B. The assessment is directed issued by study cases realized during the module. Therefore, the re-sit exam is fully feasible the day after the first attempt.	<br>Minimum 6; maximum 12 participants   Maximum number of tropEd students: 10	<br>Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing   Proficiency in English:   TOEFL score of at least 550 points paper-based or 213 points computer-based (or an equivalent test).   Fundamentals in clinical microbiology and parasitology	<br>Preference will be given to paramedical staff having responsibility for diagnostic laboratories, with a professional experience.	<br>450 Euros.	<br>None available	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Summary of the last 2 years evaluation (10 students)   (ranking from 1 (very poor) to 6 (outstanding):   Usefulness of the module: 5.2   Match with expectations: 5.2   Relevancy with the MIH programme: 5.3   Teaching methods: 4.9     Satisfaction with:   - Interaction with teachers: 100%   - Assessment procedures: 80%   - Logistics: 80%	<br>According to some students opinion, the lab practice should:   - Include more parasitology and microbiology sessions   - Strengthen case studies focused on resource limited and tropical settings	<br>The course covers the following topics:   - Procedures for the diagnosis of infectious agents in the tropics: viral, bacterial, fungal and parasitic diseases in epidemic and endemic situation.   - Laboratory tests and procedures required to establish proper diagnosis and control of diseases in resource-constrained settings to allow effective, early treatment and monitor the effects of interventions.   - Procedure required to establish proper diagnosis care and control of highly communicable and emerging diseases in resource-constrained settings.   - Description of existing tests with their limitations, with emphasis on the lack of appropriate field tests for the most neglected infectious diseases.   - Risks and consequences of resistance to drugs used for disease control in endemic countries. Tools to identify and monitor resistance (antibiograms, post-treatment lab tools follow-ups: parasite identification, etc.)   - Framework for defining, evaluating and maintaining the quality of diagnosis in resource-constrained settings.   - Requirements to set up and operate effective quality control and relevant procedures and design adapted to local context.		Surveillance				
Tools for surveillance and control of tropical diseases	<br>At the end of the module, students should be able to:   - Establish the appropriateness and quality of diagnosis tools for major infectious diseases prevalent in the tropics. Emphasis will be given on malaria, HIV/AIDS, tuberculosis, leishmaniasis and trypanosomiasis.   - Investigate and manage infectious disease outbreaks   - Identify and respond to diagnosis limitations for infectious diseases prevalent in the tropical settings.   - Provide a logistics response to an epidemic situation (lab, emergency response, care)  - Apply principles of good practices in lab, care and survey, and support  (including standards, norms and accreditation process applicable and adapted to resource-constrained settings for disease survey and control).  - Demonstrate efficient use of diagnosis lab tools for major infectious diseases management and treatment follow-up prevalent in the tropics, using situation analysis and case-studies.		0	denis.malvy@u-bordeaux2.fr	2012-01-10 23:29:02	2013-11-13	2017-10-10 16:30:47	troped	troped	0		10 days	<br>University of Bordeaux  146 rue L&eacute;o Saignat   33076 Bordeaux Cedex   France				2015-12-10 15:56:38	<br>90 hours  Contact hours: 59 (40 hours in class face-to-face, 19 hours facilitated practical group work and seminars), Self-directed learning time: 30 SIT, 1-hour written Assessment)	2014-03-31	2014-04-11	<br>Accredited Lenzeheide January 2006. Re-accredited in September 2012. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Interactive lectures (40%), seminars (40%).   Students will be placed in a virtual laboratory planning situation by 2 facilitators in order to learn laboratory management and quality assurance (20%).	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Assessment is a written exam designed to test the ability of a student to outline diagnostic issues related to the control of an outbreak or an endemic infectious disease. All objectives assessed through a field-based resolution case using specific open questions (1 hour).   If student fails, another written exam is proposed the day after. N.B. The assessment is directed issued by study cases realized during the module. Therefore, the re-sit exam is fully feasible the day after the first attempt.	<br>Minimum 6; maximum 12 participants   Maximum number of tropEd students: 10	<br>Bachelor degree of medical sciences, pharmacist, biology, public health, diploma of nursing   Proficiency in English:   TOEFL score of at least 550 points paper-based or 213 points computer-based (or an equivalent test).   Fundamentals in clinical microbiology and parasitology	<br>Preference will be given to paramedical staff having responsibility for diagnostic laboratories, with a professional experience.	<br>450 Euros.	<br>None available	<br>Extra teaching staff from McGill/ Montreal Universities Quebec/ WHO	<br>Summary of the last 2 years evaluation (10 students)   (ranking from 1 (very poor) to 6 (outstanding):   Usefulness of the module: 5.2   Match with expectations: 5.2   Relevancy with the MIH programme: 5.3   Teaching methods: 4.9     Satisfaction with:   - Interaction with teachers: 100%   - Assessment procedures: 80%   - Logistics: 80%	<br>According to some students opinion, the lab practice should:   - Include more parasitology and microbiology sessions   - Strengthen case studies focused on resource limited and tropical settings	<br>The course covers the following topics:   - Procedures for the diagnosis of infectious agents in the tropics: viral, bacterial, fungal and parasitic diseases in epidemic and endemic situation.   - Laboratory tests and procedures required to establish proper diagnosis and control of diseases in resource-constrained settings to allow effective, early treatment and monitor the effects of interventions.   - Procedure required to establish proper diagnosis care and control of highly communicable and emerging diseases in resource-constrained settings.   - Description of existing tests with their limitations, with emphasis on the lack of appropriate field tests for the most neglected infectious diseases.   - Risks and consequences of resistance to drugs used for disease control in endemic countries. Tools to identify and monitor resistance (antibiograms, post-treatment lab tools follow-ups: parasite identification, etc.)   - Framework for defining, evaluating and maintaining the quality of diagnosis in resource-constrained settings.   - Requirements to set up and operate effective quality control and relevant procedures and design adapted to local context.						
Longitudinal data analysis	The aim of this advanced module is to provide students with a strong knowledge on the statistical analysis of longitudinal (i.e. repeated measurements) or grouped data. Participants will be able to get familiar with the class of statistical models requested for this type of analysis. By the end of the module, students should be able to:    - Describe longitudinal data (descriptive statistics and graphical representation)  - Identify the statistical model needed to analyse the data according to the question asked between linear and non linear mixed models and marginal models  - Write the statistical model  - Estimate the parameters of the statistical model using SASÂ® software (proc MIXED, NLMIXED or GENMOD)  - Interpret the estimates   - Write a report of the statistical results		0		2012-01-10 23:51:53	2012-01-11	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux	2 weeks		Rodolphe Thié baut 	English	advanced optional	2012-01-11 06:01:11	90 hours  36 hrs formal teaching work, 54 hrs self directed study	2012-04-02	2012-04-13	Accredited in March, 2010. Accreditation valid until March, 2015.	The module is based on a combination of lectures, practical exercises and group work (2 to 4 students). Up to 75% of the course is done with practical exercises on SASÂ®. Copy of slides and written documents will be available for reading. The entire course will be performed in computer classrooms.		Students have to answer a scientific question using a real data file by means of longitudinal data analyses. Students will have to select an appropriate model and to perform the analysis using the statistical programme package. The model and its results have to be described and discussed in a short 3-page report (70% of the total mark). A presentation of the results is performed on the last day of class (30% of total mark).	Minimum of 5 students and maximum of 20 students	-  Strong background on basic statistics, regression analysis (linear and logistic) and SASÂ® is needed.  -  English level TOEFL 550 or IELTS 6.0  (academic version)		400 &euro;					Week 1:   General principle   -  Introduction to longitudinal and grouped data  -  Examples of studies and descriptive statistics on longitudinal and grouped data     The linear mixed model   -  Variance-covariance matrix for random effects  -  Autoregressive processes  -  Fixed effects: estimation and interpretation  -  Goodness of fit  -  Missing data    Week 2  Non linear models and marginal models   -  Fitting a linear model with NLMIXED  -  Logistic random effect models with NLMIXED  -  Marginal model with GENMOD    Real data exercise  -  Checking real data for mistakes  -  Describing longitudinal data  -  Analysis with relevant model (write the model, estimate the parameter, interpret the parameters, summarize the results)	France	Epidemiology	Face to face		3 ECTS credits	
Longitudinal data analysis	The aim of this advanced module is to provide students with a strong knowledge on the statistical analysis of longitudinal (i.e. repeated measurements) or grouped data. Participants will be able to get familiar with the class of statistical models requested for this type of analysis. By the end of the module, students should be able to:    - Describe longitudinal data (descriptive statistics and graphical representation)  - Identify the statistical model needed to analyse the data according to the question asked between linear and non linear mixed models and marginal models  - Write the statistical model  - Estimate the parameters of the statistical model using SASÂ® software (proc MIXED, NLMIXED or GENMOD)  - Interpret the estimates   - Write a report of the statistical results		0		2012-01-10 23:51:53	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:01:11	90 hours  36 hrs formal teaching work, 54 hrs self directed study	2012-04-02	2012-04-13	Accredited in March, 2010. Accreditation valid until March, 2015.	The module is based on a combination of lectures, practical exercises and group work (2 to 4 students). Up to 75% of the course is done with practical exercises on SASÂ®. Copy of slides and written documents will be available for reading. The entire course will be performed in computer classrooms.		Students have to answer a scientific question using a real data file by means of longitudinal data analyses. Students will have to select an appropriate model and to perform the analysis using the statistical programme package. The model and its results have to be described and discussed in a short 3-page report (70% of the total mark). A presentation of the results is performed on the last day of class (30% of total mark).	Minimum of 5 students and maximum of 20 students	-  Strong background on basic statistics, regression analysis (linear and logistic) and SASÂ® is needed.  -  English level TOEFL 550 or IELTS 6.0  (academic version)		400 &euro;					Week 1:   General principle   -  Introduction to longitudinal and grouped data  -  Examples of studies and descriptive statistics on longitudinal and grouped data     The linear mixed model   -  Variance-covariance matrix for random effects  -  Autoregressive processes  -  Fixed effects: estimation and interpretation  -  Goodness of fit  -  Missing data    Week 2  Non linear models and marginal models   -  Fitting a linear model with NLMIXED  -  Logistic random effect models with NLMIXED  -  Marginal model with GENMOD    Real data exercise  -  Checking real data for mistakes  -  Describing longitudinal data  -  Analysis with relevant model (write the model, estimate the parameter, interpret the parameters, summarize the results)		Quantitative methods				
Longitudinal data analysis	The aim of this advanced module is to provide students with a strong knowledge on the statistical analysis of longitudinal (i.e. repeated measurements) or grouped data. Participants will be able to get familiar with the class of statistical models requested for this type of analysis. By the end of the module, students should be able to:    - Describe longitudinal data (descriptive statistics and graphical representation)  - Identify the statistical model needed to analyse the data according to the question asked between linear and non linear mixed models and marginal models  - Write the statistical model  - Estimate the parameters of the statistical model using SASÂ® software (proc MIXED, NLMIXED or GENMOD)  - Interpret the estimates   - Write a report of the statistical results		0		2012-01-10 23:51:53	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:01:11	90 hours  36 hrs formal teaching work, 54 hrs self directed study	2012-04-02	2012-04-13	Accredited in March, 2010. Accreditation valid until March, 2015.	The module is based on a combination of lectures, practical exercises and group work (2 to 4 students). Up to 75% of the course is done with practical exercises on SASÂ®. Copy of slides and written documents will be available for reading. The entire course will be performed in computer classrooms.		Students have to answer a scientific question using a real data file by means of longitudinal data analyses. Students will have to select an appropriate model and to perform the analysis using the statistical programme package. The model and its results have to be described and discussed in a short 3-page report (70% of the total mark). A presentation of the results is performed on the last day of class (30% of total mark).	Minimum of 5 students and maximum of 20 students	-  Strong background on basic statistics, regression analysis (linear and logistic) and SASÂ® is needed.  -  English level TOEFL 550 or IELTS 6.0  (academic version)		400 &euro;					Week 1:   General principle   -  Introduction to longitudinal and grouped data  -  Examples of studies and descriptive statistics on longitudinal and grouped data     The linear mixed model   -  Variance-covariance matrix for random effects  -  Autoregressive processes  -  Fixed effects: estimation and interpretation  -  Goodness of fit  -  Missing data    Week 2  Non linear models and marginal models   -  Fitting a linear model with NLMIXED  -  Logistic random effect models with NLMIXED  -  Marginal model with GENMOD    Real data exercise  -  Checking real data for mistakes  -  Describing longitudinal data  -  Analysis with relevant model (write the model, estimate the parameter, interpret the parameters, summarize the results)		Statistics (incl.. risk assessment)				
Longitudinal data analysis	The aim of this advanced module is to provide students with a strong knowledge on the statistical analysis of longitudinal (i.e. repeated measurements) or grouped data. Participants will be able to get familiar with the class of statistical models requested for this type of analysis. By the end of the module, students should be able to:    - Describe longitudinal data (descriptive statistics and graphical representation)  - Identify the statistical model needed to analyse the data according to the question asked between linear and non linear mixed models and marginal models  - Write the statistical model  - Estimate the parameters of the statistical model using SASÂ® software (proc MIXED, NLMIXED or GENMOD)  - Interpret the estimates   - Write a report of the statistical results		0		2012-01-10 23:51:53	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:01:11	90 hours  36 hrs formal teaching work, 54 hrs self directed study	2012-04-02	2012-04-13	Accredited in March, 2010. Accreditation valid until March, 2015.	The module is based on a combination of lectures, practical exercises and group work (2 to 4 students). Up to 75% of the course is done with practical exercises on SASÂ®. Copy of slides and written documents will be available for reading. The entire course will be performed in computer classrooms.		Students have to answer a scientific question using a real data file by means of longitudinal data analyses. Students will have to select an appropriate model and to perform the analysis using the statistical programme package. The model and its results have to be described and discussed in a short 3-page report (70% of the total mark). A presentation of the results is performed on the last day of class (30% of total mark).	Minimum of 5 students and maximum of 20 students	-  Strong background on basic statistics, regression analysis (linear and logistic) and SASÂ® is needed.  -  English level TOEFL 550 or IELTS 6.0  (academic version)		400 &euro;					Week 1:   General principle   -  Introduction to longitudinal and grouped data  -  Examples of studies and descriptive statistics on longitudinal and grouped data     The linear mixed model   -  Variance-covariance matrix for random effects  -  Autoregressive processes  -  Fixed effects: estimation and interpretation  -  Goodness of fit  -  Missing data    Week 2  Non linear models and marginal models   -  Fitting a linear model with NLMIXED  -  Logistic random effect models with NLMIXED  -  Marginal model with GENMOD    Real data exercise  -  Checking real data for mistakes  -  Describing longitudinal data  -  Analysis with relevant model (write the model, estimate the parameter, interpret the parameters, summarize the results)						
Project and programme management in developing countries	The aim of this advanced module is to provide students with a critical analysis of current controversies and policy issues in international health, a strong knowledge on project and programme management in developing countries as well as skills to undertake operational research related to health policy and health systems in resource-constraint settings. Participants will be able to get familiar and apply the necessary tools for the design, implementation, management, monitoring and evaluation of health projects in developing countries. For this, they will be able to understand the health care systems in developing countries, set health priorities and identify appropriate interventions and actions in the health sector. Examples of public health issues related to prevention and care with emphasis on infectious diseases in Africa and Latin America will be included. By the end of the module, students should be able to:    -  Critically analyse the contribution of past health reforms for heath planning in developing countries  -  Discuss critically the factors facilitating and constraining the implantation of health care reforms  -  Synthesize evidence-based information on health policy priorities, example: decentralization and integration of health services (among others)  -  Analyse policies based on the results of economic evaluation studies in public health.   -  Identify health priorities considering country health policies and community needs and demands  -  Analyse barriers and prospects for the implementation of programmes and projects in resource-constraint settings through case studies  -  Based on results of a situation analysis and the identification of priorities, design programmes and prepare project proposals.   -  Apply the concepts and principles of evaluation when evaluating projects and programmes in the health sector   -  Apply management problem-solving skills to improve health systems   -  Explain the concepts and application of quantitative and qualitative research methodology in health systems evaluation  -  Examine the effect of the Global Health Initiatives on the health systems in developing countries  -  Apply operational research to improve health coverage and influence health policy		0		2012-01-10 23:58:09	2012-01-11	2017-10-10 16:30:47	troped	troped	0	France - University of Bordeaux	2 weeks		Freddy Perez 	English	advanced optional	2012-01-11 06:09:26	90 hours  60 hrs formal teaching work, 30 hrs self directed study	2012-03-21	2012-04-01	Accreditedin tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	The module is based on interdisciplinary teaching which includes a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.  Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. Documents will be available for reading (articles, case studies and country reports).		<br>1. A three-hour written exam at the end of the module (no teaching aids permitted, English dictionary permitted) (60%)  2. Assignment: short essay 1 500- 2000 words. Critical review of a current Public Health issue (20%)  3. Oral presentation of group work (30 minutes) on the results of the implementation research proposals the students have developed during the module (20%)	Maximum of 20 students	<br>-  This module depends on knowledge of basic concepts of epidemiology to understand disease burden measurement and complements understanding of disease control issues in developing countries.  -  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;	None				<br>Week 1:  Understanding the achievements of global health policy and reform in developing countries   -  The Bamako Initiative: what are the lessons learned?   -  Reassessing Primary Health Care   -  Decentralization and Integration of services: is it possible?   -  Improving health coverage, is payment for performance an option?     Using data in project and programme management   -  Using data from the burden of diseases and the demographic and epidemiological health transition in health policy and planning  -  Quantitative and qualitative data collection in developing countries   -  Decision making based on the results of economic evaluations of health programmes and interventions.     Health Care System   -  Evaluation of the performance of health systems  -  Approaches to Health System Research   -  Strengthening Health Care Systems: the role of the Global Health Initiatives     Week 2  Resource allocation, health interventions and project design   -  Concepts in health needs assessment, priority setting and resource allocation in international health   -  Comprehensive overview of the major issues in the planning and delivery of health care in resource - constrained environments.   -  Principles, policies and strategies for the prevention and control of the major health problems in international health  -  Project design and management: project life-cycle and logical framework  -  Planning and conducting an evaluation for a project/programme in international health   -  Financing strategies for priority services in lower income countries: the global health initiatives    -  Introduction to operational research in public health and how to write a research proposal	France	Health systems	Face to face		3 ECTS credits	
Project and programme management in developing countries	The aim of this advanced module is to provide students with a critical analysis of current controversies and policy issues in international health, a strong knowledge on project and programme management in developing countries as well as skills to undertake operational research related to health policy and health systems in resource-constraint settings. Participants will be able to get familiar and apply the necessary tools for the design, implementation, management, monitoring and evaluation of health projects in developing countries. For this, they will be able to understand the health care systems in developing countries, set health priorities and identify appropriate interventions and actions in the health sector. Examples of public health issues related to prevention and care with emphasis on infectious diseases in Africa and Latin America will be included. By the end of the module, students should be able to:    -  Critically analyse the contribution of past health reforms for heath planning in developing countries  -  Discuss critically the factors facilitating and constraining the implantation of health care reforms  -  Synthesize evidence-based information on health policy priorities, example: decentralization and integration of health services (among others)  -  Analyse policies based on the results of economic evaluation studies in public health.   -  Identify health priorities considering country health policies and community needs and demands  -  Analyse barriers and prospects for the implementation of programmes and projects in resource-constraint settings through case studies  -  Based on results of a situation analysis and the identification of priorities, design programmes and prepare project proposals.   -  Apply the concepts and principles of evaluation when evaluating projects and programmes in the health sector   -  Apply management problem-solving skills to improve health systems   -  Explain the concepts and application of quantitative and qualitative research methodology in health systems evaluation  -  Examine the effect of the Global Health Initiatives on the health systems in developing countries  -  Apply operational research to improve health coverage and influence health policy		0		2012-01-10 23:58:09	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:09:26	90 hours  60 hrs formal teaching work, 30 hrs self directed study	2012-03-21	2012-04-01	Accreditedin tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	The module is based on interdisciplinary teaching which includes a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.  Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. Documents will be available for reading (articles, case studies and country reports).		<br>1. A three-hour written exam at the end of the module (no teaching aids permitted, English dictionary permitted) (60%)  2. Assignment: short essay 1 500- 2000 words. Critical review of a current Public Health issue (20%)  3. Oral presentation of group work (30 minutes) on the results of the implementation research proposals the students have developed during the module (20%)	Maximum of 20 students	<br>-  This module depends on knowledge of basic concepts of epidemiology to understand disease burden measurement and complements understanding of disease control issues in developing countries.  -  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;	None				<br>Week 1:  Understanding the achievements of global health policy and reform in developing countries   -  The Bamako Initiative: what are the lessons learned?   -  Reassessing Primary Health Care   -  Decentralization and Integration of services: is it possible?   -  Improving health coverage, is payment for performance an option?     Using data in project and programme management   -  Using data from the burden of diseases and the demographic and epidemiological health transition in health policy and planning  -  Quantitative and qualitative data collection in developing countries   -  Decision making based on the results of economic evaluations of health programmes and interventions.     Health Care System   -  Evaluation of the performance of health systems  -  Approaches to Health System Research   -  Strengthening Health Care Systems: the role of the Global Health Initiatives     Week 2  Resource allocation, health interventions and project design   -  Concepts in health needs assessment, priority setting and resource allocation in international health   -  Comprehensive overview of the major issues in the planning and delivery of health care in resource - constrained environments.   -  Principles, policies and strategies for the prevention and control of the major health problems in international health  -  Project design and management: project life-cycle and logical framework  -  Planning and conducting an evaluation for a project/programme in international health   -  Financing strategies for priority services in lower income countries: the global health initiatives    -  Introduction to operational research in public health and how to write a research proposal		Planning and programming (incl.. budgeting and evaluation)				
Project and programme management in developing countries	The aim of this advanced module is to provide students with a critical analysis of current controversies and policy issues in international health, a strong knowledge on project and programme management in developing countries as well as skills to undertake operational research related to health policy and health systems in resource-constraint settings. Participants will be able to get familiar and apply the necessary tools for the design, implementation, management, monitoring and evaluation of health projects in developing countries. For this, they will be able to understand the health care systems in developing countries, set health priorities and identify appropriate interventions and actions in the health sector. Examples of public health issues related to prevention and care with emphasis on infectious diseases in Africa and Latin America will be included. By the end of the module, students should be able to:    -  Critically analyse the contribution of past health reforms for heath planning in developing countries  -  Discuss critically the factors facilitating and constraining the implantation of health care reforms  -  Synthesize evidence-based information on health policy priorities, example: decentralization and integration of health services (among others)  -  Analyse policies based on the results of economic evaluation studies in public health.   -  Identify health priorities considering country health policies and community needs and demands  -  Analyse barriers and prospects for the implementation of programmes and projects in resource-constraint settings through case studies  -  Based on results of a situation analysis and the identification of priorities, design programmes and prepare project proposals.   -  Apply the concepts and principles of evaluation when evaluating projects and programmes in the health sector   -  Apply management problem-solving skills to improve health systems   -  Explain the concepts and application of quantitative and qualitative research methodology in health systems evaluation  -  Examine the effect of the Global Health Initiatives on the health systems in developing countries  -  Apply operational research to improve health coverage and influence health policy		0		2012-01-10 23:58:09	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:09:26	90 hours  60 hrs formal teaching work, 30 hrs self directed study	2012-03-21	2012-04-01	Accreditedin tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	The module is based on interdisciplinary teaching which includes a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.  Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. Documents will be available for reading (articles, case studies and country reports).		<br>1. A three-hour written exam at the end of the module (no teaching aids permitted, English dictionary permitted) (60%)  2. Assignment: short essay 1 500- 2000 words. Critical review of a current Public Health issue (20%)  3. Oral presentation of group work (30 minutes) on the results of the implementation research proposals the students have developed during the module (20%)	Maximum of 20 students	<br>-  This module depends on knowledge of basic concepts of epidemiology to understand disease burden measurement and complements understanding of disease control issues in developing countries.  -  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;	None				<br>Week 1:  Understanding the achievements of global health policy and reform in developing countries   -  The Bamako Initiative: what are the lessons learned?   -  Reassessing Primary Health Care   -  Decentralization and Integration of services: is it possible?   -  Improving health coverage, is payment for performance an option?     Using data in project and programme management   -  Using data from the burden of diseases and the demographic and epidemiological health transition in health policy and planning  -  Quantitative and qualitative data collection in developing countries   -  Decision making based on the results of economic evaluations of health programmes and interventions.     Health Care System   -  Evaluation of the performance of health systems  -  Approaches to Health System Research   -  Strengthening Health Care Systems: the role of the Global Health Initiatives     Week 2  Resource allocation, health interventions and project design   -  Concepts in health needs assessment, priority setting and resource allocation in international health   -  Comprehensive overview of the major issues in the planning and delivery of health care in resource - constrained environments.   -  Principles, policies and strategies for the prevention and control of the major health problems in international health  -  Project design and management: project life-cycle and logical framework  -  Planning and conducting an evaluation for a project/programme in international health   -  Financing strategies for priority services in lower income countries: the global health initiatives    -  Introduction to operational research in public health and how to write a research proposal		Sociology (incl.. socio-cultural aspects)				
Project and programme management in developing countries	The aim of this advanced module is to provide students with a critical analysis of current controversies and policy issues in international health, a strong knowledge on project and programme management in developing countries as well as skills to undertake operational research related to health policy and health systems in resource-constraint settings. Participants will be able to get familiar and apply the necessary tools for the design, implementation, management, monitoring and evaluation of health projects in developing countries. For this, they will be able to understand the health care systems in developing countries, set health priorities and identify appropriate interventions and actions in the health sector. Examples of public health issues related to prevention and care with emphasis on infectious diseases in Africa and Latin America will be included. By the end of the module, students should be able to:    -  Critically analyse the contribution of past health reforms for heath planning in developing countries  -  Discuss critically the factors facilitating and constraining the implantation of health care reforms  -  Synthesize evidence-based information on health policy priorities, example: decentralization and integration of health services (among others)  -  Analyse policies based on the results of economic evaluation studies in public health.   -  Identify health priorities considering country health policies and community needs and demands  -  Analyse barriers and prospects for the implementation of programmes and projects in resource-constraint settings through case studies  -  Based on results of a situation analysis and the identification of priorities, design programmes and prepare project proposals.   -  Apply the concepts and principles of evaluation when evaluating projects and programmes in the health sector   -  Apply management problem-solving skills to improve health systems   -  Explain the concepts and application of quantitative and qualitative research methodology in health systems evaluation  -  Examine the effect of the Global Health Initiatives on the health systems in developing countries  -  Apply operational research to improve health coverage and influence health policy		0		2012-01-10 23:58:09	2012-01-11	2017-10-10 16:30:47	troped	troped	0		2 weeks					2012-01-11 06:09:26	90 hours  60 hrs formal teaching work, 30 hrs self directed study	2012-03-21	2012-04-01	Accreditedin tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	The module is based on interdisciplinary teaching which includes a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.  Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. Documents will be available for reading (articles, case studies and country reports).		<br>1. A three-hour written exam at the end of the module (no teaching aids permitted, English dictionary permitted) (60%)  2. Assignment: short essay 1 500- 2000 words. Critical review of a current Public Health issue (20%)  3. Oral presentation of group work (30 minutes) on the results of the implementation research proposals the students have developed during the module (20%)	Maximum of 20 students	<br>-  This module depends on knowledge of basic concepts of epidemiology to understand disease burden measurement and complements understanding of disease control issues in developing countries.  -  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;	None				<br>Week 1:  Understanding the achievements of global health policy and reform in developing countries   -  The Bamako Initiative: what are the lessons learned?   -  Reassessing Primary Health Care   -  Decentralization and Integration of services: is it possible?   -  Improving health coverage, is payment for performance an option?     Using data in project and programme management   -  Using data from the burden of diseases and the demographic and epidemiological health transition in health policy and planning  -  Quantitative and qualitative data collection in developing countries   -  Decision making based on the results of economic evaluations of health programmes and interventions.     Health Care System   -  Evaluation of the performance of health systems  -  Approaches to Health System Research   -  Strengthening Health Care Systems: the role of the Global Health Initiatives     Week 2  Resource allocation, health interventions and project design   -  Concepts in health needs assessment, priority setting and resource allocation in international health   -  Comprehensive overview of the major issues in the planning and delivery of health care in resource - constrained environments.   -  Principles, policies and strategies for the prevention and control of the major health problems in international health  -  Project design and management: project life-cycle and logical framework  -  Planning and conducting an evaluation for a project/programme in international health   -  Financing strategies for priority services in lower income countries: the global health initiatives    -  Introduction to operational research in public health and how to write a research proposal						
TB control program and public-private mix in Indonesia	At the end of the module,participants are able to:  -  Understand Tuberculosis and identify components within TB control program  -  Analyse challenges of TB control program implementation in Indonesia  -  Perform quantitative modeling in tropical diseases  -  Plan evaluation of the implementation of public-private mix in TB control		0		2012-01-11 08:38:42	2012-01-11	2017-10-10 17:22:45	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	2 weeks		Dr. Adi Utarini MSc, MPH, PhD 	English	advanced optional	2012-01-11 14:53:26	3 ECTS, 90 hours SIT   40 hours interactive lectures, 20 hours facilitated group work, 18 hours visit (health centre, chest clinic and hospital), 9 hours self-directed learning, 3 hours individual exam	2010-07-12	2010-07-24	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	In the introduction, an ex TB patient will be exposed to the students as a trigger to illustrate care seeking behaviour and the complexity of managing TB disease and its implication on TB control program. This is followed by interactive lectures on clinical manifestation of TB and TB control program in Indonesia. Visits to health centres, chest clinics, hospitals and lectures by district and provincial health offices will then be organized to analyze challenges in the implementation of TB control program. TB epidemiology and quantitative modeling will be delivered through combinations of lectures and computer lab practicals. Finally, issues related to PPM and its evaluation is delivered through lectures and case studies for group discussions.		-  Short essays (250 words each) answering questions on: TB control (including TB-HIV and MDR-TB) or TB control programme implementation (25% of final mark)  -  500 word critical appraisal of an existing TB control mathematical model (25% of final mark)   -  Group presentation of evaluation plan for public-private mix projects (50% of final mark)	A maximum of 20 participants	English proficiency, TOEFL 500 or equivalent, IELTS 6.0.	Selection will be based on prerequisites criteria	450 Euro	A limited number of scholarship is available for those who are currently working in TB programme management in Asian countries.				-  Tuberculosis (TB) as a disease and public health problem  -  TB control program in Indonesia: current situation and strategic framework   -  Implementation of TB control program at health care facilities and district-provincial health office   -  TB epidemiology and quantitative methods for tropical diseases  -  Health decentralization: policy and its implication for TB control  -  Public-private mix in TB control: policy and practice   -  Evaluating implementation of DOTS strategy in public-private health care facilities  -  Economic evaluation of public-private mix in TB control	Indonesia	Disease prevention & control	Face to face			
TB control program and public-private mix in Indonesia	At the end of the module,participants are able to:  -  Understand Tuberculosis and identify components within TB control program  -  Analyse challenges of TB control program implementation in Indonesia  -  Perform quantitative modeling in tropical diseases  -  Plan evaluation of the implementation of public-private mix in TB control		0		2012-01-11 08:38:42	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks		Dr. Yodi Mahendradhata MSc			2012-01-11 14:53:26	3 ECTS, 90 hours SIT   40 hours interactive lectures, 20 hours facilitated group work, 18 hours visit (health centre, chest clinic and hospital), 9 hours self-directed learning, 3 hours individual exam	2010-07-12	2010-07-24	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	In the introduction, an ex TB patient will be exposed to the students as a trigger to illustrate care seeking behaviour and the complexity of managing TB disease and its implication on TB control program. This is followed by interactive lectures on clinical manifestation of TB and TB control program in Indonesia. Visits to health centres, chest clinics, hospitals and lectures by district and provincial health offices will then be organized to analyze challenges in the implementation of TB control program. TB epidemiology and quantitative modeling will be delivered through combinations of lectures and computer lab practicals. Finally, issues related to PPM and its evaluation is delivered through lectures and case studies for group discussions.		-  Short essays (250 words each) answering questions on: TB control (including TB-HIV and MDR-TB) or TB control programme implementation (25% of final mark)  -  500 word critical appraisal of an existing TB control mathematical model (25% of final mark)   -  Group presentation of evaluation plan for public-private mix projects (50% of final mark)	A maximum of 20 participants	English proficiency, TOEFL 500 or equivalent, IELTS 6.0.	Selection will be based on prerequisites criteria	450 Euro	A limited number of scholarship is available for those who are currently working in TB programme management in Asian countries.				-  Tuberculosis (TB) as a disease and public health problem  -  TB control program in Indonesia: current situation and strategic framework   -  Implementation of TB control program at health care facilities and district-provincial health office   -  TB epidemiology and quantitative methods for tropical diseases  -  Health decentralization: policy and its implication for TB control  -  Public-private mix in TB control: policy and practice   -  Evaluating implementation of DOTS strategy in public-private health care facilities  -  Economic evaluation of public-private mix in TB control		Public-private				
TB control program and public-private mix in Indonesia	At the end of the module,participants are able to:  -  Understand Tuberculosis and identify components within TB control program  -  Analyse challenges of TB control program implementation in Indonesia  -  Perform quantitative modeling in tropical diseases  -  Plan evaluation of the implementation of public-private mix in TB control		0		2012-01-11 08:38:42	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks					2012-01-11 14:53:26	3 ECTS, 90 hours SIT   40 hours interactive lectures, 20 hours facilitated group work, 18 hours visit (health centre, chest clinic and hospital), 9 hours self-directed learning, 3 hours individual exam	2010-07-12	2010-07-24	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	In the introduction, an ex TB patient will be exposed to the students as a trigger to illustrate care seeking behaviour and the complexity of managing TB disease and its implication on TB control program. This is followed by interactive lectures on clinical manifestation of TB and TB control program in Indonesia. Visits to health centres, chest clinics, hospitals and lectures by district and provincial health offices will then be organized to analyze challenges in the implementation of TB control program. TB epidemiology and quantitative modeling will be delivered through combinations of lectures and computer lab practicals. Finally, issues related to PPM and its evaluation is delivered through lectures and case studies for group discussions.		-  Short essays (250 words each) answering questions on: TB control (including TB-HIV and MDR-TB) or TB control programme implementation (25% of final mark)  -  500 word critical appraisal of an existing TB control mathematical model (25% of final mark)   -  Group presentation of evaluation plan for public-private mix projects (50% of final mark)	A maximum of 20 participants	English proficiency, TOEFL 500 or equivalent, IELTS 6.0.	Selection will be based on prerequisites criteria	450 Euro	A limited number of scholarship is available for those who are currently working in TB programme management in Asian countries.				-  Tuberculosis (TB) as a disease and public health problem  -  TB control program in Indonesia: current situation and strategic framework   -  Implementation of TB control program at health care facilities and district-provincial health office   -  TB epidemiology and quantitative methods for tropical diseases  -  Health decentralization: policy and its implication for TB control  -  Public-private mix in TB control: policy and practice   -  Evaluating implementation of DOTS strategy in public-private health care facilities  -  Economic evaluation of public-private mix in TB control		TB				
TB control program and public-private mix in Indonesia	At the end of the module,participants are able to:  -  Understand Tuberculosis and identify components within TB control program  -  Analyse challenges of TB control program implementation in Indonesia  -  Perform quantitative modeling in tropical diseases  -  Plan evaluation of the implementation of public-private mix in TB control		0		2012-01-11 08:38:42	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks					2012-01-11 14:53:26	3 ECTS, 90 hours SIT   40 hours interactive lectures, 20 hours facilitated group work, 18 hours visit (health centre, chest clinic and hospital), 9 hours self-directed learning, 3 hours individual exam	2010-07-12	2010-07-24	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	In the introduction, an ex TB patient will be exposed to the students as a trigger to illustrate care seeking behaviour and the complexity of managing TB disease and its implication on TB control program. This is followed by interactive lectures on clinical manifestation of TB and TB control program in Indonesia. Visits to health centres, chest clinics, hospitals and lectures by district and provincial health offices will then be organized to analyze challenges in the implementation of TB control program. TB epidemiology and quantitative modeling will be delivered through combinations of lectures and computer lab practicals. Finally, issues related to PPM and its evaluation is delivered through lectures and case studies for group discussions.		-  Short essays (250 words each) answering questions on: TB control (including TB-HIV and MDR-TB) or TB control programme implementation (25% of final mark)  -  500 word critical appraisal of an existing TB control mathematical model (25% of final mark)   -  Group presentation of evaluation plan for public-private mix projects (50% of final mark)	A maximum of 20 participants	English proficiency, TOEFL 500 or equivalent, IELTS 6.0.	Selection will be based on prerequisites criteria	450 Euro	A limited number of scholarship is available for those who are currently working in TB programme management in Asian countries.				-  Tuberculosis (TB) as a disease and public health problem  -  TB control program in Indonesia: current situation and strategic framework   -  Implementation of TB control program at health care facilities and district-provincial health office   -  TB epidemiology and quantitative methods for tropical diseases  -  Health decentralization: policy and its implication for TB control  -  Public-private mix in TB control: policy and practice   -  Evaluating implementation of DOTS strategy in public-private health care facilities  -  Economic evaluation of public-private mix in TB control						
Children in Difficult Circumstances	<br>By the end of the module students should be able to:  - Critique different theories of the social construct of childhood   - Differentiate  the range of situations which are recognised as difficult circumstances for children in different parts of the world  - Examine the immediate and root causes of the situations of children in difficult circumstances  - Evaluate the risks that children in difficult circumstances encounter and the implications for their physical and psychosocial health and development   - Examine the role of the state, the international community and NGOs in helping children in difficult circumstances.  - Define the principles for effective interventions at different levels.  - Argue the importance of the role children themselves have to play in finding solutions to their problems.  - Argue cogently for change in policy and practice that will improve the lives of children in difficult circumstances.  - Present a proposal for funding of a project related to Children in Difficult Circumstances to a potential donor		0	igh.adminpg@ucl.ac.uk	2012-01-11 22:53:19	2014-06-05	2019-10-15 08:42:06	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks (+2 days pre-reading)	Institute of Child Health, UCL, London	Professor Therese Hesketh	English	advanced optional	2012-01-12 05:04:50	150 hours:   (80 contact hours, 70 self-study hours)   48 hours lectures, 24 hours group project work where tutor is available by appointment; 8 hours presentations for assessment; 70 hours private reading.	2015-02-23	2015-03-13	<br>Accredited in Heidelberg 2003. Re-accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Formal lectures, seminars, group exercises, readings of key papers, discussions and brain storming activities including several case studies.     Normally teaching materials including Powerpoints and PDFs of key articles will be available on Moodle.    The course coordinator accompanies the course throughout.	<br>All sessions are conducted by speakers with substantial field experience in the area. At least five speakers come from outside organisations which are currently active in the field.   Overall perspectives include: global epidemiology (the estimated size of the problem), the determinants, the impact on the children themselves, communities and society, the key contemporary issues, and approaches to interventions.	<br>Group Presentation in the form of a presentation to a  corporate donor to raise money for a project to help a defined group of Children in Difficult Circumstances&#12290;Each student will be expected to talk for 10 minutes and to answer questions from the course tutor which will include examination of understanding of the course&rsquo;s learning objectives. If any student fails s/he is able to resit the presentation within the academic year.	<br>20 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the IGH academic year runs from mid-September to mid-September).	<br>English proficiency: IELTS 6.5 or equivalent at partner institution	<br>tropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>GBP:800 (Euro amount based on current exchange rates)	None	<br>Since initial accreditation In line with other modules at IGH, the SIT has been increased from 100 to 150 hours and the ECTS from 3 to 5.    The major change since the last accreditation has been in the assessment. For anyone working In this field the need to raise money for projects of different types is fundamental.  So we require the students to prepare a case for support which would be suitable for a corporate donor.      Since the last accreditation a number of incremental changes have also been made based on feedback from students, changes in the subject and the ability to access new speakers with highly relevant experience. For example in the last academic year we added a session on Gangs, and especially the role of girls in gangs.  Although this was given by an organisation working in London it clearly has global relevance. We have also added a session which involves two ex-students who did projects for their Masters involving fieldwork in Children in Difficult Circumstances to present their projects, the process, challenges and results. Both these sessions are very popular with the students.	<br>Evaluations are overwhelmingly positive with almost all modules ranked very good by most students across the three criteria: quality, interest and usefulness    Positive comments include:     - absolutely brilliant - make it compulsory!-   - the module made me want to get up and take action  all subjects were interesting and useful  -inspiring, enthusiastic speakers with excellent experience  - a very well-planned and executed module  - powerful insights - extremely motivational   - very interactive and with a range of students from different countries we gained a true international perspective  Negative comments:   - not enough teaching sessions!  - some lecturers have too obvious an agenda  and should be more objective  - not enough on successful interventions  - some of the group tasks seemed a bit pointless  - maybe a practical session visiting a disability centre or special school would be helpful	<br>We changed the assessment because it was felt that an exercise in raising money from corporate donors would be very useful for any student wanting to pursue research or NGO activity in this area. It has been very popular since we piloted the idea.    We have also encouraged speakers to focus on successful interventions during their sessions rather than just presenting the enormity of the problems.     Sessions are mostly 3 hours long and long for lecturers and students alike, so we now include some form of group work in almost all sessions.     We use a range of speakers who vary somewhat from year-to-year. Speakers who have not been well evaluated are not re-invited.	<br>- Overview of children in difficult circumstances (CDC)  - Taxonomy of children in difficult circumstances  - The global epidemiology of CDC  - Concepts of resilience and vulnerability: myth and reality  - The context of the Convention on the Rights of the Child and the way this drives the CDC agenda   - Social constructs of childhood  - The importance of the understanding of differing social constructs of childhood across the globe and its relevance to what is perceived as difficult circumstances  - Child labour  - The epidemiology  - Distal and proximal determinants of child labour   - Policy framework and legislation in child labour and the abolition debate  - Evidence for the health and psychosocial impacts of child  work  - The success of conditional cash transfers  - Examples of child domestic work and sex work    - Children in situations of conflict  - Children as refugees to the UK  (from the perspective of a UK-based NGO)  - Children as refugees in situations of conflict   - Health concerns of child refugees  - Child soldiers with examples from Uganda  - Child abuse and protection using UK example to contrast with LMIC  - Definitions of abuse  - Exercise on what constitutes &quot;acceptable&quot; physical punishment  - Consequences of abuse  - The detection and management of physical abuse  - A child protection framework: example of the UK.  - Prevention of abuse  - Interventions in situations of abuse  - The specific example of trafficking from the NGO perspective   - Orphaning  - Definitions  - Children made vulnerable by HIV/AIDS (OVCs)  - Epidemiology  - Problems faced by orphans including physical and psychosocial development.   - The framework response to the problem and needs of  OVCs  - Role of the state in care  - Street children   Children &quot;of&quot; and &quot;on&quot; the street    Determinants   The hazards of street life   The role of the state & NGOs with examples  - Interventions in children in difficult circumstances  -These sessions will draw together the successful interventions of the state, international community and NGOS, with a particular focus on the role of children themselves in the policy and intervention framework, and using the specific example of child-to-child interventions.  - Left behind children of migrant parents	United Kingdom	Behavioral aspects (in gen.)	Face to face		6 ECTS credits	
Children in Difficult Circumstances	<br>By the end of the module students should be able to:  - Critique different theories of the social construct of childhood   - Differentiate  the range of situations which are recognised as difficult circumstances for children in different parts of the world  - Examine the immediate and root causes of the situations of children in difficult circumstances  - Evaluate the risks that children in difficult circumstances encounter and the implications for their physical and psychosocial health and development   - Examine the role of the state, the international community and NGOs in helping children in difficult circumstances.  - Define the principles for effective interventions at different levels.  - Argue the importance of the role children themselves have to play in finding solutions to their problems.  - Argue cogently for change in policy and practice that will improve the lives of children in difficult circumstances.  - Present a proposal for funding of a project related to Children in Difficult Circumstances to a potential donor		0	igh.adminpg@ucl.ac.uk	2012-01-11 22:53:19	2014-06-05	2019-10-15 08:42:06	troped	troped	0		3 weeks (+2 days pre-reading)	Institute of Child Health, UCL, London				2012-01-12 05:04:50	150 hours:   (80 contact hours, 70 self-study hours)   48 hours lectures, 24 hours group project work where tutor is available by appointment; 8 hours presentations for assessment; 70 hours private reading.	2015-02-23	2015-03-13	<br>Accredited in Heidelberg 2003. Re-accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Formal lectures, seminars, group exercises, readings of key papers, discussions and brain storming activities including several case studies.     Normally teaching materials including Powerpoints and PDFs of key articles will be available on Moodle.    The course coordinator accompanies the course throughout.	<br>All sessions are conducted by speakers with substantial field experience in the area. At least five speakers come from outside organisations which are currently active in the field.   Overall perspectives include: global epidemiology (the estimated size of the problem), the determinants, the impact on the children themselves, communities and society, the key contemporary issues, and approaches to interventions.	<br>Group Presentation in the form of a presentation to a  corporate donor to raise money for a project to help a defined group of Children in Difficult Circumstances&#12290;Each student will be expected to talk for 10 minutes and to answer questions from the course tutor which will include examination of understanding of the course&rsquo;s learning objectives. If any student fails s/he is able to resit the presentation within the academic year.	<br>20 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the IGH academic year runs from mid-September to mid-September).	<br>English proficiency: IELTS 6.5 or equivalent at partner institution	<br>tropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>GBP:800 (Euro amount based on current exchange rates)	None	<br>Since initial accreditation In line with other modules at IGH, the SIT has been increased from 100 to 150 hours and the ECTS from 3 to 5.    The major change since the last accreditation has been in the assessment. For anyone working In this field the need to raise money for projects of different types is fundamental.  So we require the students to prepare a case for support which would be suitable for a corporate donor.      Since the last accreditation a number of incremental changes have also been made based on feedback from students, changes in the subject and the ability to access new speakers with highly relevant experience. For example in the last academic year we added a session on Gangs, and especially the role of girls in gangs.  Although this was given by an organisation working in London it clearly has global relevance. We have also added a session which involves two ex-students who did projects for their Masters involving fieldwork in Children in Difficult Circumstances to present their projects, the process, challenges and results. Both these sessions are very popular with the students.	<br>Evaluations are overwhelmingly positive with almost all modules ranked very good by most students across the three criteria: quality, interest and usefulness    Positive comments include:     - absolutely brilliant - make it compulsory!-   - the module made me want to get up and take action  all subjects were interesting and useful  -inspiring, enthusiastic speakers with excellent experience  - a very well-planned and executed module  - powerful insights - extremely motivational   - very interactive and with a range of students from different countries we gained a true international perspective  Negative comments:   - not enough teaching sessions!  - some lecturers have too obvious an agenda  and should be more objective  - not enough on successful interventions  - some of the group tasks seemed a bit pointless  - maybe a practical session visiting a disability centre or special school would be helpful	<br>We changed the assessment because it was felt that an exercise in raising money from corporate donors would be very useful for any student wanting to pursue research or NGO activity in this area. It has been very popular since we piloted the idea.    We have also encouraged speakers to focus on successful interventions during their sessions rather than just presenting the enormity of the problems.     Sessions are mostly 3 hours long and long for lecturers and students alike, so we now include some form of group work in almost all sessions.     We use a range of speakers who vary somewhat from year-to-year. Speakers who have not been well evaluated are not re-invited.	<br>- Overview of children in difficult circumstances (CDC)  - Taxonomy of children in difficult circumstances  - The global epidemiology of CDC  - Concepts of resilience and vulnerability: myth and reality  - The context of the Convention on the Rights of the Child and the way this drives the CDC agenda   - Social constructs of childhood  - The importance of the understanding of differing social constructs of childhood across the globe and its relevance to what is perceived as difficult circumstances  - Child labour  - The epidemiology  - Distal and proximal determinants of child labour   - Policy framework and legislation in child labour and the abolition debate  - Evidence for the health and psychosocial impacts of child  work  - The success of conditional cash transfers  - Examples of child domestic work and sex work    - Children in situations of conflict  - Children as refugees to the UK  (from the perspective of a UK-based NGO)  - Children as refugees in situations of conflict   - Health concerns of child refugees  - Child soldiers with examples from Uganda  - Child abuse and protection using UK example to contrast with LMIC  - Definitions of abuse  - Exercise on what constitutes &quot;acceptable&quot; physical punishment  - Consequences of abuse  - The detection and management of physical abuse  - A child protection framework: example of the UK.  - Prevention of abuse  - Interventions in situations of abuse  - The specific example of trafficking from the NGO perspective   - Orphaning  - Definitions  - Children made vulnerable by HIV/AIDS (OVCs)  - Epidemiology  - Problems faced by orphans including physical and psychosocial development.   - The framework response to the problem and needs of  OVCs  - Role of the state in care  - Street children   Children &quot;of&quot; and &quot;on&quot; the street    Determinants   The hazards of street life   The role of the state & NGOs with examples  - Interventions in children in difficult circumstances  -These sessions will draw together the successful interventions of the state, international community and NGOS, with a particular focus on the role of children themselves in the policy and intervention framework, and using the specific example of child-to-child interventions.  - Left behind children of migrant parents		Child health				
Children in Difficult Circumstances	<br>By the end of the module students should be able to:  - Critique different theories of the social construct of childhood   - Differentiate  the range of situations which are recognised as difficult circumstances for children in different parts of the world  - Examine the immediate and root causes of the situations of children in difficult circumstances  - Evaluate the risks that children in difficult circumstances encounter and the implications for their physical and psychosocial health and development   - Examine the role of the state, the international community and NGOs in helping children in difficult circumstances.  - Define the principles for effective interventions at different levels.  - Argue the importance of the role children themselves have to play in finding solutions to their problems.  - Argue cogently for change in policy and practice that will improve the lives of children in difficult circumstances.  - Present a proposal for funding of a project related to Children in Difficult Circumstances to a potential donor		0	igh.adminpg@ucl.ac.uk	2012-01-11 22:53:19	2014-06-05	2019-10-15 08:42:06	troped	troped	0		3 weeks (+2 days pre-reading)	Institute of Child Health, UCL, London				2012-01-12 05:04:50	150 hours:   (80 contact hours, 70 self-study hours)   48 hours lectures, 24 hours group project work where tutor is available by appointment; 8 hours presentations for assessment; 70 hours private reading.	2015-02-23	2015-03-13	<br>Accredited in Heidelberg 2003. Re-accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Formal lectures, seminars, group exercises, readings of key papers, discussions and brain storming activities including several case studies.     Normally teaching materials including Powerpoints and PDFs of key articles will be available on Moodle.    The course coordinator accompanies the course throughout.	<br>All sessions are conducted by speakers with substantial field experience in the area. At least five speakers come from outside organisations which are currently active in the field.   Overall perspectives include: global epidemiology (the estimated size of the problem), the determinants, the impact on the children themselves, communities and society, the key contemporary issues, and approaches to interventions.	<br>Group Presentation in the form of a presentation to a  corporate donor to raise money for a project to help a defined group of Children in Difficult Circumstances&#12290;Each student will be expected to talk for 10 minutes and to answer questions from the course tutor which will include examination of understanding of the course&rsquo;s learning objectives. If any student fails s/he is able to resit the presentation within the academic year.	<br>20 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the IGH academic year runs from mid-September to mid-September).	<br>English proficiency: IELTS 6.5 or equivalent at partner institution	<br>tropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>GBP:800 (Euro amount based on current exchange rates)	None	<br>Since initial accreditation In line with other modules at IGH, the SIT has been increased from 100 to 150 hours and the ECTS from 3 to 5.    The major change since the last accreditation has been in the assessment. For anyone working In this field the need to raise money for projects of different types is fundamental.  So we require the students to prepare a case for support which would be suitable for a corporate donor.      Since the last accreditation a number of incremental changes have also been made based on feedback from students, changes in the subject and the ability to access new speakers with highly relevant experience. For example in the last academic year we added a session on Gangs, and especially the role of girls in gangs.  Although this was given by an organisation working in London it clearly has global relevance. We have also added a session which involves two ex-students who did projects for their Masters involving fieldwork in Children in Difficult Circumstances to present their projects, the process, challenges and results. Both these sessions are very popular with the students.	<br>Evaluations are overwhelmingly positive with almost all modules ranked very good by most students across the three criteria: quality, interest and usefulness    Positive comments include:     - absolutely brilliant - make it compulsory!-   - the module made me want to get up and take action  all subjects were interesting and useful  -inspiring, enthusiastic speakers with excellent experience  - a very well-planned and executed module  - powerful insights - extremely motivational   - very interactive and with a range of students from different countries we gained a true international perspective  Negative comments:   - not enough teaching sessions!  - some lecturers have too obvious an agenda  and should be more objective  - not enough on successful interventions  - some of the group tasks seemed a bit pointless  - maybe a practical session visiting a disability centre or special school would be helpful	<br>We changed the assessment because it was felt that an exercise in raising money from corporate donors would be very useful for any student wanting to pursue research or NGO activity in this area. It has been very popular since we piloted the idea.    We have also encouraged speakers to focus on successful interventions during their sessions rather than just presenting the enormity of the problems.     Sessions are mostly 3 hours long and long for lecturers and students alike, so we now include some form of group work in almost all sessions.     We use a range of speakers who vary somewhat from year-to-year. Speakers who have not been well evaluated are not re-invited.	<br>- Overview of children in difficult circumstances (CDC)  - Taxonomy of children in difficult circumstances  - The global epidemiology of CDC  - Concepts of resilience and vulnerability: myth and reality  - The context of the Convention on the Rights of the Child and the way this drives the CDC agenda   - Social constructs of childhood  - The importance of the understanding of differing social constructs of childhood across the globe and its relevance to what is perceived as difficult circumstances  - Child labour  - The epidemiology  - Distal and proximal determinants of child labour   - Policy framework and legislation in child labour and the abolition debate  - Evidence for the health and psychosocial impacts of child  work  - The success of conditional cash transfers  - Examples of child domestic work and sex work    - Children in situations of conflict  - Children as refugees to the UK  (from the perspective of a UK-based NGO)  - Children as refugees in situations of conflict   - Health concerns of child refugees  - Child soldiers with examples from Uganda  - Child abuse and protection using UK example to contrast with LMIC  - Definitions of abuse  - Exercise on what constitutes &quot;acceptable&quot; physical punishment  - Consequences of abuse  - The detection and management of physical abuse  - A child protection framework: example of the UK.  - Prevention of abuse  - Interventions in situations of abuse  - The specific example of trafficking from the NGO perspective   - Orphaning  - Definitions  - Children made vulnerable by HIV/AIDS (OVCs)  - Epidemiology  - Problems faced by orphans including physical and psychosocial development.   - The framework response to the problem and needs of  OVCs  - Role of the state in care  - Street children   Children &quot;of&quot; and &quot;on&quot; the street    Determinants   The hazards of street life   The role of the state & NGOs with examples  - Interventions in children in difficult circumstances  -These sessions will draw together the successful interventions of the state, international community and NGOS, with a particular focus on the role of children themselves in the policy and intervention framework, and using the specific example of child-to-child interventions.  - Left behind children of migrant parents		Sociology (incl.. socio-cultural aspects)				
Children in Difficult Circumstances	<br>By the end of the module students should be able to:  - Critique different theories of the social construct of childhood   - Differentiate  the range of situations which are recognised as difficult circumstances for children in different parts of the world  - Examine the immediate and root causes of the situations of children in difficult circumstances  - Evaluate the risks that children in difficult circumstances encounter and the implications for their physical and psychosocial health and development   - Examine the role of the state, the international community and NGOs in helping children in difficult circumstances.  - Define the principles for effective interventions at different levels.  - Argue the importance of the role children themselves have to play in finding solutions to their problems.  - Argue cogently for change in policy and practice that will improve the lives of children in difficult circumstances.  - Present a proposal for funding of a project related to Children in Difficult Circumstances to a potential donor		0	igh.adminpg@ucl.ac.uk	2012-01-11 22:53:19	2014-06-05	2019-10-15 08:42:06	troped	troped	0		3 weeks (+2 days pre-reading)	Institute of Child Health, UCL, London				2012-01-12 05:04:50	150 hours:   (80 contact hours, 70 self-study hours)   48 hours lectures, 24 hours group project work where tutor is available by appointment; 8 hours presentations for assessment; 70 hours private reading.	2015-02-23	2015-03-13	<br>Accredited in Heidelberg 2003. Re-accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>Formal lectures, seminars, group exercises, readings of key papers, discussions and brain storming activities including several case studies.     Normally teaching materials including Powerpoints and PDFs of key articles will be available on Moodle.    The course coordinator accompanies the course throughout.	<br>All sessions are conducted by speakers with substantial field experience in the area. At least five speakers come from outside organisations which are currently active in the field.   Overall perspectives include: global epidemiology (the estimated size of the problem), the determinants, the impact on the children themselves, communities and society, the key contemporary issues, and approaches to interventions.	<br>Group Presentation in the form of a presentation to a  corporate donor to raise money for a project to help a defined group of Children in Difficult Circumstances&#12290;Each student will be expected to talk for 10 minutes and to answer questions from the course tutor which will include examination of understanding of the course&rsquo;s learning objectives. If any student fails s/he is able to resit the presentation within the academic year.	<br>20 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the IGH academic year runs from mid-September to mid-September).	<br>English proficiency: IELTS 6.5 or equivalent at partner institution	<br>tropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>GBP:800 (Euro amount based on current exchange rates)	None	<br>Since initial accreditation In line with other modules at IGH, the SIT has been increased from 100 to 150 hours and the ECTS from 3 to 5.    The major change since the last accreditation has been in the assessment. For anyone working In this field the need to raise money for projects of different types is fundamental.  So we require the students to prepare a case for support which would be suitable for a corporate donor.      Since the last accreditation a number of incremental changes have also been made based on feedback from students, changes in the subject and the ability to access new speakers with highly relevant experience. For example in the last academic year we added a session on Gangs, and especially the role of girls in gangs.  Although this was given by an organisation working in London it clearly has global relevance. We have also added a session which involves two ex-students who did projects for their Masters involving fieldwork in Children in Difficult Circumstances to present their projects, the process, challenges and results. Both these sessions are very popular with the students.	<br>Evaluations are overwhelmingly positive with almost all modules ranked very good by most students across the three criteria: quality, interest and usefulness    Positive comments include:     - absolutely brilliant - make it compulsory!-   - the module made me want to get up and take action  all subjects were interesting and useful  -inspiring, enthusiastic speakers with excellent experience  - a very well-planned and executed module  - powerful insights - extremely motivational   - very interactive and with a range of students from different countries we gained a true international perspective  Negative comments:   - not enough teaching sessions!  - some lecturers have too obvious an agenda  and should be more objective  - not enough on successful interventions  - some of the group tasks seemed a bit pointless  - maybe a practical session visiting a disability centre or special school would be helpful	<br>We changed the assessment because it was felt that an exercise in raising money from corporate donors would be very useful for any student wanting to pursue research or NGO activity in this area. It has been very popular since we piloted the idea.    We have also encouraged speakers to focus on successful interventions during their sessions rather than just presenting the enormity of the problems.     Sessions are mostly 3 hours long and long for lecturers and students alike, so we now include some form of group work in almost all sessions.     We use a range of speakers who vary somewhat from year-to-year. Speakers who have not been well evaluated are not re-invited.	<br>- Overview of children in difficult circumstances (CDC)  - Taxonomy of children in difficult circumstances  - The global epidemiology of CDC  - Concepts of resilience and vulnerability: myth and reality  - The context of the Convention on the Rights of the Child and the way this drives the CDC agenda   - Social constructs of childhood  - The importance of the understanding of differing social constructs of childhood across the globe and its relevance to what is perceived as difficult circumstances  - Child labour  - The epidemiology  - Distal and proximal determinants of child labour   - Policy framework and legislation in child labour and the abolition debate  - Evidence for the health and psychosocial impacts of child  work  - The success of conditional cash transfers  - Examples of child domestic work and sex work    - Children in situations of conflict  - Children as refugees to the UK  (from the perspective of a UK-based NGO)  - Children as refugees in situations of conflict   - Health concerns of child refugees  - Child soldiers with examples from Uganda  - Child abuse and protection using UK example to contrast with LMIC  - Definitions of abuse  - Exercise on what constitutes &quot;acceptable&quot; physical punishment  - Consequences of abuse  - The detection and management of physical abuse  - A child protection framework: example of the UK.  - Prevention of abuse  - Interventions in situations of abuse  - The specific example of trafficking from the NGO perspective   - Orphaning  - Definitions  - Children made vulnerable by HIV/AIDS (OVCs)  - Epidemiology  - Problems faced by orphans including physical and psychosocial development.   - The framework response to the problem and needs of  OVCs  - Role of the state in care  - Street children   Children &quot;of&quot; and &quot;on&quot; the street    Determinants   The hazards of street life   The role of the state & NGOs with examples  - Interventions in children in difficult circumstances  -These sessions will draw together the successful interventions of the state, international community and NGOS, with a particular focus on the role of children themselves in the policy and intervention framework, and using the specific example of child-to-child interventions.  - Left behind children of migrant parents						
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London	Hugh Montgomery 	English	advanced optional	2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)	United Kingdom	Climate	Face to face		6 ECTS credits	
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0		3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London	Ilan Kelman 			2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)		Economic development				
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0		3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London				2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)		Globalisation				
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0		3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London				2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)		Health Policy (incl. advocacy)				
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0		3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London				2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)		Human development				
Climate change and health	<br>By the end of the module, students should be able to:    â€¢ Define the scientific basis for climate change and explain the basic concepts.   â€¢ Critically analyse key climate change concepts and drivers.  â€¢ Differentiate between human-driven (anthropogenic) and natural (non-anthropogenic) factors contributing to climate change.  â€¢ Differentiate between positive and negative consequences of climate change.  â€¢ Describe and evaluate consequences of climate change for human health.  â€¢ Identify means by which climate change science, policy, and impacts are communicated and disseminated.  â€¢ Evaluate the impacts that climate change has, and is likely to have, on the determinants of human health, including;  â€¢ Appraise frameworks for managing the health impacts globally.  â€¢ Critically evaluate a range of strategies for and barriers to dealing with climate change, including mitigation, adaptation, and their connections.		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:01:36	2017-09-12	2019-11-25 10:52:27	troped	troped	0		3 weeks and 2 days 2 days pre-reading 2 weeks face to face 1 week assessment preparation	CIHD, UCL, London				2012-01-12 05:13:54	150 SIT (36 contact hours, 114 self-study hours)  20 hours lectures; 16 hours seminars; 10 hours project work; 74 hours private reading; 30 hours essay writing	2020-02-03	2020-02-21	<br>Accredited in September 2010. Re-accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>There will be 11 x 3-hour sessions of interactive lectures and seminars for the first two weeks of the course, led by experts in the field, both from UCL and external speakers.    In the final 1.5-hour teaching slot of each week, students will be expected to contribute to and debate in panels, with experts at the front giving their views, but students challenging them. The first panel will be a â€˜solutions panelâ€™ and the end will be â€˜Climate change: The good, the bad, and the uglyâ€™.    Students are expected to conduct relevant private reading and self-study outside of sessions, to inform discussions in the sessions.    The third week will be devoted to private study and assessment. Students are expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.    Moodle is used as an information portal for participants and source for reading materials.	<br>The climate change and health module offered by UCL Institute for Global Health is distinctive because it is multidisciplinary, drawing from knowledge by experts in their fields from departments across UCL, plus very high profile external speakers who are world leaders in their subject, for example Prof. Chris Rapley CBE, Prof. Mark Maslin, and Prof Judith Stephenson. Prof Hugh Montgomery co-chaired the Lancet Commission on Health and Climate Change (published in June 2015), and many course tutors (including Dr Ilan Kelman) were co-authors.    Link to UCL Lancet Commission paper:  http://www.thelancet.com/commissions/climate-change	<br> 100% Summative assessment: A 2,000-word essay written on one of a four-six fixed questions on themes included in the module (questions change from year to year), requiring the demonstration of the use of evidence from peer-reviewed and grey literature as well as independent thinking. 100% of total mark. Due on the last day of the course.    Sample Essay Questions    1. Climate change presents a huge health opportunity. Discuss.    2. Discuss the positive and negative security implications of climate changeâ€™s health impacts.    3. Recommend three top priority actions to address the health impacts of climate change for policymakers in either Asia, Africa, or Latin America. Defend your choices with evidence and policy relevance.    4. Discuss the statement "The poor will suffer most as a result of climate change". If true, to what extent does a country's wealth make a difference?    5. Write a case study for project funding (up to Â£1,000,000) to study one aspect of managing the health effects of climate change. (Your statement should include background, Aims and Objectives, Methods, Data Analysis Plan, and Justification for Resources and References).    6. Describe how climate change does and does not influence human migration and migrantâ€™s health.    Students who fail the assessment have one chance to re-submit the assessment.  In cases of plagiarism, special conditions may apply to this rule.	<br>12-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP:850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment.	<br>None	<br>The course coordinator has changed due to the departure from UCL to WHO of the main previous course coordinator, Prof. Anthony Costello.    Each year, the course objectives, content, and readings were updated to reflect the latest developments in science and policy. Major revisions have been enacted in all aspects of the course from 2015 to 2016 due to the publication of the Lancet Commission on Health and Climate Change in June 2015. The new objectives, content, and readings reflect this commission.	<br>In each of the four years, students overwhelming enjoyed the module and felt it to be useful. Each year, only 0, 1, or 2 students gave less-than-good evaluations.  The balance of the module between teaching time and private study time also received high ratings consistently.  Some individual lecturers were given top ratings by all students while the average rating for any individual did not fall below 'Good'.  Many constructive suggestions were provided throughout the years which have been taken into account for revising the module.    â€¢ "I thought this module was brilliant. The topics covered were wide ranging and fascinating, the lectures offered many opportunities for discussion, all the lecturers were all extremely engaging."  â€¢ "The people who came in to talk to us were so passionate about their work! I would recommend this module to everyone!"  â€¢ "Really and truly enjoyed this module."	<br>We will make reading lists and materials available to students at least 1 week in advance of each reading discussion session.	<br>The module explores all facets of the health impacts of climate change, such that a grasp of the field in its entirety will be gained.  â€¢ Climate science  â€¢ Communicating climate science  â€¢ Health and climate change  â€¢ Economics of mitigating climate change  â€¢ Vulnerability and resilience  â€¢ Islanders, islands, and climate change  â€¢ Politics, health, and climate change  â€¢ Gender, health, and climate change  â€¢ Climate change, international diplomacy, and security  â€¢ Ecosystem health and climate change  â€¢ Law, health, and climate change  â€¢ Population, health, and climate change  â€¢ The role of the health system including a case study in developing sustainability in the health sector (Making the UK National Health Service carbon friendly)						
Disability and Development (not running in 2020)	<br>At the end of the module students will be able to:     - Compare historical terminology and definitions of disability and how contemporary models and concepts have evolved in parallel with other human rights movements  - Describe and debate current attitudes and beliefs in relation to disability and critique the ways in which these intersect with diverse aspects of culture and with other aspects of development theory and practice  - Evaluate the impact of key international legislation, guidelines and movements concerning disability and be able to relate these to policy and practice planning options. Relateways in which issues in disability are linked to those in health, education and community development services in diverse settings  - Compare the development of different models of community disability services in relation to current thinking about disability.  - Explain and critique the various processes involved in planning disability services particularly in resource poor settings and in monitoring and evaluating such work  - Examine the particular issues in doing research which arise in relation to disability and discuss potential solutions for these.  Critically analyse current issues concerning mainstreaming, inclusion and development  - Analyse and critique current ideas and research relating to the topics presented in the module		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:10:48	2017-09-12	2019-12-12 14:07:40	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks & 2 days pre- reading.  All contact time is within the first two weeks, the third week is for private study and essay preparation.	Institute for Global Health	Mary Wickenden 	English	advanced optional	2012-01-12 05:44:24	150 hours   (42 contact hours), 108 self-study hours)   22 hours lectures, 20 hours seminars/tutorials/field visit. 58 hours private reading. 50 hours assignment  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional			<br>Accredited Basel 1999/re-accredited in Paris May 2008/October 2013, re-accredited in Berlin, October 2018. This course is valid October 2023.	<br>The module draws on the diverse experiences of the participants as well as on the body of literature and research in the subject area.  Critical analysis and reflection will be stimulated particularly in order to make links and comparisons between theoretical and practical concerns in the disability arena with an emphasis on middle and low income settings.    Learning activities for this module include lectures, tutorials, workshops, student presentations, self-study and critical review activities and usually an optional field visit to a flagship inclusive school or a disability focussed NGO in London.	<br>This is the latest version of a module which has been running in our department for more than 20 years. We have a worldwide reputation for research and teaching on disability in low income settings with a particular emphasis on community based rehabilitation.  The module has consistently been very highly rated by students, although we have of course been responsive to feedback and the content has evolved over time and to changes in theory, legislation, policy and practice in the field. In line with current thinking about disability, we see it as important to present it as a development rather than a predominantly health issue and to emphasise a mainstreaming approach as the only viable one.    We have always used some external lecturers from NGOs with whom we have longstanding relationships (e.g. Motivation, Handicap International, Sightsavers). In addition we have close relationship with colleagues in the Leonard Cheshire Disability and Inclusive Development Centre at UCL and have contributions from their team (eg on conflict, poverty, policy analysis).  All contributors are experienced fieldworkers, and/or researchers in the field of disabiltiy and development. We also have three sessions led by disabled people with relevant research or work experience. The module coordinator however provides links and continuity by chairing and hosting the guest lecture sessions.    The module uses a combination of in-house teaching staff and guest lecturers including those from a number of international disability NGOs and from colleagues in other disability focussed units within UCL.	<br>Essay 3000 words (100%)    The essay will be on broad, theoretical focussed aspects of the module and will demand that the students read, understand and critique relevant literature introduced during the course.  There will be a choice of topics (students do one out of 5 titles).  Students can make use of their own regional or professional experience in writing the essay and can chose to focus their answer on a particular region in order to narrow the task.    If a student does not successfully pass the assignment they will receive tutorial support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment.	<br>12 - 18 students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.    For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of trop Ed places on the module is determined after IGH MSc candidates have chosen their optional modules (normally in early October).  TropEd applicants wishing to secure a place should apply and pay fees before this period. They will be placed on a waiting list for the module. Applicants who have paid will be notified as soon as it is confirmed whether places are available.  TropEd applicants are awarded places on a first-paid, first-admitted basis.  Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br> GBP: 850	<br>none.	<br>Last year we made a change to the assignment, as there were previously two components and this was seen to be heavy on assessment.  Instead we introduced a slightly longer essay with more choice of titles. This has been successful and they all were chosen roughly equal times by students.  We now use electronic marking and have regularised and formalised the way that feedback is given which students like.  Detailed comments are made in the text and in a summary comment section.	<br>All taught sessions were rated as very good or good.  100% of students found the resources and reading material useful or very useful  86% of students thought the number of topics taught was about right  100% of students reported that what they had learnt was very useful or quite useful for their future work  86% enjoyed the module very much or quite a lot    Examples of positive comments from 2012 are:  Question: What did you like about the module?    1 the visit lectures by disabled people, it was very enlightening especially by Katie (disabled woman)  1 Hearing from charities and disabled researchers  1 I really enjoyed all the lectures but I thought that having lecturers with disabilities themselves was especially useful/interesting.  1 Meeting disabled people  1 The range of guest speakers and excellent discussion facilitated by Mary.  1 Very interactive, small group  It wasn't long enough! I enjoyed it a lot and felt just over two weeks of teaching hours was too short.  1 Needed to be longer  1 The balance between theory and practice    Examples of areas for improvement from 2012 are:    Unfortunately one guest lecturer did not turn up and thus this topic was covered by guided reading rather than direct teaching. This was due to a misunderstanding.	<br>Some changes to guest lecturers have been made.  Those with poor feedback in 2011 were not used in 2012, and constructive feedback re content and style has been given to those who are returning. Two newly introduced contributors were given very high satisfaction ratings in 2012.  More thorough briefing of new guest lecturers has been done, as part of broader discussions about collaboration with them.	<br>The module explores historical and contemporary concepts of and issues in disability, and links these to major issues in community development.  It presents international legislation in relation to disability and considers the cultural and sociopolitical contexts in which this has developed, and then reflects on the range of options for service delivery available for people with disabilities, their families and communities in diverse cultural settings worldwide.    - Detailed study of the history and development of terminology and attitudes to disability  - In-depth exploration of major disability models, international legislation, documentation and movements.  - Examination of the relationships between disability issues and other major socio-political movements and issues (e.g. gender, poverty, human rights, conflict, social inclusion and mainstreaming).  - Anthropological and sociological theories of disability and the way that culture intersects with community development.  - Critique of the major models of service delivery for disabled people, and their links with different sectors (health, education, employment, social development).  - Issues of information transfer and appropriate technology in the disability arena  - Disabled people&rsquo;s movements and involvement in development. Disabled people as change agents  - Research methods in disability including identification and surveying in diverse settings and participatory and emancipatory approaches (e.g. at the policy, population, community and or individual levels)	United Kingdom	Disabilities	Face to face		6 ECTS credits	
Disability and Development (not running in 2020)	<br>At the end of the module students will be able to:     - Compare historical terminology and definitions of disability and how contemporary models and concepts have evolved in parallel with other human rights movements  - Describe and debate current attitudes and beliefs in relation to disability and critique the ways in which these intersect with diverse aspects of culture and with other aspects of development theory and practice  - Evaluate the impact of key international legislation, guidelines and movements concerning disability and be able to relate these to policy and practice planning options. Relateways in which issues in disability are linked to those in health, education and community development services in diverse settings  - Compare the development of different models of community disability services in relation to current thinking about disability.  - Explain and critique the various processes involved in planning disability services particularly in resource poor settings and in monitoring and evaluating such work  - Examine the particular issues in doing research which arise in relation to disability and discuss potential solutions for these.  Critically analyse current issues concerning mainstreaming, inclusion and development  - Analyse and critique current ideas and research relating to the topics presented in the module		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:10:48	2017-09-12	2019-12-12 14:07:40	troped	troped	0		3 weeks & 2 days pre- reading.  All contact time is within the first two weeks, the third week is for private study and essay preparation.	Institute for Global Health				2012-01-12 05:44:24	150 hours   (42 contact hours), 108 self-study hours)   22 hours lectures, 20 hours seminars/tutorials/field visit. 58 hours private reading. 50 hours assignment  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional			<br>Accredited Basel 1999/re-accredited in Paris May 2008/October 2013, re-accredited in Berlin, October 2018. This course is valid October 2023.	<br>The module draws on the diverse experiences of the participants as well as on the body of literature and research in the subject area.  Critical analysis and reflection will be stimulated particularly in order to make links and comparisons between theoretical and practical concerns in the disability arena with an emphasis on middle and low income settings.    Learning activities for this module include lectures, tutorials, workshops, student presentations, self-study and critical review activities and usually an optional field visit to a flagship inclusive school or a disability focussed NGO in London.	<br>This is the latest version of a module which has been running in our department for more than 20 years. We have a worldwide reputation for research and teaching on disability in low income settings with a particular emphasis on community based rehabilitation.  The module has consistently been very highly rated by students, although we have of course been responsive to feedback and the content has evolved over time and to changes in theory, legislation, policy and practice in the field. In line with current thinking about disability, we see it as important to present it as a development rather than a predominantly health issue and to emphasise a mainstreaming approach as the only viable one.    We have always used some external lecturers from NGOs with whom we have longstanding relationships (e.g. Motivation, Handicap International, Sightsavers). In addition we have close relationship with colleagues in the Leonard Cheshire Disability and Inclusive Development Centre at UCL and have contributions from their team (eg on conflict, poverty, policy analysis).  All contributors are experienced fieldworkers, and/or researchers in the field of disabiltiy and development. We also have three sessions led by disabled people with relevant research or work experience. The module coordinator however provides links and continuity by chairing and hosting the guest lecture sessions.    The module uses a combination of in-house teaching staff and guest lecturers including those from a number of international disability NGOs and from colleagues in other disability focussed units within UCL.	<br>Essay 3000 words (100%)    The essay will be on broad, theoretical focussed aspects of the module and will demand that the students read, understand and critique relevant literature introduced during the course.  There will be a choice of topics (students do one out of 5 titles).  Students can make use of their own regional or professional experience in writing the essay and can chose to focus their answer on a particular region in order to narrow the task.    If a student does not successfully pass the assignment they will receive tutorial support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment.	<br>12 - 18 students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.    For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of trop Ed places on the module is determined after IGH MSc candidates have chosen their optional modules (normally in early October).  TropEd applicants wishing to secure a place should apply and pay fees before this period. They will be placed on a waiting list for the module. Applicants who have paid will be notified as soon as it is confirmed whether places are available.  TropEd applicants are awarded places on a first-paid, first-admitted basis.  Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br> GBP: 850	<br>none.	<br>Last year we made a change to the assignment, as there were previously two components and this was seen to be heavy on assessment.  Instead we introduced a slightly longer essay with more choice of titles. This has been successful and they all were chosen roughly equal times by students.  We now use electronic marking and have regularised and formalised the way that feedback is given which students like.  Detailed comments are made in the text and in a summary comment section.	<br>All taught sessions were rated as very good or good.  100% of students found the resources and reading material useful or very useful  86% of students thought the number of topics taught was about right  100% of students reported that what they had learnt was very useful or quite useful for their future work  86% enjoyed the module very much or quite a lot    Examples of positive comments from 2012 are:  Question: What did you like about the module?    1 the visit lectures by disabled people, it was very enlightening especially by Katie (disabled woman)  1 Hearing from charities and disabled researchers  1 I really enjoyed all the lectures but I thought that having lecturers with disabilities themselves was especially useful/interesting.  1 Meeting disabled people  1 The range of guest speakers and excellent discussion facilitated by Mary.  1 Very interactive, small group  It wasn't long enough! I enjoyed it a lot and felt just over two weeks of teaching hours was too short.  1 Needed to be longer  1 The balance between theory and practice    Examples of areas for improvement from 2012 are:    Unfortunately one guest lecturer did not turn up and thus this topic was covered by guided reading rather than direct teaching. This was due to a misunderstanding.	<br>Some changes to guest lecturers have been made.  Those with poor feedback in 2011 were not used in 2012, and constructive feedback re content and style has been given to those who are returning. Two newly introduced contributors were given very high satisfaction ratings in 2012.  More thorough briefing of new guest lecturers has been done, as part of broader discussions about collaboration with them.	<br>The module explores historical and contemporary concepts of and issues in disability, and links these to major issues in community development.  It presents international legislation in relation to disability and considers the cultural and sociopolitical contexts in which this has developed, and then reflects on the range of options for service delivery available for people with disabilities, their families and communities in diverse cultural settings worldwide.    - Detailed study of the history and development of terminology and attitudes to disability  - In-depth exploration of major disability models, international legislation, documentation and movements.  - Examination of the relationships between disability issues and other major socio-political movements and issues (e.g. gender, poverty, human rights, conflict, social inclusion and mainstreaming).  - Anthropological and sociological theories of disability and the way that culture intersects with community development.  - Critique of the major models of service delivery for disabled people, and their links with different sectors (health, education, employment, social development).  - Issues of information transfer and appropriate technology in the disability arena  - Disabled people&rsquo;s movements and involvement in development. Disabled people as change agents  - Research methods in disability including identification and surveying in diverse settings and participatory and emancipatory approaches (e.g. at the policy, population, community and or individual levels)		Health systems				
Disability and Development (not running in 2020)	<br>At the end of the module students will be able to:     - Compare historical terminology and definitions of disability and how contemporary models and concepts have evolved in parallel with other human rights movements  - Describe and debate current attitudes and beliefs in relation to disability and critique the ways in which these intersect with diverse aspects of culture and with other aspects of development theory and practice  - Evaluate the impact of key international legislation, guidelines and movements concerning disability and be able to relate these to policy and practice planning options. Relateways in which issues in disability are linked to those in health, education and community development services in diverse settings  - Compare the development of different models of community disability services in relation to current thinking about disability.  - Explain and critique the various processes involved in planning disability services particularly in resource poor settings and in monitoring and evaluating such work  - Examine the particular issues in doing research which arise in relation to disability and discuss potential solutions for these.  Critically analyse current issues concerning mainstreaming, inclusion and development  - Analyse and critique current ideas and research relating to the topics presented in the module		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:10:48	2017-09-12	2019-12-12 14:07:40	troped	troped	0		3 weeks & 2 days pre- reading.  All contact time is within the first two weeks, the third week is for private study and essay preparation.	Institute for Global Health				2012-01-12 05:44:24	150 hours   (42 contact hours), 108 self-study hours)   22 hours lectures, 20 hours seminars/tutorials/field visit. 58 hours private reading. 50 hours assignment  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional			<br>Accredited Basel 1999/re-accredited in Paris May 2008/October 2013, re-accredited in Berlin, October 2018. This course is valid October 2023.	<br>The module draws on the diverse experiences of the participants as well as on the body of literature and research in the subject area.  Critical analysis and reflection will be stimulated particularly in order to make links and comparisons between theoretical and practical concerns in the disability arena with an emphasis on middle and low income settings.    Learning activities for this module include lectures, tutorials, workshops, student presentations, self-study and critical review activities and usually an optional field visit to a flagship inclusive school or a disability focussed NGO in London.	<br>This is the latest version of a module which has been running in our department for more than 20 years. We have a worldwide reputation for research and teaching on disability in low income settings with a particular emphasis on community based rehabilitation.  The module has consistently been very highly rated by students, although we have of course been responsive to feedback and the content has evolved over time and to changes in theory, legislation, policy and practice in the field. In line with current thinking about disability, we see it as important to present it as a development rather than a predominantly health issue and to emphasise a mainstreaming approach as the only viable one.    We have always used some external lecturers from NGOs with whom we have longstanding relationships (e.g. Motivation, Handicap International, Sightsavers). In addition we have close relationship with colleagues in the Leonard Cheshire Disability and Inclusive Development Centre at UCL and have contributions from their team (eg on conflict, poverty, policy analysis).  All contributors are experienced fieldworkers, and/or researchers in the field of disabiltiy and development. We also have three sessions led by disabled people with relevant research or work experience. The module coordinator however provides links and continuity by chairing and hosting the guest lecture sessions.    The module uses a combination of in-house teaching staff and guest lecturers including those from a number of international disability NGOs and from colleagues in other disability focussed units within UCL.	<br>Essay 3000 words (100%)    The essay will be on broad, theoretical focussed aspects of the module and will demand that the students read, understand and critique relevant literature introduced during the course.  There will be a choice of topics (students do one out of 5 titles).  Students can make use of their own regional or professional experience in writing the essay and can chose to focus their answer on a particular region in order to narrow the task.    If a student does not successfully pass the assignment they will receive tutorial support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment.	<br>12 - 18 students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.    For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of trop Ed places on the module is determined after IGH MSc candidates have chosen their optional modules (normally in early October).  TropEd applicants wishing to secure a place should apply and pay fees before this period. They will be placed on a waiting list for the module. Applicants who have paid will be notified as soon as it is confirmed whether places are available.  TropEd applicants are awarded places on a first-paid, first-admitted basis.  Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br> GBP: 850	<br>none.	<br>Last year we made a change to the assignment, as there were previously two components and this was seen to be heavy on assessment.  Instead we introduced a slightly longer essay with more choice of titles. This has been successful and they all were chosen roughly equal times by students.  We now use electronic marking and have regularised and formalised the way that feedback is given which students like.  Detailed comments are made in the text and in a summary comment section.	<br>All taught sessions were rated as very good or good.  100% of students found the resources and reading material useful or very useful  86% of students thought the number of topics taught was about right  100% of students reported that what they had learnt was very useful or quite useful for their future work  86% enjoyed the module very much or quite a lot    Examples of positive comments from 2012 are:  Question: What did you like about the module?    1 the visit lectures by disabled people, it was very enlightening especially by Katie (disabled woman)  1 Hearing from charities and disabled researchers  1 I really enjoyed all the lectures but I thought that having lecturers with disabilities themselves was especially useful/interesting.  1 Meeting disabled people  1 The range of guest speakers and excellent discussion facilitated by Mary.  1 Very interactive, small group  It wasn't long enough! I enjoyed it a lot and felt just over two weeks of teaching hours was too short.  1 Needed to be longer  1 The balance between theory and practice    Examples of areas for improvement from 2012 are:    Unfortunately one guest lecturer did not turn up and thus this topic was covered by guided reading rather than direct teaching. This was due to a misunderstanding.	<br>Some changes to guest lecturers have been made.  Those with poor feedback in 2011 were not used in 2012, and constructive feedback re content and style has been given to those who are returning. Two newly introduced contributors were given very high satisfaction ratings in 2012.  More thorough briefing of new guest lecturers has been done, as part of broader discussions about collaboration with them.	<br>The module explores historical and contemporary concepts of and issues in disability, and links these to major issues in community development.  It presents international legislation in relation to disability and considers the cultural and sociopolitical contexts in which this has developed, and then reflects on the range of options for service delivery available for people with disabilities, their families and communities in diverse cultural settings worldwide.    - Detailed study of the history and development of terminology and attitudes to disability  - In-depth exploration of major disability models, international legislation, documentation and movements.  - Examination of the relationships between disability issues and other major socio-political movements and issues (e.g. gender, poverty, human rights, conflict, social inclusion and mainstreaming).  - Anthropological and sociological theories of disability and the way that culture intersects with community development.  - Critique of the major models of service delivery for disabled people, and their links with different sectors (health, education, employment, social development).  - Issues of information transfer and appropriate technology in the disability arena  - Disabled people&rsquo;s movements and involvement in development. Disabled people as change agents  - Research methods in disability including identification and surveying in diverse settings and participatory and emancipatory approaches (e.g. at the policy, population, community and or individual levels)		Human development				
Disability and Development (not running in 2020)	<br>At the end of the module students will be able to:     - Compare historical terminology and definitions of disability and how contemporary models and concepts have evolved in parallel with other human rights movements  - Describe and debate current attitudes and beliefs in relation to disability and critique the ways in which these intersect with diverse aspects of culture and with other aspects of development theory and practice  - Evaluate the impact of key international legislation, guidelines and movements concerning disability and be able to relate these to policy and practice planning options. Relateways in which issues in disability are linked to those in health, education and community development services in diverse settings  - Compare the development of different models of community disability services in relation to current thinking about disability.  - Explain and critique the various processes involved in planning disability services particularly in resource poor settings and in monitoring and evaluating such work  - Examine the particular issues in doing research which arise in relation to disability and discuss potential solutions for these.  Critically analyse current issues concerning mainstreaming, inclusion and development  - Analyse and critique current ideas and research relating to the topics presented in the module		1	igh.adminpg@ucl.ac.uk	2012-01-11 23:10:48	2017-09-12	2019-12-12 14:07:40	troped	troped	0		3 weeks & 2 days pre- reading.  All contact time is within the first two weeks, the third week is for private study and essay preparation.	Institute for Global Health				2012-01-12 05:44:24	150 hours   (42 contact hours), 108 self-study hours)   22 hours lectures, 20 hours seminars/tutorials/field visit. 58 hours private reading. 50 hours assignment  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional			<br>Accredited Basel 1999/re-accredited in Paris May 2008/October 2013, re-accredited in Berlin, October 2018. This course is valid October 2023.	<br>The module draws on the diverse experiences of the participants as well as on the body of literature and research in the subject area.  Critical analysis and reflection will be stimulated particularly in order to make links and comparisons between theoretical and practical concerns in the disability arena with an emphasis on middle and low income settings.    Learning activities for this module include lectures, tutorials, workshops, student presentations, self-study and critical review activities and usually an optional field visit to a flagship inclusive school or a disability focussed NGO in London.	<br>This is the latest version of a module which has been running in our department for more than 20 years. We have a worldwide reputation for research and teaching on disability in low income settings with a particular emphasis on community based rehabilitation.  The module has consistently been very highly rated by students, although we have of course been responsive to feedback and the content has evolved over time and to changes in theory, legislation, policy and practice in the field. In line with current thinking about disability, we see it as important to present it as a development rather than a predominantly health issue and to emphasise a mainstreaming approach as the only viable one.    We have always used some external lecturers from NGOs with whom we have longstanding relationships (e.g. Motivation, Handicap International, Sightsavers). In addition we have close relationship with colleagues in the Leonard Cheshire Disability and Inclusive Development Centre at UCL and have contributions from their team (eg on conflict, poverty, policy analysis).  All contributors are experienced fieldworkers, and/or researchers in the field of disabiltiy and development. We also have three sessions led by disabled people with relevant research or work experience. The module coordinator however provides links and continuity by chairing and hosting the guest lecture sessions.    The module uses a combination of in-house teaching staff and guest lecturers including those from a number of international disability NGOs and from colleagues in other disability focussed units within UCL.	<br>Essay 3000 words (100%)    The essay will be on broad, theoretical focussed aspects of the module and will demand that the students read, understand and critique relevant literature introduced during the course.  There will be a choice of topics (students do one out of 5 titles).  Students can make use of their own regional or professional experience in writing the essay and can chose to focus their answer on a particular region in order to narrow the task.    If a student does not successfully pass the assignment they will receive tutorial support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment.	<br>12 - 18 students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.    For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of trop Ed places on the module is determined after IGH MSc candidates have chosen their optional modules (normally in early October).  TropEd applicants wishing to secure a place should apply and pay fees before this period. They will be placed on a waiting list for the module. Applicants who have paid will be notified as soon as it is confirmed whether places are available.  TropEd applicants are awarded places on a first-paid, first-admitted basis.  Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br> GBP: 850	<br>none.	<br>Last year we made a change to the assignment, as there were previously two components and this was seen to be heavy on assessment.  Instead we introduced a slightly longer essay with more choice of titles. This has been successful and they all were chosen roughly equal times by students.  We now use electronic marking and have regularised and formalised the way that feedback is given which students like.  Detailed comments are made in the text and in a summary comment section.	<br>All taught sessions were rated as very good or good.  100% of students found the resources and reading material useful or very useful  86% of students thought the number of topics taught was about right  100% of students reported that what they had learnt was very useful or quite useful for their future work  86% enjoyed the module very much or quite a lot    Examples of positive comments from 2012 are:  Question: What did you like about the module?    1 the visit lectures by disabled people, it was very enlightening especially by Katie (disabled woman)  1 Hearing from charities and disabled researchers  1 I really enjoyed all the lectures but I thought that having lecturers with disabilities themselves was especially useful/interesting.  1 Meeting disabled people  1 The range of guest speakers and excellent discussion facilitated by Mary.  1 Very interactive, small group  It wasn't long enough! I enjoyed it a lot and felt just over two weeks of teaching hours was too short.  1 Needed to be longer  1 The balance between theory and practice    Examples of areas for improvement from 2012 are:    Unfortunately one guest lecturer did not turn up and thus this topic was covered by guided reading rather than direct teaching. This was due to a misunderstanding.	<br>Some changes to guest lecturers have been made.  Those with poor feedback in 2011 were not used in 2012, and constructive feedback re content and style has been given to those who are returning. Two newly introduced contributors were given very high satisfaction ratings in 2012.  More thorough briefing of new guest lecturers has been done, as part of broader discussions about collaboration with them.	<br>The module explores historical and contemporary concepts of and issues in disability, and links these to major issues in community development.  It presents international legislation in relation to disability and considers the cultural and sociopolitical contexts in which this has developed, and then reflects on the range of options for service delivery available for people with disabilities, their families and communities in diverse cultural settings worldwide.    - Detailed study of the history and development of terminology and attitudes to disability  - In-depth exploration of major disability models, international legislation, documentation and movements.  - Examination of the relationships between disability issues and other major socio-political movements and issues (e.g. gender, poverty, human rights, conflict, social inclusion and mainstreaming).  - Anthropological and sociological theories of disability and the way that culture intersects with community development.  - Critique of the major models of service delivery for disabled people, and their links with different sectors (health, education, employment, social development).  - Issues of information transfer and appropriate technology in the disability arena  - Disabled people&rsquo;s movements and involvement in development. Disabled people as change agents  - Research methods in disability including identification and surveying in diverse settings and participatory and emancipatory approaches (e.g. at the policy, population, community and or individual levels)						
Global health and development: emerging policy debates	By the end of this module, students should be able to:  -  describe key debates in a number of global health and development policy areas  -  critically analyse the influence of different actors (for example, governments, international institutions and multinational corporations) on health and development policy processes  -  assess the interaction between self-reinforcing market processes and actor behaviour in relation to key health and development debates.		0	igh.adminpg@ucl.ac.uk	2012-01-11 23:41:22	2012-01-11	2019-10-15 08:42:40	troped	troped	0	UK - Institute for Global Health, University College London	Three weeks	CIHD, UCL, London	Mike Rowson        	English	advanced optional	2012-01-12 05:53:26	150 hours(21 hours lectures; 21 hours seminars; 78 hours private reading; 30 hours coursework)	2013-04-29	2013-05-17	Accredited in September 2009 in London. This accreditation valid until September 2014.	This module is a mix of teaching and self-directed reading and learning. Interactive lectures will be combined with seminars and group discussion. The module prioritises time for private reading and self-study. Moodle will be used to give students access to reading materials.     Students are also expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.	Mike has recently edited the digital textbook component of a major new distance-learning initiative in the field of conflict, peace and health http://www.medicalpeacework.org. He is a former Executive Director of Medact, the global health charity (http://www.medact.org) and was also co-managing editor of Global Health Watch 2005/6 (http://www.ghwatch.org).	One 2000-word essay written on a one of three set questions on themes included in the module, requiring the demonstration of the use of evidence from peer-reviewed and grey literature. 100% of total mark.	25 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the CIHD academic year runs from mid-September to mid-September).	English proficiency: IELTS 6.5 or equivalent at partner institution. Students must have completed the tropEd MIH core course.	TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis. Admissions queries: cihdsc@ich.ucl.ac.uk	750 GBP	None				This module tackles some of the hot policy issues in global health and development today by applying tools from the social sciences to analyse them in depth.Buiilding on knowledge acquired in the core courses, in this module students analyse shifting priorities in global health policy and the actors and events that drive these changes.     Students examine a number of topics including (but not necessarily restricted to) aid for international health, the commercialisation of health care, health worker migration, and civil society action in health.  These topics have been chosen to illustrate how political and economic forces shape policy and how both domestic and international factors affect national decision-making. Students use concepts from economics and public policy in order analyse the key dilemmas in each of the topic areas.	United Kingdom	Actors / stakeholders	Face to face		6 ECTS credits	
Global health and development: emerging policy debates	By the end of this module, students should be able to:  -  describe key debates in a number of global health and development policy areas  -  critically analyse the influence of different actors (for example, governments, international institutions and multinational corporations) on health and development policy processes  -  assess the interaction between self-reinforcing market processes and actor behaviour in relation to key health and development debates.		0	igh.adminpg@ucl.ac.uk	2012-01-11 23:41:22	2012-01-11	2019-10-15 08:42:40	troped	troped	0		Three weeks	CIHD, UCL, London				2012-01-12 05:53:26	150 hours(21 hours lectures; 21 hours seminars; 78 hours private reading; 30 hours coursework)	2013-04-29	2013-05-17	Accredited in September 2009 in London. This accreditation valid until September 2014.	This module is a mix of teaching and self-directed reading and learning. Interactive lectures will be combined with seminars and group discussion. The module prioritises time for private reading and self-study. Moodle will be used to give students access to reading materials.     Students are also expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.	Mike has recently edited the digital textbook component of a major new distance-learning initiative in the field of conflict, peace and health http://www.medicalpeacework.org. He is a former Executive Director of Medact, the global health charity (http://www.medact.org) and was also co-managing editor of Global Health Watch 2005/6 (http://www.ghwatch.org).	One 2000-word essay written on a one of three set questions on themes included in the module, requiring the demonstration of the use of evidence from peer-reviewed and grey literature. 100% of total mark.	25 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the CIHD academic year runs from mid-September to mid-September).	English proficiency: IELTS 6.5 or equivalent at partner institution. Students must have completed the tropEd MIH core course.	TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis. Admissions queries: cihdsc@ich.ucl.ac.uk	750 GBP	None				This module tackles some of the hot policy issues in global health and development today by applying tools from the social sciences to analyse them in depth.Buiilding on knowledge acquired in the core courses, in this module students analyse shifting priorities in global health policy and the actors and events that drive these changes.     Students examine a number of topics including (but not necessarily restricted to) aid for international health, the commercialisation of health care, health worker migration, and civil society action in health.  These topics have been chosen to illustrate how political and economic forces shape policy and how both domestic and international factors affect national decision-making. Students use concepts from economics and public policy in order analyse the key dilemmas in each of the topic areas.		Health Policy (incl. advocacy)				
Global health and development: emerging policy debates	By the end of this module, students should be able to:  -  describe key debates in a number of global health and development policy areas  -  critically analyse the influence of different actors (for example, governments, international institutions and multinational corporations) on health and development policy processes  -  assess the interaction between self-reinforcing market processes and actor behaviour in relation to key health and development debates.		0	igh.adminpg@ucl.ac.uk	2012-01-11 23:41:22	2012-01-11	2019-10-15 08:42:40	troped	troped	0		Three weeks	CIHD, UCL, London				2012-01-12 05:53:26	150 hours(21 hours lectures; 21 hours seminars; 78 hours private reading; 30 hours coursework)	2013-04-29	2013-05-17	Accredited in September 2009 in London. This accreditation valid until September 2014.	This module is a mix of teaching and self-directed reading and learning. Interactive lectures will be combined with seminars and group discussion. The module prioritises time for private reading and self-study. Moodle will be used to give students access to reading materials.     Students are also expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.	Mike has recently edited the digital textbook component of a major new distance-learning initiative in the field of conflict, peace and health http://www.medicalpeacework.org. He is a former Executive Director of Medact, the global health charity (http://www.medact.org) and was also co-managing editor of Global Health Watch 2005/6 (http://www.ghwatch.org).	One 2000-word essay written on a one of three set questions on themes included in the module, requiring the demonstration of the use of evidence from peer-reviewed and grey literature. 100% of total mark.	25 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the CIHD academic year runs from mid-September to mid-September).	English proficiency: IELTS 6.5 or equivalent at partner institution. Students must have completed the tropEd MIH core course.	TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis. Admissions queries: cihdsc@ich.ucl.ac.uk	750 GBP	None				This module tackles some of the hot policy issues in global health and development today by applying tools from the social sciences to analyse them in depth.Buiilding on knowledge acquired in the core courses, in this module students analyse shifting priorities in global health policy and the actors and events that drive these changes.     Students examine a number of topics including (but not necessarily restricted to) aid for international health, the commercialisation of health care, health worker migration, and civil society action in health.  These topics have been chosen to illustrate how political and economic forces shape policy and how both domestic and international factors affect national decision-making. Students use concepts from economics and public policy in order analyse the key dilemmas in each of the topic areas.		International / global				
Global health and development: emerging policy debates	By the end of this module, students should be able to:  -  describe key debates in a number of global health and development policy areas  -  critically analyse the influence of different actors (for example, governments, international institutions and multinational corporations) on health and development policy processes  -  assess the interaction between self-reinforcing market processes and actor behaviour in relation to key health and development debates.		0	igh.adminpg@ucl.ac.uk	2012-01-11 23:41:22	2012-01-11	2019-10-15 08:42:40	troped	troped	0		Three weeks	CIHD, UCL, London				2012-01-12 05:53:26	150 hours(21 hours lectures; 21 hours seminars; 78 hours private reading; 30 hours coursework)	2013-04-29	2013-05-17	Accredited in September 2009 in London. This accreditation valid until September 2014.	This module is a mix of teaching and self-directed reading and learning. Interactive lectures will be combined with seminars and group discussion. The module prioritises time for private reading and self-study. Moodle will be used to give students access to reading materials.     Students are also expected to complete in-depth study of the literature related to their essay topics, to inform their written essay.	Mike has recently edited the digital textbook component of a major new distance-learning initiative in the field of conflict, peace and health http://www.medicalpeacework.org. He is a former Executive Director of Medact, the global health charity (http://www.medact.org) and was also co-managing editor of Global Health Watch 2005/6 (http://www.ghwatch.org).	One 2000-word essay written on a one of three set questions on themes included in the module, requiring the demonstration of the use of evidence from peer-reviewed and grey literature. 100% of total mark.	25 students maximum; normally there are several places for tropEd students, but this varies from year to year; for greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the CIHD academic year runs from mid-September to mid-September).	English proficiency: IELTS 6.5 or equivalent at partner institution. Students must have completed the tropEd MIH core course.	TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis. Admissions queries: cihdsc@ich.ucl.ac.uk	750 GBP	None				This module tackles some of the hot policy issues in global health and development today by applying tools from the social sciences to analyse them in depth.Buiilding on knowledge acquired in the core courses, in this module students analyse shifting priorities in global health policy and the actors and events that drive these changes.     Students examine a number of topics including (but not necessarily restricted to) aid for international health, the commercialisation of health care, health worker migration, and civil society action in health.  These topics have been chosen to illustrate how political and economic forces shape policy and how both domestic and international factors affect national decision-making. Students use concepts from economics and public policy in order analyse the key dilemmas in each of the topic areas.						
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0	UK - Institute for Global Health, University College London	2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh	Dr Zelee Hill 	English	advanced optional	2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.	United Kingdom	Measuring health status	Face to face		6 ECTS credits	
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0		2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.		Quantitative methods				
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0		2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.		international/global health				
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0		2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.		research				
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0		2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.		statistics				
Collecting and using data: Essentials of quantitative survey research (dates tbc))	<br>  This module aims to ensure that students can think critically about all aspects of designing and applying a quantitative survey. At the end of the module students should be able to:      â€¢ Appraise and critically assess sampling strategies in complex and varied research contexts and formulate a data collection strategy in relation to a given scenario.  â€¢ Evaluate and select between different modes of data collection in relation to the objectives of the research and logistical practicalities.   â€¢ Critically discuss effective principles and approaches to measuring morbidity and mortality such as biomarkers, health screening and verbal autopsy.  â€¢ Design a robust and coherent quantitative questionnaire to maximize data quality.   â€¢ Design and enter, clean, manipulate and analyse data in STATA and draw valid conclusions from the results.		1	z.hill@ucl.ac.uk	2012-01-12 00:15:03	2017-09-12	2020-04-15 11:23:42	troped	troped	0		2 days pre-reading, 3 weeks face-to-face, individual assignment to be submitted online.	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd representative: Catherine Ford   catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2012-01-12 06:28:53	150 study hours: (50 contact hours as lectures and seminars, 100 self-study hours including private reading, homework, and assignment)    Teaching takes place on Mondays, Tuesdays and Fridays for 5.5 hours each day. For further information see: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data			<br>Accredited in Copenhagen in September 2008. Re-accredited in 2009, 2014 and in February 2020 in Rabat GA meeting (EC TelCo) This accreditation is valid until March 2025.	<br>A variety of learning methods will be used. The course starts with two days of background reading. After this each day (three days a week for three weeks) will be comprised of plenary sessions and practical sessions in the computer lab. All plenary sessions will be interactive and will be punctuated with discussion, group activities and individual exercises. Students will be encouraged to share their own experiences.  Theoretical constructs will be complemented by â€˜views from the fieldâ€™ where experienced researchers share their real life experiences applying the theory. Sessions run for approximately three hours.    Practical computer lab sessions will focus on the use of STATA. The computer sessions will include summaries of statistical theories, demonstration and discussion but will mostly focus on students working independently with several staff members available to problem solve.     The individual short answer assignment is designed to consolidate learnings as well as covering new topics through self-learning.    Virtual learning environment: Moodle is used to enable students to access information about the course before and during the course.  This will include core readings and PowerPoint slides etc. as well as useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here: https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/collecting-using-data	<br> Individual written assignment 100% of assessed mark  Scenario based written exercise (2000 words) in which students apply what they have learnt in terms of evaluating and selecting sampling strategies and data collection methods and construct a questionnaire. (Individual)    Resits in case of failure: Students who complete assessments and fail (overall module mark < 50%), have the right to one re-sit of the failed assessment component/s during the summer term of the same academic year. Resit assessments are capped at the pass mark (50%).	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements	<br>The number of available tropEd places on each module in the academic year is determined from mid-October.  tropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module.  Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fee in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	â‚¬972.33  This is a differential fee and includes a discount for tropEd students.	None		<br>Students refer to the module as being enjoyable, relevant, providing useful skills, being comprehensive and informative. Some students comment that it was the best module they have taken. Students particularly like that the module includes theoretical and practical aspects, and found that the â€˜views from the fieldâ€™ help them understand the realities of data collection.     The students really value the STATA teaching as it allows hands on experience with data analysis. However, there is a common theme in feedback that students want more time to practice STATA and more tailored individual support. We now hold sessions in the third week where students can work on their STATA assignment and get support as appropriate.	<br>Some students found the theory and STATA challenging, whilst others would have liked to go further and faster. Balancing the needs of students with different levels of skill and experience is important and we regularly check in with students and provide extra support to those who need it. We also provide optional reading for those who want to go into more depth.	<br>  â€¢ The steps in designing and conducting a quantitative survey.  â€¢ Types of sampling (probability, non-probability, simple random sampling, stratified sampling, multi-stage sampling).  â€¢ The design effect (sample size is reviewed)  â€¢ Defining sampling frames and operational procedures (enumeration, EPI method, segmentation method, demographic surveillance).  â€¢ Sampling hard to reach populations (time location sampling, respondent driven sampling).  â€¢ Key constructs in questionnaire design.  â€¢ Modes of data collection (face to face, self-administered questionnaire, audio-casi).  â€¢ Measuring morbidity and mortality (Health interview, Biomarkers, Verbal autopsies).  â€¢ Key constructs in database design  â€¢ Review of descriptive statistics and basic analysis. Theory and examples of linear and logistic regression analysis.    â€¢ Practical sessions on STATA: creating a data base, entering data, minimizing errors in data entry, advanced features of the data editor, coding and re-coding data, running commands and viewing outputs, working on a sub-set of the data, graphics. Conducting basic analytical tests. Simple and multi variable regressions are considered in a plenary session and then applied in STATA sessions.  â€¢ Packaging and presenting data for different audiences.						
Research in Action: the qualitative approach	<br>At the end of the module students will be able to:     -  design a qualitative study and write a protocol describing all aspects of this  -  develop qualitative research questions collect qualitative data using interviews and focus group discussions  -  explain the theoretical underpinnings of qualitative research in general and be able to give an overview of the main approaches used  -  evaluate innovative qualitative data collection methods including the use of observation, visualisations and participatory learning and action research (PLA) processes  -  demonstrate understanding of key processes of qualitative analysis of data,  -  show understanding of ethical issues and processes in qualitative research show understanding of issues of subjectivity, and reflexivity in qualitative research  -  Assess research design and approach according to action research criteria  -  Understand and critically analyse qualitative research papers   -  Demonstrate understanding of the range of contexts and research topics/questions for which qualitative research is likely to be the appropriate approach.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:25:45	2017-09-12	2019-10-15 15:25:33	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks & 2 days pre-reading	Institute of Child Health  UCL	Mary Wickenden 	English	advanced optional	2012-01-12 06:38:18	<br> 150 study hours: (40 contact hours, 110 self-study hours)   25 hours lectures, 15 hours seminars/tutorials, 35 hours group research project work, 50 hours private reading, 24 hours written research protocol, 1 hour module evaluation).    Teaching takes place on Mondays, Tuesdays and Fridays full days.  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-01-13	2020-01-31	Accredited in Berlin/Liverpool 1998; re-accredited in Marseille, January 2004; Re-accredited in Paris, May 2008, April 2013. Re-accredited in London 2018. This accreditation is valid until October 2023.	<br>Lectures, workshops, a group project and self-study are the methods used.     The module gives the students the information and access to the resources they need to conduct qualitative research.  Through self study, group work and class seminars and discussions students explore how what they have learned can be applied.  Experiential learning is used to enable the students to learn about qualitative research through the practice of doing qualitative research. Students design a study, collect, analyse and present data during a mini research project undertaken as part of the module.    Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.	<br>Written assignment (60%)    Prepare a research protocol describing a proposed qualitative research project in 2000 words    Assignment should be submitted one week after the end of the module.    Sections of the protocol should include:    -  Introduction  What is known about the topic, why it is important (both globally and locally).  Identification of the research gap your study will address.  Use of references to support your arguments.    -  Research question and aims and objectives   The question should be one that can be addressed using qualitative methods within a 6 month period.  It must not be a question that you aim to address for your dissertation research.    -  Study population   Who are the subjects of this research and who will you collect data from (not necessarily the same thing).    What are you studying â€“ a process? A group of people?     -  Where and when  Exact location of study, and timetable for research.  You must choose a question that can be addressed in a 6 month time period.  This can be presented in a table, stating how much time for literature review, data collection, analysis, dissemination etc.    -  Methodology, method and tools  You must identify the methodological approach you will take (grounded theory, phenomenology ethnography etc) and must identify the methods of data collection you will use.  You should justify your approach and methods.  You should explain how you will sample and recruit participants and identify your inclusion and exclusion criteria.  Identify the possible biases and limitations of the study and how these will be overcome.    -  Budget  Give a brief estimate of how much you think this research will cost to implement. Give a budget showing the breakdown of expenditure with suitable headings and final total amount.    -  Outcomes  What are your expected outcomes, and how will these be used?  Explain how your results may be used to implement local action addressing the problem/issue being researched.  Explain how the results will be disseminated.    Mini research project (40%)    The project will entail working in groups to identify and justify a qualitative research question that can be researched within ICH or the local area over the period of the module.  Students will identify a problem or question that can be answered using qualitative methods, and will design and carry out research to address this during the duration of the course.  The group will then prepare a poster presentation of their research and present this on the last day of the course to the student group, staff and any relevant visitors.    Students will prepare a brief plan of their research, and this will be approved by the course coordinator or a tutor before data collection starts.  Time has been allocated for students to carry out this research and during these times tutorial support will be available to support group work.    As part of the assessment, students will be expected to show that they have transcribed and analysed their data, and must bring these flip charts to the presentation. Students will receive a group mark, based on their reporting of the process and outcomes of their research project. The group poster presentation of the mini research project will also be assessed (style and content of verbal and poster outputs).	<br>Up to 30 students including tropEd students.	<br>English language proficiency     IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.     TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	None	<br>In response to feedback we have introduced specific taught sessions on grounded theory and more teaching and practical sessions on analysis.  Computer based analysis is demonstrated to the class (NVivo).  Examples of real qualitative research projects from staff within IGH are now presented to demonstrate a range of applications of the theory taught.  Tutorial support for the mini group projects has been increased (3 tutors available), and dedicated staff assigned to each group.  Opportunities for individual tutorial time to discuss individual   protocols has been more clearly advertised although was still underused by some students..    Examples of posters of mini research projects and individual protocols from previous years were provided as models of what is expected.    A marksheet of criteria for both the protocol and the group work presentation is provided.	<br>Summary of recent module evaluations    19 of 24 students responded to the satisfaction survey  84% enjoyed the module very much or quite a lot  90% said that it would be useful for their future work very much or quite a lot  67% felt that the balance of taught versus personal study time was about right, 1 person felt there was too much teaching, 28% felt there was not enough taught time.  83% felt that the number of topics taught was satisfactory  3 students felt that topics were not covered in enough depth.  2 students requested coverage of topics which are not strictly qualitative research â€“ e.g. systematic reviews and critical appraisal.  No topics were felt to be irrelevant.  Some students wanted either a more theoretical or more practical emphasis (3 in each direction!)    1. What did you find valuable?  What did you especially like?  What parts of the module were not relevant?      On the whole the students found all parts of the module relevant especially:  The group work mini research task  The PLA methods workshop  The practical tasks â€“ e.g. qualitative analysis, PLA  The mixture of theory and practice  The data analysis session (newly redesigned this year)  The critical appraisal of journal articles    2. What did you find least valuable?  What did not work for you?  What parts of the module were least relevant?    -  A small number of the students felt that the course was not long enough or was too intensive and that these time pressures had effects on what they could do e.g.;  -  A few students felt that there was not enough classroom time, and a few felt that there was too much.  &#61607; They did not have time to read the literature on the reading list  &#61607; They were not able to do justice to their individual research protocols (although tutors felt the standard was high this year)  &#61607; Some students wanted more feedback about their skills development in group workshops (e.g. in interviewing or running a group discussion) and felt there wasn&rsquo;t time for this  &#61607; 1 student (who was working part-time) found it difficult to arrange meetings with her group with tight deadlines.    All students found the resources on Moodle and the reading list useful    3. Suggestions about how specific parts of the module might be improved    Mini-research project â€“ in response to feedback last year we introduced:-  &#61607; Set intermediate deadlines that groups need to stick to such as deadlines for writing aims, coding, etc.  This seemed to work quite well, although some groups did not come and use the tutorial time that was available.  This will need to be even more structured next year.  All individual taught sessions were rated as good or very good across three domains: quality, interest, usefulness.  The lowest rated individual session was the one on grounded theory by a guest speaker. We will consider changing this for next year.    Is there anything you would like to add to the module?    Only suggestions were:-  A session on systematic reviews which we will suggest is put into one of our core modules but will not be including here.    A practical session on using NVivo. We have done this before in the computer lab but had poor feedback on this so think that a whole class demo is sufficient. We may however make this a bit more in-depth next time and direct students to the online tutorial and demos which are available    Is there anything else you would like to add?    Most of the students expressed how much they liked the course: quotes included:    -  The best thing about this module is the practical aspect of it: group project & PRA methods  -  excellent module. thoroughly enjoyed it, learnt alot and have acquired a lifelong skill useful for my career  -  Re. the individual assigment.  This also has been an excellent exercise.  I saw some of the lecture points fit into place  -  Tutors have been generous with their time and advice.  -  Overall I enjoyed the module very much and feel that it has moved me on a step	<br>The applied mini-research project in this module continues to be popular with nearly all participants as it provides a short but real experience of all the major steps involved in the qual research process. Students planning to do qual projects for their theses generally find it a valuable preparation for this.   It is as ever difficult to please everyone, some students liking the mix of theory and practice, some wanting more of one or the other. We feel that we provide sufficient practical examples both in the classroom and from research that is going on in the department to give students an overview of what is appropriate and possible using a range of qual methods.  We also direct students towards a vast and varied array of reading which at Masters level should enable them to pursue their own individual interests too. In addition we will make clear to future cohorts how they can give feedback during the term about topics being taught. We will also ensure that all students understand that tutors are available to them for questions outside of traditional lectures and, if students desire additional input that this is available to them and should be requested.    Although we had 3 tutors on hand for group or individual consultation whenever we weren&rsquo;t teaching, relatively few students took advantage of this facility. We will structure and advertise this more clearly next time.	<br>This course reviews the theory underpinning qualitative research methods, and gives participants the information and skills they need to design and conduct a group research project as well as plan an individual project.  Students are introduced to the general principles of qualitative research and a range of different approaches, and are encouraged to develop research protocols and projects that meet broadly action research criteria. The course briefs the students on when it is appropriate to use different research methods (particularly interviews, focus groups, observations) and gives them the opportunity to practise these methods both in the classroom and in their groups.  Students are also introduced to participatory methods of research, including PRA, PLA and participatory action research, and given the opportunity to practice these methods in a workshop.    Students learn how to develop a comprehensive and rigorous research protocol and are guided through the process of formulating a research question, aims and objectives, appropriate sampling, data collection methods, analysis methods and  ways of disseminating the research findings in different formats to different audiences.  The students can test their learning through the development of their own research protocol and through group research.    Students also critically analyse examples of in-depth qualitative studies published in peer reviewed journals, and their critical analysis is presented and discussed with the class.  Summary of content:    -  Overview of theory underpinning qualitative research methods   -  Developing qualitative research questions  -  Sampling and recruitment of participants in qualitative research  -  Developing interview skills, including individual interviews and facilitation of focus group discussions.  -  Developing observation skills   -  Introducing visualisations for data collection and community involvement in the data collection exercise  -  Consideration of ethical issues and processes and the role of the researcher;  -  Particular issues and approaches to qualitative participatory research with vulnerable groups;  -  Data collection and data handling including transcription and secure management of data   -  Methods and approaches to analysis  including a practical task with real data to learn this   -  Interpreting the data and drawing conclusions.  -  An overview of Computer based qualitative analysis (NVivo)  -  Writing up and publishing qualitative research  -  Examples of qualitative research projects undertaken within IGH (3)	United Kingdom	Democracy	Face to face		6 ECTS credits	
Research in Action: the qualitative approach	<br>At the end of the module students will be able to:     -  design a qualitative study and write a protocol describing all aspects of this  -  develop qualitative research questions collect qualitative data using interviews and focus group discussions  -  explain the theoretical underpinnings of qualitative research in general and be able to give an overview of the main approaches used  -  evaluate innovative qualitative data collection methods including the use of observation, visualisations and participatory learning and action research (PLA) processes  -  demonstrate understanding of key processes of qualitative analysis of data,  -  show understanding of ethical issues and processes in qualitative research show understanding of issues of subjectivity, and reflexivity in qualitative research  -  Assess research design and approach according to action research criteria  -  Understand and critically analyse qualitative research papers   -  Demonstrate understanding of the range of contexts and research topics/questions for which qualitative research is likely to be the appropriate approach.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:25:45	2017-09-12	2019-10-15 15:25:33	troped	troped	0		3 weeks & 2 days pre-reading	Institute of Child Health  UCL				2012-01-12 06:38:18	<br> 150 study hours: (40 contact hours, 110 self-study hours)   25 hours lectures, 15 hours seminars/tutorials, 35 hours group research project work, 50 hours private reading, 24 hours written research protocol, 1 hour module evaluation).    Teaching takes place on Mondays, Tuesdays and Fridays full days.  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-01-13	2020-01-31	Accredited in Berlin/Liverpool 1998; re-accredited in Marseille, January 2004; Re-accredited in Paris, May 2008, April 2013. Re-accredited in London 2018. This accreditation is valid until October 2023.	<br>Lectures, workshops, a group project and self-study are the methods used.     The module gives the students the information and access to the resources they need to conduct qualitative research.  Through self study, group work and class seminars and discussions students explore how what they have learned can be applied.  Experiential learning is used to enable the students to learn about qualitative research through the practice of doing qualitative research. Students design a study, collect, analyse and present data during a mini research project undertaken as part of the module.    Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.	<br>Written assignment (60%)    Prepare a research protocol describing a proposed qualitative research project in 2000 words    Assignment should be submitted one week after the end of the module.    Sections of the protocol should include:    -  Introduction  What is known about the topic, why it is important (both globally and locally).  Identification of the research gap your study will address.  Use of references to support your arguments.    -  Research question and aims and objectives   The question should be one that can be addressed using qualitative methods within a 6 month period.  It must not be a question that you aim to address for your dissertation research.    -  Study population   Who are the subjects of this research and who will you collect data from (not necessarily the same thing).    What are you studying â€“ a process? A group of people?     -  Where and when  Exact location of study, and timetable for research.  You must choose a question that can be addressed in a 6 month time period.  This can be presented in a table, stating how much time for literature review, data collection, analysis, dissemination etc.    -  Methodology, method and tools  You must identify the methodological approach you will take (grounded theory, phenomenology ethnography etc) and must identify the methods of data collection you will use.  You should justify your approach and methods.  You should explain how you will sample and recruit participants and identify your inclusion and exclusion criteria.  Identify the possible biases and limitations of the study and how these will be overcome.    -  Budget  Give a brief estimate of how much you think this research will cost to implement. Give a budget showing the breakdown of expenditure with suitable headings and final total amount.    -  Outcomes  What are your expected outcomes, and how will these be used?  Explain how your results may be used to implement local action addressing the problem/issue being researched.  Explain how the results will be disseminated.    Mini research project (40%)    The project will entail working in groups to identify and justify a qualitative research question that can be researched within ICH or the local area over the period of the module.  Students will identify a problem or question that can be answered using qualitative methods, and will design and carry out research to address this during the duration of the course.  The group will then prepare a poster presentation of their research and present this on the last day of the course to the student group, staff and any relevant visitors.    Students will prepare a brief plan of their research, and this will be approved by the course coordinator or a tutor before data collection starts.  Time has been allocated for students to carry out this research and during these times tutorial support will be available to support group work.    As part of the assessment, students will be expected to show that they have transcribed and analysed their data, and must bring these flip charts to the presentation. Students will receive a group mark, based on their reporting of the process and outcomes of their research project. The group poster presentation of the mini research project will also be assessed (style and content of verbal and poster outputs).	<br>Up to 30 students including tropEd students.	<br>English language proficiency     IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.     TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	None	<br>In response to feedback we have introduced specific taught sessions on grounded theory and more teaching and practical sessions on analysis.  Computer based analysis is demonstrated to the class (NVivo).  Examples of real qualitative research projects from staff within IGH are now presented to demonstrate a range of applications of the theory taught.  Tutorial support for the mini group projects has been increased (3 tutors available), and dedicated staff assigned to each group.  Opportunities for individual tutorial time to discuss individual   protocols has been more clearly advertised although was still underused by some students..    Examples of posters of mini research projects and individual protocols from previous years were provided as models of what is expected.    A marksheet of criteria for both the protocol and the group work presentation is provided.	<br>Summary of recent module evaluations    19 of 24 students responded to the satisfaction survey  84% enjoyed the module very much or quite a lot  90% said that it would be useful for their future work very much or quite a lot  67% felt that the balance of taught versus personal study time was about right, 1 person felt there was too much teaching, 28% felt there was not enough taught time.  83% felt that the number of topics taught was satisfactory  3 students felt that topics were not covered in enough depth.  2 students requested coverage of topics which are not strictly qualitative research â€“ e.g. systematic reviews and critical appraisal.  No topics were felt to be irrelevant.  Some students wanted either a more theoretical or more practical emphasis (3 in each direction!)    1. What did you find valuable?  What did you especially like?  What parts of the module were not relevant?      On the whole the students found all parts of the module relevant especially:  The group work mini research task  The PLA methods workshop  The practical tasks â€“ e.g. qualitative analysis, PLA  The mixture of theory and practice  The data analysis session (newly redesigned this year)  The critical appraisal of journal articles    2. What did you find least valuable?  What did not work for you?  What parts of the module were least relevant?    -  A small number of the students felt that the course was not long enough or was too intensive and that these time pressures had effects on what they could do e.g.;  -  A few students felt that there was not enough classroom time, and a few felt that there was too much.  &#61607; They did not have time to read the literature on the reading list  &#61607; They were not able to do justice to their individual research protocols (although tutors felt the standard was high this year)  &#61607; Some students wanted more feedback about their skills development in group workshops (e.g. in interviewing or running a group discussion) and felt there wasn&rsquo;t time for this  &#61607; 1 student (who was working part-time) found it difficult to arrange meetings with her group with tight deadlines.    All students found the resources on Moodle and the reading list useful    3. Suggestions about how specific parts of the module might be improved    Mini-research project â€“ in response to feedback last year we introduced:-  &#61607; Set intermediate deadlines that groups need to stick to such as deadlines for writing aims, coding, etc.  This seemed to work quite well, although some groups did not come and use the tutorial time that was available.  This will need to be even more structured next year.  All individual taught sessions were rated as good or very good across three domains: quality, interest, usefulness.  The lowest rated individual session was the one on grounded theory by a guest speaker. We will consider changing this for next year.    Is there anything you would like to add to the module?    Only suggestions were:-  A session on systematic reviews which we will suggest is put into one of our core modules but will not be including here.    A practical session on using NVivo. We have done this before in the computer lab but had poor feedback on this so think that a whole class demo is sufficient. We may however make this a bit more in-depth next time and direct students to the online tutorial and demos which are available    Is there anything else you would like to add?    Most of the students expressed how much they liked the course: quotes included:    -  The best thing about this module is the practical aspect of it: group project & PRA methods  -  excellent module. thoroughly enjoyed it, learnt alot and have acquired a lifelong skill useful for my career  -  Re. the individual assigment.  This also has been an excellent exercise.  I saw some of the lecture points fit into place  -  Tutors have been generous with their time and advice.  -  Overall I enjoyed the module very much and feel that it has moved me on a step	<br>The applied mini-research project in this module continues to be popular with nearly all participants as it provides a short but real experience of all the major steps involved in the qual research process. Students planning to do qual projects for their theses generally find it a valuable preparation for this.   It is as ever difficult to please everyone, some students liking the mix of theory and practice, some wanting more of one or the other. We feel that we provide sufficient practical examples both in the classroom and from research that is going on in the department to give students an overview of what is appropriate and possible using a range of qual methods.  We also direct students towards a vast and varied array of reading which at Masters level should enable them to pursue their own individual interests too. In addition we will make clear to future cohorts how they can give feedback during the term about topics being taught. We will also ensure that all students understand that tutors are available to them for questions outside of traditional lectures and, if students desire additional input that this is available to them and should be requested.    Although we had 3 tutors on hand for group or individual consultation whenever we weren&rsquo;t teaching, relatively few students took advantage of this facility. We will structure and advertise this more clearly next time.	<br>This course reviews the theory underpinning qualitative research methods, and gives participants the information and skills they need to design and conduct a group research project as well as plan an individual project.  Students are introduced to the general principles of qualitative research and a range of different approaches, and are encouraged to develop research protocols and projects that meet broadly action research criteria. The course briefs the students on when it is appropriate to use different research methods (particularly interviews, focus groups, observations) and gives them the opportunity to practise these methods both in the classroom and in their groups.  Students are also introduced to participatory methods of research, including PRA, PLA and participatory action research, and given the opportunity to practice these methods in a workshop.    Students learn how to develop a comprehensive and rigorous research protocol and are guided through the process of formulating a research question, aims and objectives, appropriate sampling, data collection methods, analysis methods and  ways of disseminating the research findings in different formats to different audiences.  The students can test their learning through the development of their own research protocol and through group research.    Students also critically analyse examples of in-depth qualitative studies published in peer reviewed journals, and their critical analysis is presented and discussed with the class.  Summary of content:    -  Overview of theory underpinning qualitative research methods   -  Developing qualitative research questions  -  Sampling and recruitment of participants in qualitative research  -  Developing interview skills, including individual interviews and facilitation of focus group discussions.  -  Developing observation skills   -  Introducing visualisations for data collection and community involvement in the data collection exercise  -  Consideration of ethical issues and processes and the role of the researcher;  -  Particular issues and approaches to qualitative participatory research with vulnerable groups;  -  Data collection and data handling including transcription and secure management of data   -  Methods and approaches to analysis  including a practical task with real data to learn this   -  Interpreting the data and drawing conclusions.  -  An overview of Computer based qualitative analysis (NVivo)  -  Writing up and publishing qualitative research  -  Examples of qualitative research projects undertaken within IGH (3)		Qualitative methods				
Research in Action: the qualitative approach	<br>At the end of the module students will be able to:     -  design a qualitative study and write a protocol describing all aspects of this  -  develop qualitative research questions collect qualitative data using interviews and focus group discussions  -  explain the theoretical underpinnings of qualitative research in general and be able to give an overview of the main approaches used  -  evaluate innovative qualitative data collection methods including the use of observation, visualisations and participatory learning and action research (PLA) processes  -  demonstrate understanding of key processes of qualitative analysis of data,  -  show understanding of ethical issues and processes in qualitative research show understanding of issues of subjectivity, and reflexivity in qualitative research  -  Assess research design and approach according to action research criteria  -  Understand and critically analyse qualitative research papers   -  Demonstrate understanding of the range of contexts and research topics/questions for which qualitative research is likely to be the appropriate approach.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:25:45	2017-09-12	2019-10-15 15:25:33	troped	troped	0		3 weeks & 2 days pre-reading	Institute of Child Health  UCL				2012-01-12 06:38:18	<br> 150 study hours: (40 contact hours, 110 self-study hours)   25 hours lectures, 15 hours seminars/tutorials, 35 hours group research project work, 50 hours private reading, 24 hours written research protocol, 1 hour module evaluation).    Teaching takes place on Mondays, Tuesdays and Fridays full days.  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-01-13	2020-01-31	Accredited in Berlin/Liverpool 1998; re-accredited in Marseille, January 2004; Re-accredited in Paris, May 2008, April 2013. Re-accredited in London 2018. This accreditation is valid until October 2023.	<br>Lectures, workshops, a group project and self-study are the methods used.     The module gives the students the information and access to the resources they need to conduct qualitative research.  Through self study, group work and class seminars and discussions students explore how what they have learned can be applied.  Experiential learning is used to enable the students to learn about qualitative research through the practice of doing qualitative research. Students design a study, collect, analyse and present data during a mini research project undertaken as part of the module.    Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.	<br>Written assignment (60%)    Prepare a research protocol describing a proposed qualitative research project in 2000 words    Assignment should be submitted one week after the end of the module.    Sections of the protocol should include:    -  Introduction  What is known about the topic, why it is important (both globally and locally).  Identification of the research gap your study will address.  Use of references to support your arguments.    -  Research question and aims and objectives   The question should be one that can be addressed using qualitative methods within a 6 month period.  It must not be a question that you aim to address for your dissertation research.    -  Study population   Who are the subjects of this research and who will you collect data from (not necessarily the same thing).    What are you studying â€“ a process? A group of people?     -  Where and when  Exact location of study, and timetable for research.  You must choose a question that can be addressed in a 6 month time period.  This can be presented in a table, stating how much time for literature review, data collection, analysis, dissemination etc.    -  Methodology, method and tools  You must identify the methodological approach you will take (grounded theory, phenomenology ethnography etc) and must identify the methods of data collection you will use.  You should justify your approach and methods.  You should explain how you will sample and recruit participants and identify your inclusion and exclusion criteria.  Identify the possible biases and limitations of the study and how these will be overcome.    -  Budget  Give a brief estimate of how much you think this research will cost to implement. Give a budget showing the breakdown of expenditure with suitable headings and final total amount.    -  Outcomes  What are your expected outcomes, and how will these be used?  Explain how your results may be used to implement local action addressing the problem/issue being researched.  Explain how the results will be disseminated.    Mini research project (40%)    The project will entail working in groups to identify and justify a qualitative research question that can be researched within ICH or the local area over the period of the module.  Students will identify a problem or question that can be answered using qualitative methods, and will design and carry out research to address this during the duration of the course.  The group will then prepare a poster presentation of their research and present this on the last day of the course to the student group, staff and any relevant visitors.    Students will prepare a brief plan of their research, and this will be approved by the course coordinator or a tutor before data collection starts.  Time has been allocated for students to carry out this research and during these times tutorial support will be available to support group work.    As part of the assessment, students will be expected to show that they have transcribed and analysed their data, and must bring these flip charts to the presentation. Students will receive a group mark, based on their reporting of the process and outcomes of their research project. The group poster presentation of the mini research project will also be assessed (style and content of verbal and poster outputs).	<br>Up to 30 students including tropEd students.	<br>English language proficiency     IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.     TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	None	<br>In response to feedback we have introduced specific taught sessions on grounded theory and more teaching and practical sessions on analysis.  Computer based analysis is demonstrated to the class (NVivo).  Examples of real qualitative research projects from staff within IGH are now presented to demonstrate a range of applications of the theory taught.  Tutorial support for the mini group projects has been increased (3 tutors available), and dedicated staff assigned to each group.  Opportunities for individual tutorial time to discuss individual   protocols has been more clearly advertised although was still underused by some students..    Examples of posters of mini research projects and individual protocols from previous years were provided as models of what is expected.    A marksheet of criteria for both the protocol and the group work presentation is provided.	<br>Summary of recent module evaluations    19 of 24 students responded to the satisfaction survey  84% enjoyed the module very much or quite a lot  90% said that it would be useful for their future work very much or quite a lot  67% felt that the balance of taught versus personal study time was about right, 1 person felt there was too much teaching, 28% felt there was not enough taught time.  83% felt that the number of topics taught was satisfactory  3 students felt that topics were not covered in enough depth.  2 students requested coverage of topics which are not strictly qualitative research â€“ e.g. systematic reviews and critical appraisal.  No topics were felt to be irrelevant.  Some students wanted either a more theoretical or more practical emphasis (3 in each direction!)    1. What did you find valuable?  What did you especially like?  What parts of the module were not relevant?      On the whole the students found all parts of the module relevant especially:  The group work mini research task  The PLA methods workshop  The practical tasks â€“ e.g. qualitative analysis, PLA  The mixture of theory and practice  The data analysis session (newly redesigned this year)  The critical appraisal of journal articles    2. What did you find least valuable?  What did not work for you?  What parts of the module were least relevant?    -  A small number of the students felt that the course was not long enough or was too intensive and that these time pressures had effects on what they could do e.g.;  -  A few students felt that there was not enough classroom time, and a few felt that there was too much.  &#61607; They did not have time to read the literature on the reading list  &#61607; They were not able to do justice to their individual research protocols (although tutors felt the standard was high this year)  &#61607; Some students wanted more feedback about their skills development in group workshops (e.g. in interviewing or running a group discussion) and felt there wasn&rsquo;t time for this  &#61607; 1 student (who was working part-time) found it difficult to arrange meetings with her group with tight deadlines.    All students found the resources on Moodle and the reading list useful    3. Suggestions about how specific parts of the module might be improved    Mini-research project â€“ in response to feedback last year we introduced:-  &#61607; Set intermediate deadlines that groups need to stick to such as deadlines for writing aims, coding, etc.  This seemed to work quite well, although some groups did not come and use the tutorial time that was available.  This will need to be even more structured next year.  All individual taught sessions were rated as good or very good across three domains: quality, interest, usefulness.  The lowest rated individual session was the one on grounded theory by a guest speaker. We will consider changing this for next year.    Is there anything you would like to add to the module?    Only suggestions were:-  A session on systematic reviews which we will suggest is put into one of our core modules but will not be including here.    A practical session on using NVivo. We have done this before in the computer lab but had poor feedback on this so think that a whole class demo is sufficient. We may however make this a bit more in-depth next time and direct students to the online tutorial and demos which are available    Is there anything else you would like to add?    Most of the students expressed how much they liked the course: quotes included:    -  The best thing about this module is the practical aspect of it: group project & PRA methods  -  excellent module. thoroughly enjoyed it, learnt alot and have acquired a lifelong skill useful for my career  -  Re. the individual assigment.  This also has been an excellent exercise.  I saw some of the lecture points fit into place  -  Tutors have been generous with their time and advice.  -  Overall I enjoyed the module very much and feel that it has moved me on a step	<br>The applied mini-research project in this module continues to be popular with nearly all participants as it provides a short but real experience of all the major steps involved in the qual research process. Students planning to do qual projects for their theses generally find it a valuable preparation for this.   It is as ever difficult to please everyone, some students liking the mix of theory and practice, some wanting more of one or the other. We feel that we provide sufficient practical examples both in the classroom and from research that is going on in the department to give students an overview of what is appropriate and possible using a range of qual methods.  We also direct students towards a vast and varied array of reading which at Masters level should enable them to pursue their own individual interests too. In addition we will make clear to future cohorts how they can give feedback during the term about topics being taught. We will also ensure that all students understand that tutors are available to them for questions outside of traditional lectures and, if students desire additional input that this is available to them and should be requested.    Although we had 3 tutors on hand for group or individual consultation whenever we weren&rsquo;t teaching, relatively few students took advantage of this facility. We will structure and advertise this more clearly next time.	<br>This course reviews the theory underpinning qualitative research methods, and gives participants the information and skills they need to design and conduct a group research project as well as plan an individual project.  Students are introduced to the general principles of qualitative research and a range of different approaches, and are encouraged to develop research protocols and projects that meet broadly action research criteria. The course briefs the students on when it is appropriate to use different research methods (particularly interviews, focus groups, observations) and gives them the opportunity to practise these methods both in the classroom and in their groups.  Students are also introduced to participatory methods of research, including PRA, PLA and participatory action research, and given the opportunity to practice these methods in a workshop.    Students learn how to develop a comprehensive and rigorous research protocol and are guided through the process of formulating a research question, aims and objectives, appropriate sampling, data collection methods, analysis methods and  ways of disseminating the research findings in different formats to different audiences.  The students can test their learning through the development of their own research protocol and through group research.    Students also critically analyse examples of in-depth qualitative studies published in peer reviewed journals, and their critical analysis is presented and discussed with the class.  Summary of content:    -  Overview of theory underpinning qualitative research methods   -  Developing qualitative research questions  -  Sampling and recruitment of participants in qualitative research  -  Developing interview skills, including individual interviews and facilitation of focus group discussions.  -  Developing observation skills   -  Introducing visualisations for data collection and community involvement in the data collection exercise  -  Consideration of ethical issues and processes and the role of the researcher;  -  Particular issues and approaches to qualitative participatory research with vulnerable groups;  -  Data collection and data handling including transcription and secure management of data   -  Methods and approaches to analysis  including a practical task with real data to learn this   -  Interpreting the data and drawing conclusions.  -  An overview of Computer based qualitative analysis (NVivo)  -  Writing up and publishing qualitative research  -  Examples of qualitative research projects undertaken within IGH (3)		Research method				
Research in Action: the qualitative approach	<br>At the end of the module students will be able to:     -  design a qualitative study and write a protocol describing all aspects of this  -  develop qualitative research questions collect qualitative data using interviews and focus group discussions  -  explain the theoretical underpinnings of qualitative research in general and be able to give an overview of the main approaches used  -  evaluate innovative qualitative data collection methods including the use of observation, visualisations and participatory learning and action research (PLA) processes  -  demonstrate understanding of key processes of qualitative analysis of data,  -  show understanding of ethical issues and processes in qualitative research show understanding of issues of subjectivity, and reflexivity in qualitative research  -  Assess research design and approach according to action research criteria  -  Understand and critically analyse qualitative research papers   -  Demonstrate understanding of the range of contexts and research topics/questions for which qualitative research is likely to be the appropriate approach.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:25:45	2017-09-12	2019-10-15 15:25:33	troped	troped	0		3 weeks & 2 days pre-reading	Institute of Child Health  UCL				2012-01-12 06:38:18	<br> 150 study hours: (40 contact hours, 110 self-study hours)   25 hours lectures, 15 hours seminars/tutorials, 35 hours group research project work, 50 hours private reading, 24 hours written research protocol, 1 hour module evaluation).    Teaching takes place on Mondays, Tuesdays and Fridays full days.  For further information see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-01-13	2020-01-31	Accredited in Berlin/Liverpool 1998; re-accredited in Marseille, January 2004; Re-accredited in Paris, May 2008, April 2013. Re-accredited in London 2018. This accreditation is valid until October 2023.	<br>Lectures, workshops, a group project and self-study are the methods used.     The module gives the students the information and access to the resources they need to conduct qualitative research.  Through self study, group work and class seminars and discussions students explore how what they have learned can be applied.  Experiential learning is used to enable the students to learn about qualitative research through the practice of doing qualitative research. Students design a study, collect, analyse and present data during a mini research project undertaken as part of the module.    Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.	<br>Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.	<br>Written assignment (60%)    Prepare a research protocol describing a proposed qualitative research project in 2000 words    Assignment should be submitted one week after the end of the module.    Sections of the protocol should include:    -  Introduction  What is known about the topic, why it is important (both globally and locally).  Identification of the research gap your study will address.  Use of references to support your arguments.    -  Research question and aims and objectives   The question should be one that can be addressed using qualitative methods within a 6 month period.  It must not be a question that you aim to address for your dissertation research.    -  Study population   Who are the subjects of this research and who will you collect data from (not necessarily the same thing).    What are you studying â€“ a process? A group of people?     -  Where and when  Exact location of study, and timetable for research.  You must choose a question that can be addressed in a 6 month time period.  This can be presented in a table, stating how much time for literature review, data collection, analysis, dissemination etc.    -  Methodology, method and tools  You must identify the methodological approach you will take (grounded theory, phenomenology ethnography etc) and must identify the methods of data collection you will use.  You should justify your approach and methods.  You should explain how you will sample and recruit participants and identify your inclusion and exclusion criteria.  Identify the possible biases and limitations of the study and how these will be overcome.    -  Budget  Give a brief estimate of how much you think this research will cost to implement. Give a budget showing the breakdown of expenditure with suitable headings and final total amount.    -  Outcomes  What are your expected outcomes, and how will these be used?  Explain how your results may be used to implement local action addressing the problem/issue being researched.  Explain how the results will be disseminated.    Mini research project (40%)    The project will entail working in groups to identify and justify a qualitative research question that can be researched within ICH or the local area over the period of the module.  Students will identify a problem or question that can be answered using qualitative methods, and will design and carry out research to address this during the duration of the course.  The group will then prepare a poster presentation of their research and present this on the last day of the course to the student group, staff and any relevant visitors.    Students will prepare a brief plan of their research, and this will be approved by the course coordinator or a tutor before data collection starts.  Time has been allocated for students to carry out this research and during these times tutorial support will be available to support group work.    As part of the assessment, students will be expected to show that they have transcribed and analysed their data, and must bring these flip charts to the presentation. Students will receive a group mark, based on their reporting of the process and outcomes of their research project. The group poster presentation of the mini research project will also be assessed (style and content of verbal and poster outputs).	<br>Up to 30 students including tropEd students.	<br>English language proficiency     IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.     TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement     http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	None	<br>In response to feedback we have introduced specific taught sessions on grounded theory and more teaching and practical sessions on analysis.  Computer based analysis is demonstrated to the class (NVivo).  Examples of real qualitative research projects from staff within IGH are now presented to demonstrate a range of applications of the theory taught.  Tutorial support for the mini group projects has been increased (3 tutors available), and dedicated staff assigned to each group.  Opportunities for individual tutorial time to discuss individual   protocols has been more clearly advertised although was still underused by some students..    Examples of posters of mini research projects and individual protocols from previous years were provided as models of what is expected.    A marksheet of criteria for both the protocol and the group work presentation is provided.	<br>Summary of recent module evaluations    19 of 24 students responded to the satisfaction survey  84% enjoyed the module very much or quite a lot  90% said that it would be useful for their future work very much or quite a lot  67% felt that the balance of taught versus personal study time was about right, 1 person felt there was too much teaching, 28% felt there was not enough taught time.  83% felt that the number of topics taught was satisfactory  3 students felt that topics were not covered in enough depth.  2 students requested coverage of topics which are not strictly qualitative research â€“ e.g. systematic reviews and critical appraisal.  No topics were felt to be irrelevant.  Some students wanted either a more theoretical or more practical emphasis (3 in each direction!)    1. What did you find valuable?  What did you especially like?  What parts of the module were not relevant?      On the whole the students found all parts of the module relevant especially:  The group work mini research task  The PLA methods workshop  The practical tasks â€“ e.g. qualitative analysis, PLA  The mixture of theory and practice  The data analysis session (newly redesigned this year)  The critical appraisal of journal articles    2. What did you find least valuable?  What did not work for you?  What parts of the module were least relevant?    -  A small number of the students felt that the course was not long enough or was too intensive and that these time pressures had effects on what they could do e.g.;  -  A few students felt that there was not enough classroom time, and a few felt that there was too much.  &#61607; They did not have time to read the literature on the reading list  &#61607; They were not able to do justice to their individual research protocols (although tutors felt the standard was high this year)  &#61607; Some students wanted more feedback about their skills development in group workshops (e.g. in interviewing or running a group discussion) and felt there wasn&rsquo;t time for this  &#61607; 1 student (who was working part-time) found it difficult to arrange meetings with her group with tight deadlines.    All students found the resources on Moodle and the reading list useful    3. Suggestions about how specific parts of the module might be improved    Mini-research project â€“ in response to feedback last year we introduced:-  &#61607; Set intermediate deadlines that groups need to stick to such as deadlines for writing aims, coding, etc.  This seemed to work quite well, although some groups did not come and use the tutorial time that was available.  This will need to be even more structured next year.  All individual taught sessions were rated as good or very good across three domains: quality, interest, usefulness.  The lowest rated individual session was the one on grounded theory by a guest speaker. We will consider changing this for next year.    Is there anything you would like to add to the module?    Only suggestions were:-  A session on systematic reviews which we will suggest is put into one of our core modules but will not be including here.    A practical session on using NVivo. We have done this before in the computer lab but had poor feedback on this so think that a whole class demo is sufficient. We may however make this a bit more in-depth next time and direct students to the online tutorial and demos which are available    Is there anything else you would like to add?    Most of the students expressed how much they liked the course: quotes included:    -  The best thing about this module is the practical aspect of it: group project & PRA methods  -  excellent module. thoroughly enjoyed it, learnt alot and have acquired a lifelong skill useful for my career  -  Re. the individual assigment.  This also has been an excellent exercise.  I saw some of the lecture points fit into place  -  Tutors have been generous with their time and advice.  -  Overall I enjoyed the module very much and feel that it has moved me on a step	<br>The applied mini-research project in this module continues to be popular with nearly all participants as it provides a short but real experience of all the major steps involved in the qual research process. Students planning to do qual projects for their theses generally find it a valuable preparation for this.   It is as ever difficult to please everyone, some students liking the mix of theory and practice, some wanting more of one or the other. We feel that we provide sufficient practical examples both in the classroom and from research that is going on in the department to give students an overview of what is appropriate and possible using a range of qual methods.  We also direct students towards a vast and varied array of reading which at Masters level should enable them to pursue their own individual interests too. In addition we will make clear to future cohorts how they can give feedback during the term about topics being taught. We will also ensure that all students understand that tutors are available to them for questions outside of traditional lectures and, if students desire additional input that this is available to them and should be requested.    Although we had 3 tutors on hand for group or individual consultation whenever we weren&rsquo;t teaching, relatively few students took advantage of this facility. We will structure and advertise this more clearly next time.	<br>This course reviews the theory underpinning qualitative research methods, and gives participants the information and skills they need to design and conduct a group research project as well as plan an individual project.  Students are introduced to the general principles of qualitative research and a range of different approaches, and are encouraged to develop research protocols and projects that meet broadly action research criteria. The course briefs the students on when it is appropriate to use different research methods (particularly interviews, focus groups, observations) and gives them the opportunity to practise these methods both in the classroom and in their groups.  Students are also introduced to participatory methods of research, including PRA, PLA and participatory action research, and given the opportunity to practice these methods in a workshop.    Students learn how to develop a comprehensive and rigorous research protocol and are guided through the process of formulating a research question, aims and objectives, appropriate sampling, data collection methods, analysis methods and  ways of disseminating the research findings in different formats to different audiences.  The students can test their learning through the development of their own research protocol and through group research.    Students also critically analyse examples of in-depth qualitative studies published in peer reviewed journals, and their critical analysis is presented and discussed with the class.  Summary of content:    -  Overview of theory underpinning qualitative research methods   -  Developing qualitative research questions  -  Sampling and recruitment of participants in qualitative research  -  Developing interview skills, including individual interviews and facilitation of focus group discussions.  -  Developing observation skills   -  Introducing visualisations for data collection and community involvement in the data collection exercise  -  Consideration of ethical issues and processes and the role of the researcher;  -  Particular issues and approaches to qualitative participatory research with vulnerable groups;  -  Data collection and data handling including transcription and secure management of data   -  Methods and approaches to analysis  including a practical task with real data to learn this   -  Interpreting the data and drawing conclusions.  -  An overview of Computer based qualitative analysis (NVivo)  -  Writing up and publishing qualitative research  -  Examples of qualitative research projects undertaken within IGH (3)						
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London	Tim Colbourn	English	advanced optional	2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.	United Kingdom	Child health	Face to face		6 ECTS credits	
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0		3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London				2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.		Epidemiology				
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0		3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London				2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.		Health systems				
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0		3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London				2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.		International / global				
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0		3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London				2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.		Vulnerable groups (in general)				
Perinatal Epidemiology and Maternal Health	<br>At the end of the module the student should be able to:  â€¢ Summarize and discuss key issues in current debates on perinatal and maternal care in developing countries.  â€¢ Describe the epidemiology of the main causes of stillbirth, neonatal and maternal mortality.  â€¢ Outline major international maternal and perinatal health care strategies, and discuss the controversies around them.  â€¢ Analyze the interface between health service provision and community action in perinatal and maternal health.  â€¢ Identify the gaps in the evidence base for perinatal and maternal health.  â€¢ Distinguish between different operational aspects of interventions.  â€¢ Critically evaluate the evidence for new perinatal and maternal interventions.  â€¢ Devise and evaluate ideas for perinatal and maternal research.		1	igh.adminpg@ucl.ac.uk	2012-01-12 00:35:31	2017-09-12	2019-10-15 16:30:30	troped	troped	0		3 weeks & 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week essay writing	UCL Institute for Global Health, London				2012-01-12 07:20:28	<br>150 student Investment Time   (33 contact hours, 117 self-study hours).  33 hours seminars, 6 hours student-led critical appraisal of literature, 81 hours private reading, 30 hours essay preparation.	2020-03-16	2020-04-03	<br>Accredited 2002 in Lisbon, Re-accredited in London, September 2009, in November 2014 and in October 2016. Accreditation valid until October 2021.	<br>The module makes particular efforts to help students to develop their understanding of research, evidence and appraisal. The seminars include student presentations of published articles on aspects of perinatal and maternal health, the articles having been selected by the facilitator and allocated beforehand. The seminars use the discussion arising from these presentations as a platform for a broader and deeper discussion of the issues. This discussion is augmented by selective presentation of teaching material (slides, articles).    Extensive, categorised reading lists are given out at least a week before the module starts. Research reading will be made available online. Moodle will be used as an information portal for participants and source for course materials, including all lecture contents.	<br>The module begins with a discussion of the nature and importance of perinatal and maternal epidemiology, with particular reference to developing countries. We cover the historical background, important definitions, data collection, statistics and the methods of deriving them, and current trends. We then discuss the key causes of stillbirth, neonatal and maternal mortality, with reference to interventions to address them. We review the history of essential obstetric and newborn care up to and including current practice and future research at community and health facility levels.    The module looks at general interventions from a programme and policy perspective. The final two seminars discuss the main types of community perinatal and maternal care interventions in detail: their history, effectiveness and interface with health systems.	<br>100% written essay with synthesis of information from published literature.    Participants are required to produce one essay of 2000 words. Essay topics are selected with two aims: first, to stimulate broad reading, review and synthesis of material; second, to allow students to practise real-world writing for proposals and reports. Examples include:  Critically evaluate an intervention of your choice designed to improve maternal health outcomes  Two things that people often say about newborn survival are, â€œif we save small babies, there will be more children with disabilities,â€ and â€œif we save babies, the population pressure in low-income countries will just get worse.â€ How would you answer these questions?  How do the causes of perinatal deaths differ within and between countries? Discuss underlying epidemiological and methodological reasons for observed differences and consider how innovation in verbal autopsy might improve understandings of perinatal mortality.  The relationship between the proportion of births attended by skilled birth attendants and the maternal mortality ratio is not clear. Discuss.  You are a district public health officer in a setting of your choice. Your line managers have told you to â€œdo something about babies born too soonâ€. You have to work within existing public sector human resources, logistic, and budget constraints. Present your plan, and justify it.  What do you understand by â€œcommunity interventionsâ€ to improve maternal and newborn survival? How do approaches differ? Is there a tension between demand-side and supply-side strategies, and is it really possible to fit community interventions within government health programming?  If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment at the earliest available opportunity.	<br>20-30 students	<br>English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>850 GBP	<br>None	<br>The module has now been revised to include content originally taught on another module (Maternal Health in a Global Context).  This content is related and concerns the mother during pregnancy, childbirth and the post-partum period. It is therefore complementary to the previous content on babies during pregnancy and childbirth and the post-partum period.  The title has consequently changed from â€œPerinatal Epidemiology and Newborn Careâ€ to â€œPerinatal Epidemiology and Maternal Healthâ€.  Almost all of the original perinatal and newborn (baby) content has been retained, but it has been condensed to accommodate the maternal content. Subject matter of the module changes in detail from year to year to reflect shifts in international discourse and the development of new knowledge. The objectives are the same except have been expanded to cover maternal as well as perinatal content, and learning methods remain broadly the same. Critical appraisal of published literature remains integral to the module with all students required to present at least two papers over the two-week face-to-face time.	<br>Detailed transcripts of a fairly extensive evaluation are produced every year and circulated to teaching administrators and all module facilitators (available on request). They include both general comments and evaluations of each individual contact session. The module continues to be popular and well-received, and of particular note, the Maternal Health in a Global Context module (the content of which feeds into this revised module) received excellent feedback on nearly all sessions last year. Student comments include:    On the positive side: Both the in-house and external speakers and seminar leaders were excellent, as reflected in the student feedback. The students liked the balance of course content and the balance of teaching methods, particularly enjoying the student presentations of papers, which added to the evidence-based nature of the course. There were many interesting class discussions aided by a good mix of experiences from the students and facilitators    On the negative side:  A few students felt that too much was packed in to too little time, but this is the nature of â€˜short-fatâ€™ modules.    One student also mentioned that the student presentations could be marked as part of the module mark, however this might disrupt the flow of the seminars as well as prevent students from focusing enough on the essay. A couple of students also thought there were too many â€˜lecturesâ€™. The seminar format was to encourage discussion among students and seminar leaders throughout however, and this was usually successful.	<br>Participants often come to the module with limited skills in evaluating evidence. These skills need to be developed through systematic discussion, with considerable repetition and examples. There is no substitute for practice, therefore students are encouraged to present two or more papers during seminars over the two weeks of class time. Participants often take refuge in their fields of experience, and need to be encouraged to develop a broader picture of the international issues.    Writing essays for previous UCL modules and taking previous courses related to research methods and critical appraisal are often beneficial for students, but given support available from the facilitators, not a pre-requisite.    Whilst tropEd students can save money by coming to London for the first two weeks, and (forgoing the use of the physical UCL library facilities) write the essay from home, these students may require more support on essay writing, and this could be provided in London during the third week.	<br>The module has three general emphases:     1. maternal and perinatal health in developing countries  2. the generation and review of evidence: How international estimates of perinatal, neonatal and maternal mortality and morbidity are produced; the difference between the development of interventions from epidemiological data and their effectiveness in the real world; the difference between efficacy and effectiveness at scale, particularly as regards trial and pilot interventions; and the difficulty of ascribing causality to mutually confounded findings.  3. and the potential for pragmatic intervention.    The course aims to equip students with a comprehensive understanding of the complex issues in global perinatal and maternal health and enable students to critically evaluate progress and limitations to progress towards reducing maternal and newborn mortality and morbidity in different contexts, as well as place maternal health issues within a health systems framework. Seminars cover the following topics:    â€¢ MDG targets, progress, anomalies  â€¢ The role of DFID in maternal and perinatal health and the SDGs  â€¢ WHO policy in Maternal and Perinatal Health  â€¢ Obstetric Fistula  â€¢ Stillbirths, Neonatal and Maternal Mortality (Measurements means and limitations, Maternal and Neonatal Death Surveillance and Response, Example cases from Uganda)  â€¢ Labour and Intrapartum asphyxia  â€¢ Neonatal sepsis, PMTCT and HIV  â€¢ Uterine rupture and near miss  â€¢ Maternal psychiatric morbidity  â€¢ Mental health consequences in Burkina Faso  â€¢ Low birth weight, preterm, growth restriction  â€¢ Maternal Micronutrient supplementation  â€¢ Caesarean section rates  â€¢ Hospital care for mothers and newborns in low-income settings  â€¢ Antenatal and postnatal care  â€¢ Family planning  â€¢ Respectful care and quality of care  Infant and Young Child Feeding    Students should note that due to the availability of some of the external speakers the exact order of the seminar sessions is subject to change.						
Nutrition and Public Health	<br>At the end of the module students will be able:   - Outline and describe the importance of nutrition and malnutrition to global public health, the global prevalence of malnutrition, trends and future projections, the main stakeholders and players in international nutrition, and current global initiatives, such as the MDGs, which are aimed at addressing malnutrition  - Describe how nutrition interacts with other aspects of maternal and child health and gain awareness of the social, economic and cultural factors which impact on nutritional status  - Evaluate the different methods for collection of dietary intake data and their strengths and limitations for different purposes   - Interpret dietary requirement reference data with respect to populations and individuals and explain the basic nutritional physiology of key micronutrients and methods for their assessment  - Critically review current policy and practice relating to HIV/AIDS and nutrition/food security interventions and outline the process of planning and evaluating nutritional interventions within different scenarios  - Evaluate different approaches to food security and livelihood assessments  - Demonstrate practical skills in anthropometry, calculation of anthropometric indicators, and the measurement of haemoglobin   - Explain the design of nutritional surveys and use of the ENA statistical package for the analysis of survey data		1	igh.adminpg@ucl.ac.uk	2012-01-12 01:17:21	2017-09-12	2019-10-15 16:26:11	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks & 2 days pre-reading, teaching takes place on Mondays, Tuesdays and Fridays	Institute for Global Health	Andrew Seal	English	advanced optional	2012-01-12 07:28:29	150 hours  (36 contact hours, 114 self-study hours)   30 hours lectures, 5 hours seminars/tutorials, 60 hours private reading, 38 hours essay/written assignment, 16 hours revision, 1 hours exam.  For further information please see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-03-16	2020-04-03	Accredited Berlin/Liverpool 1998. Re-accredited in Marseille 2004.Re-accredited in Paris, May 2008,October 2013 and in Berlin, October 2018. This accreditation is valid until October 2023.	<br>The module provides a varied and integrated approach to learning.  The learning methods employed during the module include lectures, group work, a computer practical, practical work and demonstrations.  Moodle is used for providing copies of lecture notes and links to reference materials.    Lectures are used to provide the core knowledge and information.  Understanding and application of knowledge and concepts is developed using group work, where different scenarios based on real world situations are presented to participants.  Students are required to apply new knowledge and concepts to derive realistic plans for programme implementation.    Skills in data analysis are developed in a day of computer practical work where sample nutritional survey data sets are processed and analysed.  Participants also undertake a practical in anthropometry; gaining hands-on experience of measuring and calculating the commonly used weight-for-height, height-for-age, BMI and mid upper arm circumference nutritional indicators.	<br>Early registration recommended as the course is usually in high demand.	<br>The module is assessed using a multiple choice test and an essay.    The MCQ test comprises 20% of the module assessment and covers material considered to be core knowledge for anyone studying international public health nutrition at master&rsquo;s level.  Questions are derived from sessions throughout the course.  Forty questions are included and a maximum time of 1.5 hours is allowed to complete the test.    The essay comprises 80% of the assessment mark and is a maximum of 2000 words.  Students are presented with a choice of 4 questions that range across the material covered in the module but require additional individual research by the student in order to answer adequately.    Where a student fails a component of the assessment, if their overall mark is a pass (50%) the student does not need to resit or resubmit the failed component.	<br>12 - 30 including tropEd students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.   For full details, see:  http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid-October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are not places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 850	<br>None	<br>No major changes made since last reaccredited.	<br>Student evaluations are conducted using anonymous scoring and comment forms combined with an end-of-module open discussion.  Feedback has been very positive.    Some examples of positive anonymous comments from the evaluation of the 2011-2012 module are given below:     - &quot;Could we have another week of this module please?&quot;  - &quot;It is good that we focused on the Public health aspects of nutrition and evidence.&quot;  - &quot;Enjoyed the course, enjoyed the computer sessions&quot;  - &quot;There is quite a lot to take in generally. But I&rsquo;ve really enjoyed the course. Thank you.&quot;    See below for examples of how student feedback has been used to improve the module.	<br>Students requested a longer time period to complete the module essay.  The timeline has been adjusted to allow for this.  Participants from a social science background sometimes found it hard to deal with some aspects of the course and so we emphasise extra support available to those students and any others who may need it; a basic background in nutrition science is covered on day one of the module to try and bring everyone to a suitable level to understand the following sessions.  Lastly, following feedback on the computer software training sessions we have adjusted the amount of computer training as a compromise to address different participants requirements.	<br>Nutrition is one of the major determinants of the health and wellbeing of children in all societies.  Accurate understanding of the causes, prevalence and severity of nutritional problems is essential to designing effective programmes for the alleviation of malnutrition and its associated adverse effects on health and developmental outcomes.    This module provides students with an overview and examination of the public health importance of nutrition, the main determinants of malnutrition, including obesity, methods of nutritional assessment, and global and national policy and approaches to nutritional intervention in both developmental and emergency contexts. The main population groups we focus on are children although other groups are considered..    Sessions include:    - Nutritional requirements and measuring dietary intake  - Community based management of acute malnutrition  - Micronutrient malnutrition  - Nutrition policy  - Applying the UNICEF Nutrition Conceptual Framework in India  - Anthropometric Assessment  - Nutrition Surveys  - Interventions to improve infant feeding and cash transfer programmes  - HIV and nutrition  - Food security	United Kingdom	Health Policy (incl. advocacy)	Face to face		6 ECTS credits	
Nutrition and Public Health	<br>At the end of the module students will be able:   - Outline and describe the importance of nutrition and malnutrition to global public health, the global prevalence of malnutrition, trends and future projections, the main stakeholders and players in international nutrition, and current global initiatives, such as the MDGs, which are aimed at addressing malnutrition  - Describe how nutrition interacts with other aspects of maternal and child health and gain awareness of the social, economic and cultural factors which impact on nutritional status  - Evaluate the different methods for collection of dietary intake data and their strengths and limitations for different purposes   - Interpret dietary requirement reference data with respect to populations and individuals and explain the basic nutritional physiology of key micronutrients and methods for their assessment  - Critically review current policy and practice relating to HIV/AIDS and nutrition/food security interventions and outline the process of planning and evaluating nutritional interventions within different scenarios  - Evaluate different approaches to food security and livelihood assessments  - Demonstrate practical skills in anthropometry, calculation of anthropometric indicators, and the measurement of haemoglobin   - Explain the design of nutritional surveys and use of the ENA statistical package for the analysis of survey data		1	igh.adminpg@ucl.ac.uk	2012-01-12 01:17:21	2017-09-12	2019-10-15 16:26:11	troped	troped	0		3 weeks & 2 days pre-reading, teaching takes place on Mondays, Tuesdays and Fridays	Institute for Global Health				2012-01-12 07:28:29	150 hours  (36 contact hours, 114 self-study hours)   30 hours lectures, 5 hours seminars/tutorials, 60 hours private reading, 38 hours essay/written assignment, 16 hours revision, 1 hours exam.  For further information please see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-03-16	2020-04-03	Accredited Berlin/Liverpool 1998. Re-accredited in Marseille 2004.Re-accredited in Paris, May 2008,October 2013 and in Berlin, October 2018. This accreditation is valid until October 2023.	<br>The module provides a varied and integrated approach to learning.  The learning methods employed during the module include lectures, group work, a computer practical, practical work and demonstrations.  Moodle is used for providing copies of lecture notes and links to reference materials.    Lectures are used to provide the core knowledge and information.  Understanding and application of knowledge and concepts is developed using group work, where different scenarios based on real world situations are presented to participants.  Students are required to apply new knowledge and concepts to derive realistic plans for programme implementation.    Skills in data analysis are developed in a day of computer practical work where sample nutritional survey data sets are processed and analysed.  Participants also undertake a practical in anthropometry; gaining hands-on experience of measuring and calculating the commonly used weight-for-height, height-for-age, BMI and mid upper arm circumference nutritional indicators.	<br>Early registration recommended as the course is usually in high demand.	<br>The module is assessed using a multiple choice test and an essay.    The MCQ test comprises 20% of the module assessment and covers material considered to be core knowledge for anyone studying international public health nutrition at master&rsquo;s level.  Questions are derived from sessions throughout the course.  Forty questions are included and a maximum time of 1.5 hours is allowed to complete the test.    The essay comprises 80% of the assessment mark and is a maximum of 2000 words.  Students are presented with a choice of 4 questions that range across the material covered in the module but require additional individual research by the student in order to answer adequately.    Where a student fails a component of the assessment, if their overall mark is a pass (50%) the student does not need to resit or resubmit the failed component.	<br>12 - 30 including tropEd students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.   For full details, see:  http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid-October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are not places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 850	<br>None	<br>No major changes made since last reaccredited.	<br>Student evaluations are conducted using anonymous scoring and comment forms combined with an end-of-module open discussion.  Feedback has been very positive.    Some examples of positive anonymous comments from the evaluation of the 2011-2012 module are given below:     - &quot;Could we have another week of this module please?&quot;  - &quot;It is good that we focused on the Public health aspects of nutrition and evidence.&quot;  - &quot;Enjoyed the course, enjoyed the computer sessions&quot;  - &quot;There is quite a lot to take in generally. But I&rsquo;ve really enjoyed the course. Thank you.&quot;    See below for examples of how student feedback has been used to improve the module.	<br>Students requested a longer time period to complete the module essay.  The timeline has been adjusted to allow for this.  Participants from a social science background sometimes found it hard to deal with some aspects of the course and so we emphasise extra support available to those students and any others who may need it; a basic background in nutrition science is covered on day one of the module to try and bring everyone to a suitable level to understand the following sessions.  Lastly, following feedback on the computer software training sessions we have adjusted the amount of computer training as a compromise to address different participants requirements.	<br>Nutrition is one of the major determinants of the health and wellbeing of children in all societies.  Accurate understanding of the causes, prevalence and severity of nutritional problems is essential to designing effective programmes for the alleviation of malnutrition and its associated adverse effects on health and developmental outcomes.    This module provides students with an overview and examination of the public health importance of nutrition, the main determinants of malnutrition, including obesity, methods of nutritional assessment, and global and national policy and approaches to nutritional intervention in both developmental and emergency contexts. The main population groups we focus on are children although other groups are considered..    Sessions include:    - Nutritional requirements and measuring dietary intake  - Community based management of acute malnutrition  - Micronutrient malnutrition  - Nutrition policy  - Applying the UNICEF Nutrition Conceptual Framework in India  - Anthropometric Assessment  - Nutrition Surveys  - Interventions to improve infant feeding and cash transfer programmes  - HIV and nutrition  - Food security		Measuring health status				
Nutrition and Public Health	<br>At the end of the module students will be able:   - Outline and describe the importance of nutrition and malnutrition to global public health, the global prevalence of malnutrition, trends and future projections, the main stakeholders and players in international nutrition, and current global initiatives, such as the MDGs, which are aimed at addressing malnutrition  - Describe how nutrition interacts with other aspects of maternal and child health and gain awareness of the social, economic and cultural factors which impact on nutritional status  - Evaluate the different methods for collection of dietary intake data and their strengths and limitations for different purposes   - Interpret dietary requirement reference data with respect to populations and individuals and explain the basic nutritional physiology of key micronutrients and methods for their assessment  - Critically review current policy and practice relating to HIV/AIDS and nutrition/food security interventions and outline the process of planning and evaluating nutritional interventions within different scenarios  - Evaluate different approaches to food security and livelihood assessments  - Demonstrate practical skills in anthropometry, calculation of anthropometric indicators, and the measurement of haemoglobin   - Explain the design of nutritional surveys and use of the ENA statistical package for the analysis of survey data		1	igh.adminpg@ucl.ac.uk	2012-01-12 01:17:21	2017-09-12	2019-10-15 16:26:11	troped	troped	0		3 weeks & 2 days pre-reading, teaching takes place on Mondays, Tuesdays and Fridays	Institute for Global Health				2012-01-12 07:28:29	150 hours  (36 contact hours, 114 self-study hours)   30 hours lectures, 5 hours seminars/tutorials, 60 hours private reading, 38 hours essay/written assignment, 16 hours revision, 1 hours exam.  For further information please see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-03-16	2020-04-03	Accredited Berlin/Liverpool 1998. Re-accredited in Marseille 2004.Re-accredited in Paris, May 2008,October 2013 and in Berlin, October 2018. This accreditation is valid until October 2023.	<br>The module provides a varied and integrated approach to learning.  The learning methods employed during the module include lectures, group work, a computer practical, practical work and demonstrations.  Moodle is used for providing copies of lecture notes and links to reference materials.    Lectures are used to provide the core knowledge and information.  Understanding and application of knowledge and concepts is developed using group work, where different scenarios based on real world situations are presented to participants.  Students are required to apply new knowledge and concepts to derive realistic plans for programme implementation.    Skills in data analysis are developed in a day of computer practical work where sample nutritional survey data sets are processed and analysed.  Participants also undertake a practical in anthropometry; gaining hands-on experience of measuring and calculating the commonly used weight-for-height, height-for-age, BMI and mid upper arm circumference nutritional indicators.	<br>Early registration recommended as the course is usually in high demand.	<br>The module is assessed using a multiple choice test and an essay.    The MCQ test comprises 20% of the module assessment and covers material considered to be core knowledge for anyone studying international public health nutrition at master&rsquo;s level.  Questions are derived from sessions throughout the course.  Forty questions are included and a maximum time of 1.5 hours is allowed to complete the test.    The essay comprises 80% of the assessment mark and is a maximum of 2000 words.  Students are presented with a choice of 4 questions that range across the material covered in the module but require additional individual research by the student in order to answer adequately.    Where a student fails a component of the assessment, if their overall mark is a pass (50%) the student does not need to resit or resubmit the failed component.	<br>12 - 30 including tropEd students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.   For full details, see:  http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid-October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are not places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 850	<br>None	<br>No major changes made since last reaccredited.	<br>Student evaluations are conducted using anonymous scoring and comment forms combined with an end-of-module open discussion.  Feedback has been very positive.    Some examples of positive anonymous comments from the evaluation of the 2011-2012 module are given below:     - &quot;Could we have another week of this module please?&quot;  - &quot;It is good that we focused on the Public health aspects of nutrition and evidence.&quot;  - &quot;Enjoyed the course, enjoyed the computer sessions&quot;  - &quot;There is quite a lot to take in generally. But I&rsquo;ve really enjoyed the course. Thank you.&quot;    See below for examples of how student feedback has been used to improve the module.	<br>Students requested a longer time period to complete the module essay.  The timeline has been adjusted to allow for this.  Participants from a social science background sometimes found it hard to deal with some aspects of the course and so we emphasise extra support available to those students and any others who may need it; a basic background in nutrition science is covered on day one of the module to try and bring everyone to a suitable level to understand the following sessions.  Lastly, following feedback on the computer software training sessions we have adjusted the amount of computer training as a compromise to address different participants requirements.	<br>Nutrition is one of the major determinants of the health and wellbeing of children in all societies.  Accurate understanding of the causes, prevalence and severity of nutritional problems is essential to designing effective programmes for the alleviation of malnutrition and its associated adverse effects on health and developmental outcomes.    This module provides students with an overview and examination of the public health importance of nutrition, the main determinants of malnutrition, including obesity, methods of nutritional assessment, and global and national policy and approaches to nutritional intervention in both developmental and emergency contexts. The main population groups we focus on are children although other groups are considered..    Sessions include:    - Nutritional requirements and measuring dietary intake  - Community based management of acute malnutrition  - Micronutrient malnutrition  - Nutrition policy  - Applying the UNICEF Nutrition Conceptual Framework in India  - Anthropometric Assessment  - Nutrition Surveys  - Interventions to improve infant feeding and cash transfer programmes  - HIV and nutrition  - Food security		Nutrition				
Nutrition and Public Health	<br>At the end of the module students will be able:   - Outline and describe the importance of nutrition and malnutrition to global public health, the global prevalence of malnutrition, trends and future projections, the main stakeholders and players in international nutrition, and current global initiatives, such as the MDGs, which are aimed at addressing malnutrition  - Describe how nutrition interacts with other aspects of maternal and child health and gain awareness of the social, economic and cultural factors which impact on nutritional status  - Evaluate the different methods for collection of dietary intake data and their strengths and limitations for different purposes   - Interpret dietary requirement reference data with respect to populations and individuals and explain the basic nutritional physiology of key micronutrients and methods for their assessment  - Critically review current policy and practice relating to HIV/AIDS and nutrition/food security interventions and outline the process of planning and evaluating nutritional interventions within different scenarios  - Evaluate different approaches to food security and livelihood assessments  - Demonstrate practical skills in anthropometry, calculation of anthropometric indicators, and the measurement of haemoglobin   - Explain the design of nutritional surveys and use of the ENA statistical package for the analysis of survey data		1	igh.adminpg@ucl.ac.uk	2012-01-12 01:17:21	2017-09-12	2019-10-15 16:26:11	troped	troped	0		3 weeks & 2 days pre-reading, teaching takes place on Mondays, Tuesdays and Fridays	Institute for Global Health				2012-01-12 07:28:29	150 hours  (36 contact hours, 114 self-study hours)   30 hours lectures, 5 hours seminars/tutorials, 60 hours private reading, 38 hours essay/written assignment, 16 hours revision, 1 hours exam.  For further information please see: http://www.ucl.ac.uk/igh/postgraduate/troped-optional	2020-03-16	2020-04-03	Accredited Berlin/Liverpool 1998. Re-accredited in Marseille 2004.Re-accredited in Paris, May 2008,October 2013 and in Berlin, October 2018. This accreditation is valid until October 2023.	<br>The module provides a varied and integrated approach to learning.  The learning methods employed during the module include lectures, group work, a computer practical, practical work and demonstrations.  Moodle is used for providing copies of lecture notes and links to reference materials.    Lectures are used to provide the core knowledge and information.  Understanding and application of knowledge and concepts is developed using group work, where different scenarios based on real world situations are presented to participants.  Students are required to apply new knowledge and concepts to derive realistic plans for programme implementation.    Skills in data analysis are developed in a day of computer practical work where sample nutritional survey data sets are processed and analysed.  Participants also undertake a practical in anthropometry; gaining hands-on experience of measuring and calculating the commonly used weight-for-height, height-for-age, BMI and mid upper arm circumference nutritional indicators.	<br>Early registration recommended as the course is usually in high demand.	<br>The module is assessed using a multiple choice test and an essay.    The MCQ test comprises 20% of the module assessment and covers material considered to be core knowledge for anyone studying international public health nutrition at master&rsquo;s level.  Questions are derived from sessions throughout the course.  Forty questions are included and a maximum time of 1.5 hours is allowed to complete the test.    The essay comprises 80% of the assessment mark and is a maximum of 2000 words.  Students are presented with a choice of 4 questions that range across the material covered in the module but require additional individual research by the student in order to answer adequately.    Where a student fails a component of the assessment, if their overall mark is a pass (50%) the student does not need to resit or resubmit the failed component.	<br>12 - 30 including tropEd students	<br>English language proficiency    IELTS Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.   For full details, see:  http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>The number of available tropEd places on each module in the academic year is normally determined in mid-October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants who have paid the course fees will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are not places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 850	<br>None	<br>No major changes made since last reaccredited.	<br>Student evaluations are conducted using anonymous scoring and comment forms combined with an end-of-module open discussion.  Feedback has been very positive.    Some examples of positive anonymous comments from the evaluation of the 2011-2012 module are given below:     - &quot;Could we have another week of this module please?&quot;  - &quot;It is good that we focused on the Public health aspects of nutrition and evidence.&quot;  - &quot;Enjoyed the course, enjoyed the computer sessions&quot;  - &quot;There is quite a lot to take in generally. But I&rsquo;ve really enjoyed the course. Thank you.&quot;    See below for examples of how student feedback has been used to improve the module.	<br>Students requested a longer time period to complete the module essay.  The timeline has been adjusted to allow for this.  Participants from a social science background sometimes found it hard to deal with some aspects of the course and so we emphasise extra support available to those students and any others who may need it; a basic background in nutrition science is covered on day one of the module to try and bring everyone to a suitable level to understand the following sessions.  Lastly, following feedback on the computer software training sessions we have adjusted the amount of computer training as a compromise to address different participants requirements.	<br>Nutrition is one of the major determinants of the health and wellbeing of children in all societies.  Accurate understanding of the causes, prevalence and severity of nutritional problems is essential to designing effective programmes for the alleviation of malnutrition and its associated adverse effects on health and developmental outcomes.    This module provides students with an overview and examination of the public health importance of nutrition, the main determinants of malnutrition, including obesity, methods of nutritional assessment, and global and national policy and approaches to nutritional intervention in both developmental and emergency contexts. The main population groups we focus on are children although other groups are considered..    Sessions include:    - Nutritional requirements and measuring dietary intake  - Community based management of acute malnutrition  - Micronutrient malnutrition  - Nutrition policy  - Applying the UNICEF Nutrition Conceptual Framework in India  - Anthropometric Assessment  - Nutrition Surveys  - Interventions to improve infant feeding and cash transfer programmes  - HIV and nutrition  - Food security						
Health Sector Reform and Health Finance:	At the end of the course, student will be able:  1. to assess health sector reform and health finance in developing countries  2. to appraise the kind of economic and politic concept in community health sector and its influence to reform process in health sector governance.  3. to analyze public goods and private goods aspect in health service and the influence of market ideology and government welfare in health sector.   4. to increase the capability on economic analysis in organizational management process in reform, i.e. in planning process, organizing, staffing, directing, and controling.  5. to forecast the characteristics of health service organization in health system reform		0		2012-01-12 02:01:22	2012-01-11	2017-10-10 17:22:45	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	2 weeks		Dr. Laksono Trisnantoro, Prof, MSc, PhD	English	advanced optional	2012-01-12 08:15:17	3 ECTS 90 study hours. The course consists of series 20 hours interactive lectures and tutorials, 6 hours seminars, 10 hours problem solving classes and group work (including preparation for presentations), 10 hours self-directed learning, 5 hours skill practice, 5 hours to visit in provincial and district health office or health center,  28 hours field work to a designated place (urban, rural, or remote areas), and 6 hours individual exam (includes seminar). Sessions are interactive and student are encouraged to draw on their own experience and exposure to issues relating to health sector reform.	2010-08-02	2010-08-14	Accredited in Paris, May 2008.This accreditation is valid unitl May 2013.	Lectures and tutorials, seminar, problem classes and group   work and self-directed learning, skill practice, visit, field  work, and individual exam. Field work will be organized in which students will be placed for 2-3 days in a specific region.  The field work aims to observe the reform process. The result of the observation will be presented in the seminar as a process of examination.		Course participants are expected to attend teaching sessions  and actively participate in class discussions and group  work. These criteria correspond with the learning objectives of the course. Achievement of the learning objectives will be determined as follows: 40% individual final written exam composed of 2 or 3 short essay questions, 40%  individual written report of case study based on the observation,  20% group oral presentation of case study in seminar. Participants will receive a certificate at the end of the course certifying their successful completion of the module as evidenced by assessment of their achievement of the learning objectives.	25 (maximal) students	General requirement of the university studies. The course will be in English. Participants asked to have English Proficiency; IELTS 6.0 or TOEFL Score 550. Sufficient knowledge both or written an oral communication is necessary. If applicable a minimum grade point average or GPA of 3.0 is required. Participants come from all continents who has background in a Medical Doctor, or a Bachelor degree in Public Health, Development Study, or other Social Sciences. Experience in Public Health or Welfare Development is desirable.	Student-candidate who has working experience or plans to work in developing countries is more favorable.	450 Euro	Not available				The course is structured according to the categorization of  Health Sector Reform and Health Finance in Developing Countries as follow:  1. Reform in health sector: Political view to health and governance reform; Public and private goods, and changes of organizations characters; Comparative health system and health finance change;  2. Reform in financial sector: Decentralization, changes in government financial mechanism and private funding; Security system and health insurance; Budgeting allocation technique and minimal standart for service; Influence of health sector reform in organization management  3. Impact of reformation to organizational management: The type of characteristic health service organization: from bureaucracy organization to business organization; Cost, tariff and subsidy; Investment aspect in health service and characteristic of government subsidy; Hospital economic behavior and health force performance in reform context; Regulation aspect in Reform;  4. Trend of Reformation in developing countries. This issue will be addressed in the closing seminar.	Indonesia	Financing	Face to face			
Health Sector Reform and Health Finance:	At the end of the course, student will be able:  1. to assess health sector reform and health finance in developing countries  2. to appraise the kind of economic and politic concept in community health sector and its influence to reform process in health sector governance.  3. to analyze public goods and private goods aspect in health service and the influence of market ideology and government welfare in health sector.   4. to increase the capability on economic analysis in organizational management process in reform, i.e. in planning process, organizing, staffing, directing, and controling.  5. to forecast the characteristics of health service organization in health system reform		0		2012-01-12 02:01:22	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks					2012-01-12 08:15:17	3 ECTS 90 study hours. The course consists of series 20 hours interactive lectures and tutorials, 6 hours seminars, 10 hours problem solving classes and group work (including preparation for presentations), 10 hours self-directed learning, 5 hours skill practice, 5 hours to visit in provincial and district health office or health center,  28 hours field work to a designated place (urban, rural, or remote areas), and 6 hours individual exam (includes seminar). Sessions are interactive and student are encouraged to draw on their own experience and exposure to issues relating to health sector reform.	2010-08-02	2010-08-14	Accredited in Paris, May 2008.This accreditation is valid unitl May 2013.	Lectures and tutorials, seminar, problem classes and group   work and self-directed learning, skill practice, visit, field  work, and individual exam. Field work will be organized in which students will be placed for 2-3 days in a specific region.  The field work aims to observe the reform process. The result of the observation will be presented in the seminar as a process of examination.		Course participants are expected to attend teaching sessions  and actively participate in class discussions and group  work. These criteria correspond with the learning objectives of the course. Achievement of the learning objectives will be determined as follows: 40% individual final written exam composed of 2 or 3 short essay questions, 40%  individual written report of case study based on the observation,  20% group oral presentation of case study in seminar. Participants will receive a certificate at the end of the course certifying their successful completion of the module as evidenced by assessment of their achievement of the learning objectives.	25 (maximal) students	General requirement of the university studies. The course will be in English. Participants asked to have English Proficiency; IELTS 6.0 or TOEFL Score 550. Sufficient knowledge both or written an oral communication is necessary. If applicable a minimum grade point average or GPA of 3.0 is required. Participants come from all continents who has background in a Medical Doctor, or a Bachelor degree in Public Health, Development Study, or other Social Sciences. Experience in Public Health or Welfare Development is desirable.	Student-candidate who has working experience or plans to work in developing countries is more favorable.	450 Euro	Not available				The course is structured according to the categorization of  Health Sector Reform and Health Finance in Developing Countries as follow:  1. Reform in health sector: Political view to health and governance reform; Public and private goods, and changes of organizations characters; Comparative health system and health finance change;  2. Reform in financial sector: Decentralization, changes in government financial mechanism and private funding; Security system and health insurance; Budgeting allocation technique and minimal standart for service; Influence of health sector reform in organization management  3. Impact of reformation to organizational management: The type of characteristic health service organization: from bureaucracy organization to business organization; Cost, tariff and subsidy; Investment aspect in health service and characteristic of government subsidy; Hospital economic behavior and health force performance in reform context; Regulation aspect in Reform;  4. Trend of Reformation in developing countries. This issue will be addressed in the closing seminar.		Governance				
Health Sector Reform and Health Finance:	At the end of the course, student will be able:  1. to assess health sector reform and health finance in developing countries  2. to appraise the kind of economic and politic concept in community health sector and its influence to reform process in health sector governance.  3. to analyze public goods and private goods aspect in health service and the influence of market ideology and government welfare in health sector.   4. to increase the capability on economic analysis in organizational management process in reform, i.e. in planning process, organizing, staffing, directing, and controling.  5. to forecast the characteristics of health service organization in health system reform		0		2012-01-12 02:01:22	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks					2012-01-12 08:15:17	3 ECTS 90 study hours. The course consists of series 20 hours interactive lectures and tutorials, 6 hours seminars, 10 hours problem solving classes and group work (including preparation for presentations), 10 hours self-directed learning, 5 hours skill practice, 5 hours to visit in provincial and district health office or health center,  28 hours field work to a designated place (urban, rural, or remote areas), and 6 hours individual exam (includes seminar). Sessions are interactive and student are encouraged to draw on their own experience and exposure to issues relating to health sector reform.	2010-08-02	2010-08-14	Accredited in Paris, May 2008.This accreditation is valid unitl May 2013.	Lectures and tutorials, seminar, problem classes and group   work and self-directed learning, skill practice, visit, field  work, and individual exam. Field work will be organized in which students will be placed for 2-3 days in a specific region.  The field work aims to observe the reform process. The result of the observation will be presented in the seminar as a process of examination.		Course participants are expected to attend teaching sessions  and actively participate in class discussions and group  work. These criteria correspond with the learning objectives of the course. Achievement of the learning objectives will be determined as follows: 40% individual final written exam composed of 2 or 3 short essay questions, 40%  individual written report of case study based on the observation,  20% group oral presentation of case study in seminar. Participants will receive a certificate at the end of the course certifying their successful completion of the module as evidenced by assessment of their achievement of the learning objectives.	25 (maximal) students	General requirement of the university studies. The course will be in English. Participants asked to have English Proficiency; IELTS 6.0 or TOEFL Score 550. Sufficient knowledge both or written an oral communication is necessary. If applicable a minimum grade point average or GPA of 3.0 is required. Participants come from all continents who has background in a Medical Doctor, or a Bachelor degree in Public Health, Development Study, or other Social Sciences. Experience in Public Health or Welfare Development is desirable.	Student-candidate who has working experience or plans to work in developing countries is more favorable.	450 Euro	Not available				The course is structured according to the categorization of  Health Sector Reform and Health Finance in Developing Countries as follow:  1. Reform in health sector: Political view to health and governance reform; Public and private goods, and changes of organizations characters; Comparative health system and health finance change;  2. Reform in financial sector: Decentralization, changes in government financial mechanism and private funding; Security system and health insurance; Budgeting allocation technique and minimal standart for service; Influence of health sector reform in organization management  3. Impact of reformation to organizational management: The type of characteristic health service organization: from bureaucracy organization to business organization; Cost, tariff and subsidy; Investment aspect in health service and characteristic of government subsidy; Hospital economic behavior and health force performance in reform context; Regulation aspect in Reform;  4. Trend of Reformation in developing countries. This issue will be addressed in the closing seminar.		Health reform				
Health Sector Reform and Health Finance:	At the end of the course, student will be able:  1. to assess health sector reform and health finance in developing countries  2. to appraise the kind of economic and politic concept in community health sector and its influence to reform process in health sector governance.  3. to analyze public goods and private goods aspect in health service and the influence of market ideology and government welfare in health sector.   4. to increase the capability on economic analysis in organizational management process in reform, i.e. in planning process, organizing, staffing, directing, and controling.  5. to forecast the characteristics of health service organization in health system reform		0		2012-01-12 02:01:22	2012-01-11	2017-10-10 17:22:45	troped	troped	0		2 weeks					2012-01-12 08:15:17	3 ECTS 90 study hours. The course consists of series 20 hours interactive lectures and tutorials, 6 hours seminars, 10 hours problem solving classes and group work (including preparation for presentations), 10 hours self-directed learning, 5 hours skill practice, 5 hours to visit in provincial and district health office or health center,  28 hours field work to a designated place (urban, rural, or remote areas), and 6 hours individual exam (includes seminar). Sessions are interactive and student are encouraged to draw on their own experience and exposure to issues relating to health sector reform.	2010-08-02	2010-08-14	Accredited in Paris, May 2008.This accreditation is valid unitl May 2013.	Lectures and tutorials, seminar, problem classes and group   work and self-directed learning, skill practice, visit, field  work, and individual exam. Field work will be organized in which students will be placed for 2-3 days in a specific region.  The field work aims to observe the reform process. The result of the observation will be presented in the seminar as a process of examination.		Course participants are expected to attend teaching sessions  and actively participate in class discussions and group  work. These criteria correspond with the learning objectives of the course. Achievement of the learning objectives will be determined as follows: 40% individual final written exam composed of 2 or 3 short essay questions, 40%  individual written report of case study based on the observation,  20% group oral presentation of case study in seminar. Participants will receive a certificate at the end of the course certifying their successful completion of the module as evidenced by assessment of their achievement of the learning objectives.	25 (maximal) students	General requirement of the university studies. The course will be in English. Participants asked to have English Proficiency; IELTS 6.0 or TOEFL Score 550. Sufficient knowledge both or written an oral communication is necessary. If applicable a minimum grade point average or GPA of 3.0 is required. Participants come from all continents who has background in a Medical Doctor, or a Bachelor degree in Public Health, Development Study, or other Social Sciences. Experience in Public Health or Welfare Development is desirable.	Student-candidate who has working experience or plans to work in developing countries is more favorable.	450 Euro	Not available				The course is structured according to the categorization of  Health Sector Reform and Health Finance in Developing Countries as follow:  1. Reform in health sector: Political view to health and governance reform; Public and private goods, and changes of organizations characters; Comparative health system and health finance change;  2. Reform in financial sector: Decentralization, changes in government financial mechanism and private funding; Security system and health insurance; Budgeting allocation technique and minimal standart for service; Influence of health sector reform in organization management  3. Impact of reformation to organizational management: The type of characteristic health service organization: from bureaucracy organization to business organization; Cost, tariff and subsidy; Investment aspect in health service and characteristic of government subsidy; Hospital economic behavior and health force performance in reform context; Regulation aspect in Reform;  4. Trend of Reformation in developing countries. This issue will be addressed in the closing seminar.						
Patient safety and clinical governance	At the end of the module the students should be able to:  -  Recognize and communicate patient-safety problems and medical errors at the hospital/health facilities   -  Apply patient safety standard and culture to discuss critical factors in the implementation of patient safety at the hospital/health facilities   -  Relate implementation of patient safety to the components of clinical governance   -  Apply quality improvement principles in the assessment of clinical governance implementation at the hospital		0		2012-01-12 02:12:03	2012-01-11	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	2 weeks		Dr Adi Utarini MSc, MPH, PhD 	English	advanced optional	2012-01-12 08:23:31	3 ECTS, 90 hours SIT   Breakdown: 40 hours interactive lectures, 20 hours facilitated group work, 10 hours hospital visit, 4 hours practice at leadership lab, 12 hours self-directed learning, 4 hours individual examination	2010-06-29	2010-07-09	Accredited in Setember 2008. This accreditation is valid until September 2013.	A paper-based case will be used to describe the overall content of this module, followed by introduction of the topics through interactive lectures jointly delivered by experts and hospital practitioners (averaged 4-5 hours per topics). To comprehend the understanding and to enrich the learning experiences, group discussions and a 2-day hospital visit will be applied to recognise patient safety problems and discuss its implementation, as well as to apply quality improvement principles to assess the implementation of clinical governance. Findings from the field and feedback sessions will be arranged in campus, inviting hospital representatives. For communicating patient safety to patient/community and organizations, students will be given opportunities to practice and improve their interpersonal skills practice at the leadership laboratory.		We apply the following assessment procedures and weight for the final student assessment:    1. Group discussions (20%)  2. Presentation of field experience and ability to give feedback to the hospitals (30%)  3. A 3-hour open book examination using essay questions and case studies (50%)    If the students fail, they are given an option to sit on another examination or to write a short-paper or to write a 2000 word essay containing literature review of current knowledge for a given topics.	A maximum of 15 tropEd students are admitted	English proficiency, TOEFL 550 or equivalent, IELTS 6.0. Preferably, undergraduate in health-related science (clinician, nurse, midwife, nutrition, etc) or work as hospital managers or public health officers	Selection will be based on prerequisites criteria	450 Euro	2 scholarships available to cover fees for tuition and course modules for those who are currently engaged in hospitals or public health offices				1. Patient safety: the new paradigm in hospital and health industry  2. Medical errors: concepts, causes, consequences and preventive actions  3. Tools and measurement of patient safety at the hospital   4. Communicating patient safety to patients and organizations  5. Clinical governance and its application for communicable disease: clinical guidelines and pathways, clinical audit, clinical risk management  6. Organization and implementation of clinical governance   7. Team work and clinical leadership	Indonesia	Health legislation	Face to face			
Patient safety and clinical governance	At the end of the module the students should be able to:  -  Recognize and communicate patient-safety problems and medical errors at the hospital/health facilities   -  Apply patient safety standard and culture to discuss critical factors in the implementation of patient safety at the hospital/health facilities   -  Relate implementation of patient safety to the components of clinical governance   -  Apply quality improvement principles in the assessment of clinical governance implementation at the hospital		0		2012-01-12 02:12:03	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:23:31	3 ECTS, 90 hours SIT   Breakdown: 40 hours interactive lectures, 20 hours facilitated group work, 10 hours hospital visit, 4 hours practice at leadership lab, 12 hours self-directed learning, 4 hours individual examination	2010-06-29	2010-07-09	Accredited in Setember 2008. This accreditation is valid until September 2013.	A paper-based case will be used to describe the overall content of this module, followed by introduction of the topics through interactive lectures jointly delivered by experts and hospital practitioners (averaged 4-5 hours per topics). To comprehend the understanding and to enrich the learning experiences, group discussions and a 2-day hospital visit will be applied to recognise patient safety problems and discuss its implementation, as well as to apply quality improvement principles to assess the implementation of clinical governance. Findings from the field and feedback sessions will be arranged in campus, inviting hospital representatives. For communicating patient safety to patient/community and organizations, students will be given opportunities to practice and improve their interpersonal skills practice at the leadership laboratory.		We apply the following assessment procedures and weight for the final student assessment:    1. Group discussions (20%)  2. Presentation of field experience and ability to give feedback to the hospitals (30%)  3. A 3-hour open book examination using essay questions and case studies (50%)    If the students fail, they are given an option to sit on another examination or to write a short-paper or to write a 2000 word essay containing literature review of current knowledge for a given topics.	A maximum of 15 tropEd students are admitted	English proficiency, TOEFL 550 or equivalent, IELTS 6.0. Preferably, undergraduate in health-related science (clinician, nurse, midwife, nutrition, etc) or work as hospital managers or public health officers	Selection will be based on prerequisites criteria	450 Euro	2 scholarships available to cover fees for tuition and course modules for those who are currently engaged in hospitals or public health offices				1. Patient safety: the new paradigm in hospital and health industry  2. Medical errors: concepts, causes, consequences and preventive actions  3. Tools and measurement of patient safety at the hospital   4. Communicating patient safety to patients and organizations  5. Clinical governance and its application for communicable disease: clinical guidelines and pathways, clinical audit, clinical risk management  6. Organization and implementation of clinical governance   7. Team work and clinical leadership		Management/leadership				
Patient safety and clinical governance	At the end of the module the students should be able to:  -  Recognize and communicate patient-safety problems and medical errors at the hospital/health facilities   -  Apply patient safety standard and culture to discuss critical factors in the implementation of patient safety at the hospital/health facilities   -  Relate implementation of patient safety to the components of clinical governance   -  Apply quality improvement principles in the assessment of clinical governance implementation at the hospital		0		2012-01-12 02:12:03	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:23:31	3 ECTS, 90 hours SIT   Breakdown: 40 hours interactive lectures, 20 hours facilitated group work, 10 hours hospital visit, 4 hours practice at leadership lab, 12 hours self-directed learning, 4 hours individual examination	2010-06-29	2010-07-09	Accredited in Setember 2008. This accreditation is valid until September 2013.	A paper-based case will be used to describe the overall content of this module, followed by introduction of the topics through interactive lectures jointly delivered by experts and hospital practitioners (averaged 4-5 hours per topics). To comprehend the understanding and to enrich the learning experiences, group discussions and a 2-day hospital visit will be applied to recognise patient safety problems and discuss its implementation, as well as to apply quality improvement principles to assess the implementation of clinical governance. Findings from the field and feedback sessions will be arranged in campus, inviting hospital representatives. For communicating patient safety to patient/community and organizations, students will be given opportunities to practice and improve their interpersonal skills practice at the leadership laboratory.		We apply the following assessment procedures and weight for the final student assessment:    1. Group discussions (20%)  2. Presentation of field experience and ability to give feedback to the hospitals (30%)  3. A 3-hour open book examination using essay questions and case studies (50%)    If the students fail, they are given an option to sit on another examination or to write a short-paper or to write a 2000 word essay containing literature review of current knowledge for a given topics.	A maximum of 15 tropEd students are admitted	English proficiency, TOEFL 550 or equivalent, IELTS 6.0. Preferably, undergraduate in health-related science (clinician, nurse, midwife, nutrition, etc) or work as hospital managers or public health officers	Selection will be based on prerequisites criteria	450 Euro	2 scholarships available to cover fees for tuition and course modules for those who are currently engaged in hospitals or public health offices				1. Patient safety: the new paradigm in hospital and health industry  2. Medical errors: concepts, causes, consequences and preventive actions  3. Tools and measurement of patient safety at the hospital   4. Communicating patient safety to patients and organizations  5. Clinical governance and its application for communicable disease: clinical guidelines and pathways, clinical audit, clinical risk management  6. Organization and implementation of clinical governance   7. Team work and clinical leadership		Medical & Clinical sciences (EBM incl..)				
Patient safety and clinical governance	At the end of the module the students should be able to:  -  Recognize and communicate patient-safety problems and medical errors at the hospital/health facilities   -  Apply patient safety standard and culture to discuss critical factors in the implementation of patient safety at the hospital/health facilities   -  Relate implementation of patient safety to the components of clinical governance   -  Apply quality improvement principles in the assessment of clinical governance implementation at the hospital		0		2012-01-12 02:12:03	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:23:31	3 ECTS, 90 hours SIT   Breakdown: 40 hours interactive lectures, 20 hours facilitated group work, 10 hours hospital visit, 4 hours practice at leadership lab, 12 hours self-directed learning, 4 hours individual examination	2010-06-29	2010-07-09	Accredited in Setember 2008. This accreditation is valid until September 2013.	A paper-based case will be used to describe the overall content of this module, followed by introduction of the topics through interactive lectures jointly delivered by experts and hospital practitioners (averaged 4-5 hours per topics). To comprehend the understanding and to enrich the learning experiences, group discussions and a 2-day hospital visit will be applied to recognise patient safety problems and discuss its implementation, as well as to apply quality improvement principles to assess the implementation of clinical governance. Findings from the field and feedback sessions will be arranged in campus, inviting hospital representatives. For communicating patient safety to patient/community and organizations, students will be given opportunities to practice and improve their interpersonal skills practice at the leadership laboratory.		We apply the following assessment procedures and weight for the final student assessment:    1. Group discussions (20%)  2. Presentation of field experience and ability to give feedback to the hospitals (30%)  3. A 3-hour open book examination using essay questions and case studies (50%)    If the students fail, they are given an option to sit on another examination or to write a short-paper or to write a 2000 word essay containing literature review of current knowledge for a given topics.	A maximum of 15 tropEd students are admitted	English proficiency, TOEFL 550 or equivalent, IELTS 6.0. Preferably, undergraduate in health-related science (clinician, nurse, midwife, nutrition, etc) or work as hospital managers or public health officers	Selection will be based on prerequisites criteria	450 Euro	2 scholarships available to cover fees for tuition and course modules for those who are currently engaged in hospitals or public health offices				1. Patient safety: the new paradigm in hospital and health industry  2. Medical errors: concepts, causes, consequences and preventive actions  3. Tools and measurement of patient safety at the hospital   4. Communicating patient safety to patients and organizations  5. Clinical governance and its application for communicable disease: clinical guidelines and pathways, clinical audit, clinical risk management  6. Organization and implementation of clinical governance   7. Team work and clinical leadership						
Surveillance in Reproductive- Maternal Child	At the end of the course, students will be able to:   -  Define Public Health Surveillance  -  Outline Reproductive-Maternal and Child Health Surveillance  -  Analyses a problem Reproductive Surveillance in developing countries		0		2012-01-12 02:20:16	2012-01-11	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	2 weeks		Dr. Siswanto Agus Wilopo, SU, MSc, ScD 	English	advanced optional	2012-01-12 08:28:27	90 Study hours (36 contact hours, 54 self-study hours): 24 hour lecture, 12 hour tutorials and workshops in computer labs, 20 hour home-work assignments (data analysis), 20 hour report writing, 10 hour private reading, and 4 hour exam and assessment.	2010-08-16	2010-08-28	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	Lectures, tutorials, computer workshops, and self study		40% in class activities and outputs of data analyses, 60% report based on the results of data analyses	Maximum 20 students	English proficiency (IELTS 6 or equivalent)		EUR 375					The course will cover:  -  Public health surveillance and its critical components  -  The main uses of surveillance data  -  Sources for data that can be used for public health surveillance  -  The flow of information for reportable diseases in reproductive health  -  The attributes used to evaluate surveillance systems  -  Major considerations in starting a surveillance system	Indonesia	Child health	Face to face		3 ECTS credits	
Surveillance in Reproductive- Maternal Child	At the end of the course, students will be able to:   -  Define Public Health Surveillance  -  Outline Reproductive-Maternal and Child Health Surveillance  -  Analyses a problem Reproductive Surveillance in developing countries		0		2012-01-12 02:20:16	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:28:27	90 Study hours (36 contact hours, 54 self-study hours): 24 hour lecture, 12 hour tutorials and workshops in computer labs, 20 hour home-work assignments (data analysis), 20 hour report writing, 10 hour private reading, and 4 hour exam and assessment.	2010-08-16	2010-08-28	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	Lectures, tutorials, computer workshops, and self study		40% in class activities and outputs of data analyses, 60% report based on the results of data analyses	Maximum 20 students	English proficiency (IELTS 6 or equivalent)		EUR 375					The course will cover:  -  Public health surveillance and its critical components  -  The main uses of surveillance data  -  Sources for data that can be used for public health surveillance  -  The flow of information for reportable diseases in reproductive health  -  The attributes used to evaluate surveillance systems  -  Major considerations in starting a surveillance system		Sexual & reproductive health				
Surveillance in Reproductive- Maternal Child	At the end of the course, students will be able to:   -  Define Public Health Surveillance  -  Outline Reproductive-Maternal and Child Health Surveillance  -  Analyses a problem Reproductive Surveillance in developing countries		0		2012-01-12 02:20:16	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:28:27	90 Study hours (36 contact hours, 54 self-study hours): 24 hour lecture, 12 hour tutorials and workshops in computer labs, 20 hour home-work assignments (data analysis), 20 hour report writing, 10 hour private reading, and 4 hour exam and assessment.	2010-08-16	2010-08-28	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	Lectures, tutorials, computer workshops, and self study		40% in class activities and outputs of data analyses, 60% report based on the results of data analyses	Maximum 20 students	English proficiency (IELTS 6 or equivalent)		EUR 375					The course will cover:  -  Public health surveillance and its critical components  -  The main uses of surveillance data  -  Sources for data that can be used for public health surveillance  -  The flow of information for reportable diseases in reproductive health  -  The attributes used to evaluate surveillance systems  -  Major considerations in starting a surveillance system		Surveillance				
Surveillance in Reproductive- Maternal Child	At the end of the course, students will be able to:   -  Define Public Health Surveillance  -  Outline Reproductive-Maternal and Child Health Surveillance  -  Analyses a problem Reproductive Surveillance in developing countries		0		2012-01-12 02:20:16	2012-01-11	2017-10-10 17:22:46	troped	troped	0		2 weeks					2012-01-12 08:28:27	90 Study hours (36 contact hours, 54 self-study hours): 24 hour lecture, 12 hour tutorials and workshops in computer labs, 20 hour home-work assignments (data analysis), 20 hour report writing, 10 hour private reading, and 4 hour exam and assessment.	2010-08-16	2010-08-28	Accredited in Paris, May 2008. This accreditation is valid until May 2013.	Lectures, tutorials, computer workshops, and self study		40% in class activities and outputs of data analyses, 60% report based on the results of data analyses	Maximum 20 students	English proficiency (IELTS 6 or equivalent)		EUR 375					The course will cover:  -  Public health surveillance and its critical components  -  The main uses of surveillance data  -  Sources for data that can be used for public health surveillance  -  The flow of information for reportable diseases in reproductive health  -  The attributes used to evaluate surveillance systems  -  Major considerations in starting a surveillance system						
Health and Displaced Population	By the end of the course participants should be able to:  1. evaluate the determinants of migrants health in developing countries and in Europe  2. appraise rapid need assessment methods in emergency situations  3. apply the planning tool for emergency and post emergency situation  4. explain the driving forces and determinants of coordination  5. formulate the components of a disaster preparedness plan at operational district level  6. evaluate quality criteria for good disaster management		0		2012-01-12 02:34:35	2012-01-11	2017-02-22 22:06:54	troped	troped	0				Simon H.D. Mamuya, PhD	English	advanced optional	2012-01-12 08:43:07	90 hours  45h lecture hours, 20 hours group work and 25 self study hours	2012-01-21	2012-01-02	Accredited in April 2009 by tropEd EC. This acreditation valid until April 2014.	The teaching/learning approach will be mainly participatory: Lectures, individual and group activities, discussions and field trips. Field trips will involve visits to disaster prone areas in low income community settings.		Participants are expected to attend 90% of the sessions and complete all assignments on time.    Participants will be evaluated based on: score for take home assignments 60% and group work 40% and student must pass both. Take home assignments will involve one essay not exceeding 3000 words. Group work assessments will be based on group field practical reports, case study reports and group assignments all with equal weight.    On successful completion of the course and after meeting all other requirements, participants will be awarded a certificate and transcript indicating the performance score by Muhimbili University of Health and Allied Sciences. Failing students will be given supplementary written examination not exceeding 2 hours, within 5 days of completion of the course.	A minimum of 15 participants and maximum of 25 participants will be enrolled in the course. A maximum of 10 tropEd students can enrol in the course.	Minimum qualification is the first degree.    Participants whose language of instruction for undergraduate courses was not English they will need to have Proficiency in English: TOEFL test score 550 for paper based, 213 computer based or 79-80 internet based or IELTS 6.0.     Public health professionals, project planners & managers, staff from international humanitarian and local NGOs, paramedical staff, individuals working with refugees and unstable populations, medical doctors, nurses	Selection will be based on the first-degree holder and experience and when more applicants apply then selection will be based on the quality of the 1st degree, working experience, working in the disaster management, humanitarian and refugees and being a tropEd student applicant shall be given priority. The deadline for applications shall be June 3oth each year and applicants shall be notified of the outcome by August 31st of each year.	900 Euro to cover tuition, course work materials, teas and lunches during the course.	None				The course covers the following main topics:  1. Concepts of health and healthcare needs in the context of displaced population   2. Past and current challenges on Health and displaced population.   3. Rapid needs assessment during emergency for displaced population.  4. Tools for mitigating outbreak of and control of communicable disease for forced migration population  5. Psycho-social health conditions in unstable situations  6. Environmental Health in complex emergencies  7. Food security and nutritional issues in unstable conditions  8. Key aspects of institutional and legal framework for guidance and coordination in emergencies  9. Human rights of unstable/displaced populations and groups and their impact on health	Tanzania		Face to face		3 ECTS credits	
Health and Displaced Population	By the end of the course participants should be able to:  1. evaluate the determinants of migrants health in developing countries and in Europe  2. appraise rapid need assessment methods in emergency situations  3. apply the planning tool for emergency and post emergency situation  4. explain the driving forces and determinants of coordination  5. formulate the components of a disaster preparedness plan at operational district level  6. evaluate quality criteria for good disaster management		0		2012-01-12 02:34:35	2012-01-11	2017-02-22 22:06:54	troped	troped	0							2012-01-12 08:43:07	90 hours  45h lecture hours, 20 hours group work and 25 self study hours	2012-01-21	2012-01-02	Accredited in April 2009 by tropEd EC. This acreditation valid until April 2014.	The teaching/learning approach will be mainly participatory: Lectures, individual and group activities, discussions and field trips. Field trips will involve visits to disaster prone areas in low income community settings.		Participants are expected to attend 90% of the sessions and complete all assignments on time.    Participants will be evaluated based on: score for take home assignments 60% and group work 40% and student must pass both. Take home assignments will involve one essay not exceeding 3000 words. Group work assessments will be based on group field practical reports, case study reports and group assignments all with equal weight.    On successful completion of the course and after meeting all other requirements, participants will be awarded a certificate and transcript indicating the performance score by Muhimbili University of Health and Allied Sciences. Failing students will be given supplementary written examination not exceeding 2 hours, within 5 days of completion of the course.	A minimum of 15 participants and maximum of 25 participants will be enrolled in the course. A maximum of 10 tropEd students can enrol in the course.	Minimum qualification is the first degree.    Participants whose language of instruction for undergraduate courses was not English they will need to have Proficiency in English: TOEFL test score 550 for paper based, 213 computer based or 79-80 internet based or IELTS 6.0.     Public health professionals, project planners & managers, staff from international humanitarian and local NGOs, paramedical staff, individuals working with refugees and unstable populations, medical doctors, nurses	Selection will be based on the first-degree holder and experience and when more applicants apply then selection will be based on the quality of the 1st degree, working experience, working in the disaster management, humanitarian and refugees and being a tropEd student applicant shall be given priority. The deadline for applications shall be June 3oth each year and applicants shall be notified of the outcome by August 31st of each year.	900 Euro to cover tuition, course work materials, teas and lunches during the course.	None				The course covers the following main topics:  1. Concepts of health and healthcare needs in the context of displaced population   2. Past and current challenges on Health and displaced population.   3. Rapid needs assessment during emergency for displaced population.  4. Tools for mitigating outbreak of and control of communicable disease for forced migration population  5. Psycho-social health conditions in unstable situations  6. Environmental Health in complex emergencies  7. Food security and nutritional issues in unstable conditions  8. Key aspects of institutional and legal framework for guidance and coordination in emergencies  9. Human rights of unstable/displaced populations and groups and their impact on health						
Quality Improvement and Its Leadership in Health Systems and Services	By the end of the course participants should be able to:    -  Appreciate the importance of applying the principles and practices of leadership in improving the quality of health system and services delivery.   -  Apply quality improvement tools to evaluate the quality of health services.   -  Develop health services improvement strategies at different levels of the health care system.  -  Compose strategies for motivating staff in Quality Improvement  -  Formulate a personal plan for achieving quality improvement in health systems and/or health services within a specific area.		0		2012-01-12 02:39:45	2012-01-11	2017-02-22 22:06:54	troped	troped	0		2 weeks		Mughwira A. Mwangu, Ph D.	English	advanced optional	2012-01-12 08:48:45	90 hours    75 contact hours (45 hours of lectures and 30 hours of facilitated group work) and 15 hours self-directed learning.	2012-01-07	2012-01-18	Accredited in April 2009. This accreditation is valid until April 2014.	The course is composed of individual teaching units constituted of lecture time and directed group work. A field visit to a selected health care setting at district level will be part of the practicals.   The course uses participatory methods, including group exercises, role-plays, and case studies mainly from developing countries.   Materials will be available for facilitating self-directed learning.		Course participants are expected to attend at least 90% of all teaching sessions and actively participate in class discussions and group work. Participants failing to meet this condition for genuine reasons will be given special remedial program to to enable them gin the necessary knowledge and skills.  Assessment of participants? achievement of the learning objectives will be done by continuous assessments and end of the course written test.    Continuous assessment shall constitute group work and case report scores (20%) The individual take home assignment involving an essay not exceeding 3,000 words and a group field practical report will constitute the other 20%. This will be divided into 10% for take home essay and another 10% from group work.    The end of course test lasting for 3 hours will carry the remaining 60%. End of the course test will be in the form of essay type questions.    On successful completion of the course and after meeting all other requirements, participants will be awarded a certificate and a transcript indicating the performance scores by Muhimbili University of Health and Allied Sciences. Failing students will be given a supplementary written examination not exceeding 3 hours within 5 days of completion of the course	A minimum of 15 participants and a maximum of 25. The course will take 10 to 15 tropEd students.	Participants should be holders of first degree in health and related fields, with a minimum of two years experience working in health or health related work.      For applicants whose undergraduate course was not done in English, they must provide evidence of a TOEFL score of 213 for computer based or 550 paper based or 79-80 internet based or IELTS band 6.0.	All eligible (with minimum qualification) applicants will be considered competitively. An objective screening mechanism based on academic qualification, experience and motivation for the course will be applied in selecting candidates  The deadline for applications shall be June 30th and candidates will be notified of the outcome by August 31st.	Euro 700 to cover tuition, learning materials and refreshments The cost of living is estimated at Euro 200 per day.	none				The course covers the following main topics:  &#61607; Overview of quality terminologies and concepts   &#61607; Developing and implementing standards, guidelines and indicators in a healthcare service  &#61607; Designing and implementing quality assessments using audit, accreditation and supervision  &#61607; Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  &#61607; Quality improvement tools such as affinity analysis, flow chart, mind mapping, fish-bone diagram, prioritization matrix, Gantt chart, control chart, etc  &#61607; Role of different stakeholders in quality improvement  &#61607; Motivators and demotivators in quality improvement  &#61607; Case studies of quality improvement in low and middle-income countries   &#61607; The role of leadership and management practices in health systems and services quality improvement	Tanzania		Face to face		3 ECTS credits	
Quality Improvement and Its Leadership in Health Systems and Services	By the end of the course participants should be able to:    -  Appreciate the importance of applying the principles and practices of leadership in improving the quality of health system and services delivery.   -  Apply quality improvement tools to evaluate the quality of health services.   -  Develop health services improvement strategies at different levels of the health care system.  -  Compose strategies for motivating staff in Quality Improvement  -  Formulate a personal plan for achieving quality improvement in health systems and/or health services within a specific area.		0		2012-01-12 02:39:45	2012-01-11	2017-02-22 22:06:54	troped	troped	0		2 weeks					2012-01-12 08:48:45	90 hours    75 contact hours (45 hours of lectures and 30 hours of facilitated group work) and 15 hours self-directed learning.	2012-01-07	2012-01-18	Accredited in April 2009. This accreditation is valid until April 2014.	The course is composed of individual teaching units constituted of lecture time and directed group work. A field visit to a selected health care setting at district level will be part of the practicals.   The course uses participatory methods, including group exercises, role-plays, and case studies mainly from developing countries.   Materials will be available for facilitating self-directed learning.		Course participants are expected to attend at least 90% of all teaching sessions and actively participate in class discussions and group work. Participants failing to meet this condition for genuine reasons will be given special remedial program to to enable them gin the necessary knowledge and skills.  Assessment of participants? achievement of the learning objectives will be done by continuous assessments and end of the course written test.    Continuous assessment shall constitute group work and case report scores (20%) The individual take home assignment involving an essay not exceeding 3,000 words and a group field practical report will constitute the other 20%. This will be divided into 10% for take home essay and another 10% from group work.    The end of course test lasting for 3 hours will carry the remaining 60%. End of the course test will be in the form of essay type questions.    On successful completion of the course and after meeting all other requirements, participants will be awarded a certificate and a transcript indicating the performance scores by Muhimbili University of Health and Allied Sciences. Failing students will be given a supplementary written examination not exceeding 3 hours within 5 days of completion of the course	A minimum of 15 participants and a maximum of 25. The course will take 10 to 15 tropEd students.	Participants should be holders of first degree in health and related fields, with a minimum of two years experience working in health or health related work.      For applicants whose undergraduate course was not done in English, they must provide evidence of a TOEFL score of 213 for computer based or 550 paper based or 79-80 internet based or IELTS band 6.0.	All eligible (with minimum qualification) applicants will be considered competitively. An objective screening mechanism based on academic qualification, experience and motivation for the course will be applied in selecting candidates  The deadline for applications shall be June 30th and candidates will be notified of the outcome by August 31st.	Euro 700 to cover tuition, learning materials and refreshments The cost of living is estimated at Euro 200 per day.	none				The course covers the following main topics:  &#61607; Overview of quality terminologies and concepts   &#61607; Developing and implementing standards, guidelines and indicators in a healthcare service  &#61607; Designing and implementing quality assessments using audit, accreditation and supervision  &#61607; Designing and managing quality improvement teams including quality circles, clinical guideline working groups, clinical audit, and quality improvement committees  &#61607; Quality improvement tools such as affinity analysis, flow chart, mind mapping, fish-bone diagram, prioritization matrix, Gantt chart, control chart, etc  &#61607; Role of different stakeholders in quality improvement  &#61607; Motivators and demotivators in quality improvement  &#61607; Case studies of quality improvement in low and middle-income countries   &#61607; The role of leadership and management practices in health systems and services quality improvement						
Evidence-informed Health Polices: Effective Utilization of Research Results	At the end of the module the student should be able to:   -  Respond to research results obtained.  -  Secure, evaluate and, where appropriate, adopt relevant research results.  -  Prioritize alliances with researchers, ensuring that their results correspond to current health system requirements.  -  Enlighten problem analysis with a critical attitude, useful proposals and a proactive drive toward the application of modern knowledge and methods in decision-making.  -  Benefit from enhanced integration and teamwork potential.		0		2012-01-12 09:08:35	2012-01-12	2021-03-12 05:28:31	troped	troped	0	Mexico - Instituto Nacional de Salud PÃºblica, National Insitute of Public Health	2 weeks		Dr. Miguel Ãngel GonzÃ¡lez Block	Spanish	advanced optional	2012-01-12 15:17:46	90 hours  40 class hours, 40 independent hours, 10 tutorial hours.	2012-08-13	2012-08-18	Accredited in September 2008. This accreditation is valid until September 2013.	Various work strategies will be utilized, such as:  Interactive presentations. The instructor and students will carry out presentations on the various topics covered in the course. The presentation and exchange of different points of view on a single topic between group members are demanding activities that include expressing arguments, using them or interpreting them creatively, as well as maintaining an open attitude in order to listen to others. It will be the professor&rsquo;s task to promote an environment that fosters the debate and sharing of different ideas on the suggested topics.    Group discussion and teamwork. Teamwork and discussion promote not only collaboration, but also knowledge-building, as each student will contribute elements for the analysis and discussion of topics with the professor&rsquo;s guidance. Collaborative work is properly completed if it is based on the individual and responsible work of each one of the students. In this course, collective work will not be reduced to the sum of various fragments â€“ that is, the isolated action of each student â€“ and will reflect coherent development and a common effort.    Individual work. This activity promotes the organization of ideas by students, supports them in the systemization of learning and is a basis for participation in team and group work.     It should be noted that the professor&rsquo;s point of departure in this course will be students&rsquo; knowledge and experiences, with the goal that the teaching activities proposed are more meaningful to them.    Case study. The students built their learning from the analysis and discussion of experiences and real-life situations related to the course content.    Through case studies, students are expected to implement their analytical skills, decision making, observation, listening, diagnosis and participation in group processes oriented collaboration.		Participants will be evaluated according to the work they produce during course sessions, independent hours and tutoring, as listed below. The value of each assignment vis-Ã -vis the total course grade is shown in parenthesis.    Participants will earn a final grade only if they have attended at least 20 out of the 25 sessions in the course program and have prepared all assignments.    -  Document with research results obtained through an Internet search, defining the strategy used for the search (10%).  -  Summary of research results according to methods acquired during course sessions (40%).  -  Case study where decisions are made on the basis of research results (50%).	Minimum 8, maximum 30 students.	-  Reading comprehension skills in English are required and command of Spanish as determined by INSP entry exam.	Spanish and English entry test.	426 EUR	None				<br>Topic I. The use on information and technology in the health systems.  1.1. Improving health systems through information.  1.2. Information Technologies and health-related information.  1.3. Health technology evaluation.    Topic II. Technological resources for health systems.  2.1. Search motives - categories and concepts.  2.2. Perspectives on a punctual problem.  2.3. Elements of the intervention project.    Topic III. Various methods for synthesizing research results.  3.1. The information cycle: five steps to identify the need of information.  3.2. Research results in management and clinical decisions.  3.3. Systematic and financial revisions and dispositions on care in the attention of health Cochrane Colaboration: Effective Practice and Organization of Care (EPOC).  3.4. Reporting to stakeholders.    Topic IV. Strategies for interacting with decision makers in order to impact health policies through the application of scientific results.  4.1. Interpretation of medical practice guidelines for application in the design of evidence-informed health programs and policies.  4.2. Models of management decisions.	Mexico	Health Policy (incl. advocacy)	Face to face		3 ECTS credits	
Evidence-informed Health Polices: Effective Utilization of Research Results	At the end of the module the student should be able to:   -  Respond to research results obtained.  -  Secure, evaluate and, where appropriate, adopt relevant research results.  -  Prioritize alliances with researchers, ensuring that their results correspond to current health system requirements.  -  Enlighten problem analysis with a critical attitude, useful proposals and a proactive drive toward the application of modern knowledge and methods in decision-making.  -  Benefit from enhanced integration and teamwork potential.		0		2012-01-12 09:08:35	2012-01-12	2021-03-12 05:28:31	troped	troped	0		2 weeks					2012-01-12 15:17:46	90 hours  40 class hours, 40 independent hours, 10 tutorial hours.	2012-08-13	2012-08-18	Accredited in September 2008. This accreditation is valid until September 2013.	Various work strategies will be utilized, such as:  Interactive presentations. The instructor and students will carry out presentations on the various topics covered in the course. The presentation and exchange of different points of view on a single topic between group members are demanding activities that include expressing arguments, using them or interpreting them creatively, as well as maintaining an open attitude in order to listen to others. It will be the professor&rsquo;s task to promote an environment that fosters the debate and sharing of different ideas on the suggested topics.    Group discussion and teamwork. Teamwork and discussion promote not only collaboration, but also knowledge-building, as each student will contribute elements for the analysis and discussion of topics with the professor&rsquo;s guidance. Collaborative work is properly completed if it is based on the individual and responsible work of each one of the students. In this course, collective work will not be reduced to the sum of various fragments â€“ that is, the isolated action of each student â€“ and will reflect coherent development and a common effort.    Individual work. This activity promotes the organization of ideas by students, supports them in the systemization of learning and is a basis for participation in team and group work.     It should be noted that the professor&rsquo;s point of departure in this course will be students&rsquo; knowledge and experiences, with the goal that the teaching activities proposed are more meaningful to them.    Case study. The students built their learning from the analysis and discussion of experiences and real-life situations related to the course content.    Through case studies, students are expected to implement their analytical skills, decision making, observation, listening, diagnosis and participation in group processes oriented collaboration.		Participants will be evaluated according to the work they produce during course sessions, independent hours and tutoring, as listed below. The value of each assignment vis-Ã -vis the total course grade is shown in parenthesis.    Participants will earn a final grade only if they have attended at least 20 out of the 25 sessions in the course program and have prepared all assignments.    -  Document with research results obtained through an Internet search, defining the strategy used for the search (10%).  -  Summary of research results according to methods acquired during course sessions (40%).  -  Case study where decisions are made on the basis of research results (50%).	Minimum 8, maximum 30 students.	-  Reading comprehension skills in English are required and command of Spanish as determined by INSP entry exam.	Spanish and English entry test.	426 EUR	None				<br>Topic I. The use on information and technology in the health systems.  1.1. Improving health systems through information.  1.2. Information Technologies and health-related information.  1.3. Health technology evaluation.    Topic II. Technological resources for health systems.  2.1. Search motives - categories and concepts.  2.2. Perspectives on a punctual problem.  2.3. Elements of the intervention project.    Topic III. Various methods for synthesizing research results.  3.1. The information cycle: five steps to identify the need of information.  3.2. Research results in management and clinical decisions.  3.3. Systematic and financial revisions and dispositions on care in the attention of health Cochrane Colaboration: Effective Practice and Organization of Care (EPOC).  3.4. Reporting to stakeholders.    Topic IV. Strategies for interacting with decision makers in order to impact health policies through the application of scientific results.  4.1. Interpretation of medical practice guidelines for application in the design of evidence-informed health programs and policies.  4.2. Models of management decisions.		Research method				
Evidence-informed Health Polices: Effective Utilization of Research Results	At the end of the module the student should be able to:   -  Respond to research results obtained.  -  Secure, evaluate and, where appropriate, adopt relevant research results.  -  Prioritize alliances with researchers, ensuring that their results correspond to current health system requirements.  -  Enlighten problem analysis with a critical attitude, useful proposals and a proactive drive toward the application of modern knowledge and methods in decision-making.  -  Benefit from enhanced integration and teamwork potential.		0		2012-01-12 09:08:35	2012-01-12	2021-03-12 05:28:31	troped	troped	0		2 weeks					2012-01-12 15:17:46	90 hours  40 class hours, 40 independent hours, 10 tutorial hours.	2012-08-13	2012-08-18	Accredited in September 2008. This accreditation is valid until September 2013.	Various work strategies will be utilized, such as:  Interactive presentations. The instructor and students will carry out presentations on the various topics covered in the course. The presentation and exchange of different points of view on a single topic between group members are demanding activities that include expressing arguments, using them or interpreting them creatively, as well as maintaining an open attitude in order to listen to others. It will be the professor&rsquo;s task to promote an environment that fosters the debate and sharing of different ideas on the suggested topics.    Group discussion and teamwork. Teamwork and discussion promote not only collaboration, but also knowledge-building, as each student will contribute elements for the analysis and discussion of topics with the professor&rsquo;s guidance. Collaborative work is properly completed if it is based on the individual and responsible work of each one of the students. In this course, collective work will not be reduced to the sum of various fragments â€“ that is, the isolated action of each student â€“ and will reflect coherent development and a common effort.    Individual work. This activity promotes the organization of ideas by students, supports them in the systemization of learning and is a basis for participation in team and group work.     It should be noted that the professor&rsquo;s point of departure in this course will be students&rsquo; knowledge and experiences, with the goal that the teaching activities proposed are more meaningful to them.    Case study. The students built their learning from the analysis and discussion of experiences and real-life situations related to the course content.    Through case studies, students are expected to implement their analytical skills, decision making, observation, listening, diagnosis and participation in group processes oriented collaboration.		Participants will be evaluated according to the work they produce during course sessions, independent hours and tutoring, as listed below. The value of each assignment vis-Ã -vis the total course grade is shown in parenthesis.    Participants will earn a final grade only if they have attended at least 20 out of the 25 sessions in the course program and have prepared all assignments.    -  Document with research results obtained through an Internet search, defining the strategy used for the search (10%).  -  Summary of research results according to methods acquired during course sessions (40%).  -  Case study where decisions are made on the basis of research results (50%).	Minimum 8, maximum 30 students.	-  Reading comprehension skills in English are required and command of Spanish as determined by INSP entry exam.	Spanish and English entry test.	426 EUR	None				<br>Topic I. The use on information and technology in the health systems.  1.1. Improving health systems through information.  1.2. Information Technologies and health-related information.  1.3. Health technology evaluation.    Topic II. Technological resources for health systems.  2.1. Search motives - categories and concepts.  2.2. Perspectives on a punctual problem.  2.3. Elements of the intervention project.    Topic III. Various methods for synthesizing research results.  3.1. The information cycle: five steps to identify the need of information.  3.2. Research results in management and clinical decisions.  3.3. Systematic and financial revisions and dispositions on care in the attention of health Cochrane Colaboration: Effective Practice and Organization of Care (EPOC).  3.4. Reporting to stakeholders.    Topic IV. Strategies for interacting with decision makers in order to impact health policies through the application of scientific results.  4.1. Interpretation of medical practice guidelines for application in the design of evidence-informed health programs and policies.  4.2. Models of management decisions.		Resource management (in general)				
Evidence-informed Health Polices: Effective Utilization of Research Results	At the end of the module the student should be able to:   -  Respond to research results obtained.  -  Secure, evaluate and, where appropriate, adopt relevant research results.  -  Prioritize alliances with researchers, ensuring that their results correspond to current health system requirements.  -  Enlighten problem analysis with a critical attitude, useful proposals and a proactive drive toward the application of modern knowledge and methods in decision-making.  -  Benefit from enhanced integration and teamwork potential.		0		2012-01-12 09:08:35	2012-01-12	2021-03-12 05:28:31	troped	troped	0		2 weeks					2012-01-12 15:17:46	90 hours  40 class hours, 40 independent hours, 10 tutorial hours.	2012-08-13	2012-08-18	Accredited in September 2008. This accreditation is valid until September 2013.	Various work strategies will be utilized, such as:  Interactive presentations. The instructor and students will carry out presentations on the various topics covered in the course. The presentation and exchange of different points of view on a single topic between group members are demanding activities that include expressing arguments, using them or interpreting them creatively, as well as maintaining an open attitude in order to listen to others. It will be the professor&rsquo;s task to promote an environment that fosters the debate and sharing of different ideas on the suggested topics.    Group discussion and teamwork. Teamwork and discussion promote not only collaboration, but also knowledge-building, as each student will contribute elements for the analysis and discussion of topics with the professor&rsquo;s guidance. Collaborative work is properly completed if it is based on the individual and responsible work of each one of the students. In this course, collective work will not be reduced to the sum of various fragments â€“ that is, the isolated action of each student â€“ and will reflect coherent development and a common effort.    Individual work. This activity promotes the organization of ideas by students, supports them in the systemization of learning and is a basis for participation in team and group work.     It should be noted that the professor&rsquo;s point of departure in this course will be students&rsquo; knowledge and experiences, with the goal that the teaching activities proposed are more meaningful to them.    Case study. The students built their learning from the analysis and discussion of experiences and real-life situations related to the course content.    Through case studies, students are expected to implement their analytical skills, decision making, observation, listening, diagnosis and participation in group processes oriented collaboration.		Participants will be evaluated according to the work they produce during course sessions, independent hours and tutoring, as listed below. The value of each assignment vis-Ã -vis the total course grade is shown in parenthesis.    Participants will earn a final grade only if they have attended at least 20 out of the 25 sessions in the course program and have prepared all assignments.    -  Document with research results obtained through an Internet search, defining the strategy used for the search (10%).  -  Summary of research results according to methods acquired during course sessions (40%).  -  Case study where decisions are made on the basis of research results (50%).	Minimum 8, maximum 30 students.	-  Reading comprehension skills in English are required and command of Spanish as determined by INSP entry exam.	Spanish and English entry test.	426 EUR	None				<br>Topic I. The use on information and technology in the health systems.  1.1. Improving health systems through information.  1.2. Information Technologies and health-related information.  1.3. Health technology evaluation.    Topic II. Technological resources for health systems.  2.1. Search motives - categories and concepts.  2.2. Perspectives on a punctual problem.  2.3. Elements of the intervention project.    Topic III. Various methods for synthesizing research results.  3.1. The information cycle: five steps to identify the need of information.  3.2. Research results in management and clinical decisions.  3.3. Systematic and financial revisions and dispositions on care in the attention of health Cochrane Colaboration: Effective Practice and Organization of Care (EPOC).  3.4. Reporting to stakeholders.    Topic IV. Strategies for interacting with decision makers in order to impact health policies through the application of scientific results.  4.1. Interpretation of medical practice guidelines for application in the design of evidence-informed health programs and policies.  4.2. Models of management decisions.						
Qualitative Methodology in Public Health Research	<br>At the end of the module the student should be able to:    â€¢ Analyze contributions of qualitative methodology in public health studies in order to incorporate further methodological approximation in health research, promotion and interventions.     â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion.  â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach.    â€¢ Use the qualitative perspective to public health studies, as well as three qualitative techniques: observation, in-depth interview and focus groups.   â€¢ Analyze the traditional and current method of data analysis.  â€¢ Interpret data based on the qualitative approach.		0	lmagana@insp.mx	2012-01-12 09:38:38	2014-06-23	2021-03-12 05:28:31	troped	troped	0	Mexico - Instituto Nacional de Salud PÃºblica, National Insitute of Public Health	2 weeks	Cuernavaca  at the National Institute of Public Health	Sandra TreviÃ±o Siller	Spanish	advanced optional	2012-01-12 15:48:48	90 hours(40 class hours, 40 independent hours and 10 tutorial hours).	2014-08-04	2014-08-15	<br>Accredited in Antwerp tropEd meeting, January 2009, Re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Professor presentations: As this is a theory-based course, professors will present and explain the theoretical element, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practice exercises: In order to bring theoretical learning closer to reality, students will be organized into groups and will carry out various activities. Some activities will be hypothetical (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with technique (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom.     There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrices from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular.     In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic unit. Student participation will take place through the reading of materials and through specific exercised to reach objectives.		Exercises        50%  Exam              50%  Total               100%  Exercises are done in order to practice each recollection of information technique: observation, interview and focus group. Recollection guides are designed in class and then student practices observation in a public scenario and interview with an elder person following guide and incorporating skills reviewed in class. A live focus group is develop in class or is watch in video. After each exercise students and teacher do a reflection about difficult issues and how to solve them as well as to what have been learned.  Exam has a duration of 30 t0 45 minutes,  itâ€™s a multiresponse option format, with a true false section and some open questions in order to identify concrete examples	Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate sufficient command of the Spanish language in the INSP Spanish entry exam  â€¢ Willingness and interest in working on teams and carrying out fieldwork	Pass the test for prerequisites	426 EUR	None				<br>Topic 1. Philosophical dimensions of qualitative research    Topic 2. A Brief history of qualitative methodology     Topic 3. Process and stages of qualitative research  3.1 Planning: the world of ideas  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Analysis, processing and interpretation  3.4 Dissemination of results  3.5. Methodological rigor of qualitative research    Topic 4. Different methods of qualitative research (main characteristics)  4.1 Ethnographic method  4.2 Phenomenological method  4.3 Grounded theory method    Topic 5. Qualitative methodology techniques  5.1 Observation  5.2. Interview  5.3. Focus groups    Topic 6. Data processing  6.1. Manual processing (matrix)  6.2. Analysis with ATLAS.ti    Topic 7. Dissemination of results	Mexico	Qualitative methods	Face to face		3 ECTS credits	
Qualitative Methodology in Public Health Research	<br>At the end of the module the student should be able to:    â€¢ Analyze contributions of qualitative methodology in public health studies in order to incorporate further methodological approximation in health research, promotion and interventions.     â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion.  â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach.    â€¢ Use the qualitative perspective to public health studies, as well as three qualitative techniques: observation, in-depth interview and focus groups.   â€¢ Analyze the traditional and current method of data analysis.  â€¢ Interpret data based on the qualitative approach.		0	lmagana@insp.mx	2012-01-12 09:38:38	2014-06-23	2021-03-12 05:28:31	troped	troped	0		2 weeks	Cuernavaca  at the National Institute of Public Health				2012-01-12 15:48:48	90 hours(40 class hours, 40 independent hours and 10 tutorial hours).	2014-08-04	2014-08-15	<br>Accredited in Antwerp tropEd meeting, January 2009, Re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Professor presentations: As this is a theory-based course, professors will present and explain the theoretical element, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practice exercises: In order to bring theoretical learning closer to reality, students will be organized into groups and will carry out various activities. Some activities will be hypothetical (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with technique (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom.     There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrices from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular.     In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic unit. Student participation will take place through the reading of materials and through specific exercised to reach objectives.		Exercises        50%  Exam              50%  Total               100%  Exercises are done in order to practice each recollection of information technique: observation, interview and focus group. Recollection guides are designed in class and then student practices observation in a public scenario and interview with an elder person following guide and incorporating skills reviewed in class. A live focus group is develop in class or is watch in video. After each exercise students and teacher do a reflection about difficult issues and how to solve them as well as to what have been learned.  Exam has a duration of 30 t0 45 minutes,  itâ€™s a multiresponse option format, with a true false section and some open questions in order to identify concrete examples	Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate sufficient command of the Spanish language in the INSP Spanish entry exam  â€¢ Willingness and interest in working on teams and carrying out fieldwork	Pass the test for prerequisites	426 EUR	None				<br>Topic 1. Philosophical dimensions of qualitative research    Topic 2. A Brief history of qualitative methodology     Topic 3. Process and stages of qualitative research  3.1 Planning: the world of ideas  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Analysis, processing and interpretation  3.4 Dissemination of results  3.5. Methodological rigor of qualitative research    Topic 4. Different methods of qualitative research (main characteristics)  4.1 Ethnographic method  4.2 Phenomenological method  4.3 Grounded theory method    Topic 5. Qualitative methodology techniques  5.1 Observation  5.2. Interview  5.3. Focus groups    Topic 6. Data processing  6.1. Manual processing (matrix)  6.2. Analysis with ATLAS.ti    Topic 7. Dissemination of results		Research method				
Qualitative Methodology in Public Health Research	<br>At the end of the module the student should be able to:    â€¢ Analyze contributions of qualitative methodology in public health studies in order to incorporate further methodological approximation in health research, promotion and interventions.     â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion.  â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach.    â€¢ Use the qualitative perspective to public health studies, as well as three qualitative techniques: observation, in-depth interview and focus groups.   â€¢ Analyze the traditional and current method of data analysis.  â€¢ Interpret data based on the qualitative approach.		0	lmagana@insp.mx	2012-01-12 09:38:38	2014-06-23	2021-03-12 05:28:31	troped	troped	0		2 weeks	Cuernavaca  at the National Institute of Public Health				2012-01-12 15:48:48	90 hours(40 class hours, 40 independent hours and 10 tutorial hours).	2014-08-04	2014-08-15	<br>Accredited in Antwerp tropEd meeting, January 2009, Re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Professor presentations: As this is a theory-based course, professors will present and explain the theoretical element, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practice exercises: In order to bring theoretical learning closer to reality, students will be organized into groups and will carry out various activities. Some activities will be hypothetical (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with technique (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom.     There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrices from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular.     In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic unit. Student participation will take place through the reading of materials and through specific exercised to reach objectives.		Exercises        50%  Exam              50%  Total               100%  Exercises are done in order to practice each recollection of information technique: observation, interview and focus group. Recollection guides are designed in class and then student practices observation in a public scenario and interview with an elder person following guide and incorporating skills reviewed in class. A live focus group is develop in class or is watch in video. After each exercise students and teacher do a reflection about difficult issues and how to solve them as well as to what have been learned.  Exam has a duration of 30 t0 45 minutes,  itâ€™s a multiresponse option format, with a true false section and some open questions in order to identify concrete examples	Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate sufficient command of the Spanish language in the INSP Spanish entry exam  â€¢ Willingness and interest in working on teams and carrying out fieldwork	Pass the test for prerequisites	426 EUR	None				<br>Topic 1. Philosophical dimensions of qualitative research    Topic 2. A Brief history of qualitative methodology     Topic 3. Process and stages of qualitative research  3.1 Planning: the world of ideas  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Analysis, processing and interpretation  3.4 Dissemination of results  3.5. Methodological rigor of qualitative research    Topic 4. Different methods of qualitative research (main characteristics)  4.1 Ethnographic method  4.2 Phenomenological method  4.3 Grounded theory method    Topic 5. Qualitative methodology techniques  5.1 Observation  5.2. Interview  5.3. Focus groups    Topic 6. Data processing  6.1. Manual processing (matrix)  6.2. Analysis with ATLAS.ti    Topic 7. Dissemination of results		Sociology (incl.. socio-cultural aspects)				
Qualitative Methodology in Public Health Research	<br>At the end of the module the student should be able to:    â€¢ Analyze contributions of qualitative methodology in public health studies in order to incorporate further methodological approximation in health research, promotion and interventions.     â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion.  â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach.    â€¢ Use the qualitative perspective to public health studies, as well as three qualitative techniques: observation, in-depth interview and focus groups.   â€¢ Analyze the traditional and current method of data analysis.  â€¢ Interpret data based on the qualitative approach.		0	lmagana@insp.mx	2012-01-12 09:38:38	2014-06-23	2021-03-12 05:28:31	troped	troped	0		2 weeks	Cuernavaca  at the National Institute of Public Health				2012-01-12 15:48:48	90 hours(40 class hours, 40 independent hours and 10 tutorial hours).	2014-08-04	2014-08-15	<br>Accredited in Antwerp tropEd meeting, January 2009, Re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Professor presentations: As this is a theory-based course, professors will present and explain the theoretical element, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practice exercises: In order to bring theoretical learning closer to reality, students will be organized into groups and will carry out various activities. Some activities will be hypothetical (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with technique (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom.     There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrices from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular.     In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic unit. Student participation will take place through the reading of materials and through specific exercised to reach objectives.		Exercises        50%  Exam              50%  Total               100%  Exercises are done in order to practice each recollection of information technique: observation, interview and focus group. Recollection guides are designed in class and then student practices observation in a public scenario and interview with an elder person following guide and incorporating skills reviewed in class. A live focus group is develop in class or is watch in video. After each exercise students and teacher do a reflection about difficult issues and how to solve them as well as to what have been learned.  Exam has a duration of 30 t0 45 minutes,  itâ€™s a multiresponse option format, with a true false section and some open questions in order to identify concrete examples	Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate sufficient command of the Spanish language in the INSP Spanish entry exam  â€¢ Willingness and interest in working on teams and carrying out fieldwork	Pass the test for prerequisites	426 EUR	None				<br>Topic 1. Philosophical dimensions of qualitative research    Topic 2. A Brief history of qualitative methodology     Topic 3. Process and stages of qualitative research  3.1 Planning: the world of ideas  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Analysis, processing and interpretation  3.4 Dissemination of results  3.5. Methodological rigor of qualitative research    Topic 4. Different methods of qualitative research (main characteristics)  4.1 Ethnographic method  4.2 Phenomenological method  4.3 Grounded theory method    Topic 5. Qualitative methodology techniques  5.1 Observation  5.2. Interview  5.3. Focus groups    Topic 6. Data processing  6.1. Manual processing (matrix)  6.2. Analysis with ATLAS.ti    Topic 7. Dissemination of results		Team-work (incl. interdisciplinary, inter-professional)				
Qualitative Methodology in Public Health Research	<br>At the end of the module the student should be able to:    â€¢ Analyze contributions of qualitative methodology in public health studies in order to incorporate further methodological approximation in health research, promotion and interventions.     â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion.  â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach.    â€¢ Use the qualitative perspective to public health studies, as well as three qualitative techniques: observation, in-depth interview and focus groups.   â€¢ Analyze the traditional and current method of data analysis.  â€¢ Interpret data based on the qualitative approach.		0	lmagana@insp.mx	2012-01-12 09:38:38	2014-06-23	2021-03-12 05:28:31	troped	troped	0		2 weeks	Cuernavaca  at the National Institute of Public Health				2012-01-12 15:48:48	90 hours(40 class hours, 40 independent hours and 10 tutorial hours).	2014-08-04	2014-08-15	<br>Accredited in Antwerp tropEd meeting, January 2009, Re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Professor presentations: As this is a theory-based course, professors will present and explain the theoretical element, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practice exercises: In order to bring theoretical learning closer to reality, students will be organized into groups and will carry out various activities. Some activities will be hypothetical (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with technique (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom.     There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrices from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular.     In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic unit. Student participation will take place through the reading of materials and through specific exercised to reach objectives.		Exercises        50%  Exam              50%  Total               100%  Exercises are done in order to practice each recollection of information technique: observation, interview and focus group. Recollection guides are designed in class and then student practices observation in a public scenario and interview with an elder person following guide and incorporating skills reviewed in class. A live focus group is develop in class or is watch in video. After each exercise students and teacher do a reflection about difficult issues and how to solve them as well as to what have been learned.  Exam has a duration of 30 t0 45 minutes,  itâ€™s a multiresponse option format, with a true false section and some open questions in order to identify concrete examples	Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate sufficient command of the Spanish language in the INSP Spanish entry exam  â€¢ Willingness and interest in working on teams and carrying out fieldwork	Pass the test for prerequisites	426 EUR	None				<br>Topic 1. Philosophical dimensions of qualitative research    Topic 2. A Brief history of qualitative methodology     Topic 3. Process and stages of qualitative research  3.1 Planning: the world of ideas  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Analysis, processing and interpretation  3.4 Dissemination of results  3.5. Methodological rigor of qualitative research    Topic 4. Different methods of qualitative research (main characteristics)  4.1 Ethnographic method  4.2 Phenomenological method  4.3 Grounded theory method    Topic 5. Qualitative methodology techniques  5.1 Observation  5.2. Interview  5.3. Focus groups    Topic 6. Data processing  6.1. Manual processing (matrix)  6.2. Analysis with ATLAS.ti    Topic 7. Dissemination of results						
Travellers Health (posponed from 2021 to 22)	<br>  At the end of this module participants should be able   â€¢ to critically appraise the essential aspects of advice for travellers going abroad, i.e. general issues (transport-related disorders, climatic and hygiene issues, behavioural matters, insurance and repatriation possibilities), animal hazards, sexually transmitted diseases, malaria and dengue prevention, and vaccinations.   â€¢ to provide special advice for particular risk groups, i.e. children, pregnant women,  long-term expatriates, immune-compromised and chronically ill travellers, and the elderly.   â€¢ to communicate the relevant self-treatment issues during travel with regard to diarrhoeal and respiratory tract disorders, skin problems and fever.   â€¢ to triage the most commonly observed disorders among returning travellers, i.e. geographically targeted differential diagnosis of fever, diarrhoeal diseases, skin lesions and peripheral blood		1	courses@swisstph.ch	2012-01-12 10:00:54	2017-07-06	2020-09-15 15:01:37	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	one week	Swiss Tropical and Public Health Institute, Basel	Dr. Andreas Neumayr	English	advanced optional	2012-01-12 16:10:16	<br>30 hours lectures, 15 hours self-directed learning total 45 hours student investment time.	2022-01-17	2022-01-21	<br>  Accredited in Berlin 1998. Re-accredited in March 2005 and October 2011. Half year extension has been accepted in Amsterdam 2016. Re-accredited in June 2017. This accreditation is valid until June 2022.	<br>Lectures, discussions, individual reading		<br>A multiple choice (MC), open-book examination based on the contents of all interventions will take place at the end of the course on all topics of the course (2 hours exam)    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Maximum number of students: 35	<br>English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come first serve	<br>CHF 1200, tropEd CHF 1000	None	<br>  In general no major changes over the last years, however fine tuning according the feedback of participants and changes in travellers health priorities did take place.	<br>  The participants evaluation is very positive on content and educational approach. Details about participant satisfaction are available in the course secretariat.	<br>  Concise teaching including practical aspects of advice and skills are essential for the participants	<br>Pre-travel advice: goals of travel medicine, risk analysis, vaccinations, vector borne diseases prophylaxis, special risk groups, efforts to harmonize and standardize travel medicine,  information tools, communication information.    Health problems abroad: risk factors and common health problems during travel and their management    The returning traveller: differential diagnosis of travel-related diseases (fever, diarrhoea, skin disorders, eosinophilia)  and their diagnostic and therapeutic approach.	Switzerland	Disease prevention & control	Face to face		1.5 ECTS credits	
Travellers Health (posponed from 2021 to 22)	<br>  At the end of this module participants should be able   â€¢ to critically appraise the essential aspects of advice for travellers going abroad, i.e. general issues (transport-related disorders, climatic and hygiene issues, behavioural matters, insurance and repatriation possibilities), animal hazards, sexually transmitted diseases, malaria and dengue prevention, and vaccinations.   â€¢ to provide special advice for particular risk groups, i.e. children, pregnant women,  long-term expatriates, immune-compromised and chronically ill travellers, and the elderly.   â€¢ to communicate the relevant self-treatment issues during travel with regard to diarrhoeal and respiratory tract disorders, skin problems and fever.   â€¢ to triage the most commonly observed disorders among returning travellers, i.e. geographically targeted differential diagnosis of fever, diarrhoeal diseases, skin lesions and peripheral blood		1	courses@swisstph.ch	2012-01-12 10:00:54	2017-07-06	2020-09-15 15:01:37	troped	troped	0		one week	Swiss Tropical and Public Health Institute, Basel				2012-01-12 16:10:16	<br>30 hours lectures, 15 hours self-directed learning total 45 hours student investment time.	2022-01-17	2022-01-21	<br>  Accredited in Berlin 1998. Re-accredited in March 2005 and October 2011. Half year extension has been accepted in Amsterdam 2016. Re-accredited in June 2017. This accreditation is valid until June 2022.	<br>Lectures, discussions, individual reading		<br>A multiple choice (MC), open-book examination based on the contents of all interventions will take place at the end of the course on all topics of the course (2 hours exam)    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Maximum number of students: 35	<br>English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come first serve	<br>CHF 1200, tropEd CHF 1000	None	<br>  In general no major changes over the last years, however fine tuning according the feedback of participants and changes in travellers health priorities did take place.	<br>  The participants evaluation is very positive on content and educational approach. Details about participant satisfaction are available in the course secretariat.	<br>  Concise teaching including practical aspects of advice and skills are essential for the participants	<br>Pre-travel advice: goals of travel medicine, risk analysis, vaccinations, vector borne diseases prophylaxis, special risk groups, efforts to harmonize and standardize travel medicine,  information tools, communication information.    Health problems abroad: risk factors and common health problems during travel and their management    The returning traveller: differential diagnosis of travel-related diseases (fever, diarrhoea, skin disorders, eosinophilia)  and their diagnostic and therapeutic approach.		Treatment				
Travellers Health (posponed from 2021 to 22)	<br>  At the end of this module participants should be able   â€¢ to critically appraise the essential aspects of advice for travellers going abroad, i.e. general issues (transport-related disorders, climatic and hygiene issues, behavioural matters, insurance and repatriation possibilities), animal hazards, sexually transmitted diseases, malaria and dengue prevention, and vaccinations.   â€¢ to provide special advice for particular risk groups, i.e. children, pregnant women,  long-term expatriates, immune-compromised and chronically ill travellers, and the elderly.   â€¢ to communicate the relevant self-treatment issues during travel with regard to diarrhoeal and respiratory tract disorders, skin problems and fever.   â€¢ to triage the most commonly observed disorders among returning travellers, i.e. geographically targeted differential diagnosis of fever, diarrhoeal diseases, skin lesions and peripheral blood		1	courses@swisstph.ch	2012-01-12 10:00:54	2017-07-06	2020-09-15 15:01:37	troped	troped	0		one week	Swiss Tropical and Public Health Institute, Basel				2012-01-12 16:10:16	<br>30 hours lectures, 15 hours self-directed learning total 45 hours student investment time.	2022-01-17	2022-01-21	<br>  Accredited in Berlin 1998. Re-accredited in March 2005 and October 2011. Half year extension has been accepted in Amsterdam 2016. Re-accredited in June 2017. This accreditation is valid until June 2022.	<br>Lectures, discussions, individual reading		<br>A multiple choice (MC), open-book examination based on the contents of all interventions will take place at the end of the course on all topics of the course (2 hours exam)    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Maximum number of students: 35	<br>English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come first serve	<br>CHF 1200, tropEd CHF 1000	None	<br>  In general no major changes over the last years, however fine tuning according the feedback of participants and changes in travellers health priorities did take place.	<br>  The participants evaluation is very positive on content and educational approach. Details about participant satisfaction are available in the course secretariat.	<br>  Concise teaching including practical aspects of advice and skills are essential for the participants	<br>Pre-travel advice: goals of travel medicine, risk analysis, vaccinations, vector borne diseases prophylaxis, special risk groups, efforts to harmonize and standardize travel medicine,  information tools, communication information.    Health problems abroad: risk factors and common health problems during travel and their management    The returning traveller: differential diagnosis of travel-related diseases (fever, diarrhoea, skin disorders, eosinophilia)  and their diagnostic and therapeutic approach.		Tropical medicine				
Travellers Health (posponed from 2021 to 22)	<br>  At the end of this module participants should be able   â€¢ to critically appraise the essential aspects of advice for travellers going abroad, i.e. general issues (transport-related disorders, climatic and hygiene issues, behavioural matters, insurance and repatriation possibilities), animal hazards, sexually transmitted diseases, malaria and dengue prevention, and vaccinations.   â€¢ to provide special advice for particular risk groups, i.e. children, pregnant women,  long-term expatriates, immune-compromised and chronically ill travellers, and the elderly.   â€¢ to communicate the relevant self-treatment issues during travel with regard to diarrhoeal and respiratory tract disorders, skin problems and fever.   â€¢ to triage the most commonly observed disorders among returning travellers, i.e. geographically targeted differential diagnosis of fever, diarrhoeal diseases, skin lesions and peripheral blood		1	courses@swisstph.ch	2012-01-12 10:00:54	2017-07-06	2020-09-15 15:01:37	troped	troped	0		one week	Swiss Tropical and Public Health Institute, Basel				2012-01-12 16:10:16	<br>30 hours lectures, 15 hours self-directed learning total 45 hours student investment time.	2022-01-17	2022-01-21	<br>  Accredited in Berlin 1998. Re-accredited in March 2005 and October 2011. Half year extension has been accepted in Amsterdam 2016. Re-accredited in June 2017. This accreditation is valid until June 2022.	<br>Lectures, discussions, individual reading		<br>A multiple choice (MC), open-book examination based on the contents of all interventions will take place at the end of the course on all topics of the course (2 hours exam)    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Maximum number of students: 35	<br>English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come first serve	<br>CHF 1200, tropEd CHF 1000	None	<br>  In general no major changes over the last years, however fine tuning according the feedback of participants and changes in travellers health priorities did take place.	<br>  The participants evaluation is very positive on content and educational approach. Details about participant satisfaction are available in the course secretariat.	<br>  Concise teaching including practical aspects of advice and skills are essential for the participants	<br>Pre-travel advice: goals of travel medicine, risk analysis, vaccinations, vector borne diseases prophylaxis, special risk groups, efforts to harmonize and standardize travel medicine,  information tools, communication information.    Health problems abroad: risk factors and common health problems during travel and their management    The returning traveller: differential diagnosis of travel-related diseases (fever, diarrhoea, skin disorders, eosinophilia)  and their diagnostic and therapeutic approach.						
Culture and psychopathology: An introduction to mental illness in a cross- cultural perspective	<br>Main objective:  At the end of the course (the entire 3 weeks), the students should be aware of the importance of the cultural setting in global health care, and be able to use the knowledge in settings dealing with mental health.    Specific learning objectives:  At the end of the course, the student should be able to  â€¢ Appraise the symptomatology of mental illness and be able to ease out aspects of the symptomatology that are cultural general, and those that are cultural specific  â€¢ Develop hypotheses on the aetiology of different forms of mental illness and appraise the socio-cultural dimensions in the hypotheses   â€¢ Appraise prevalence, expression, course and prognosis of mental illness across cultures  â€¢ Design and plan culturally sensitive mental health care in various cultural societies, and in different ethnic groups		0	Linda.Forshaw@uib.no	2012-01-13 01:00:34	2017-03-05	2020-11-25 09:17:28	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen		Centre for International Health, University of Bergen	David Lackland Sam	English	advanced optional	2016-09-18 19:57:06	TOTAL SIT = 110 hours (comprising of):  â€¢ Week 1: 40 hours of preparatory reading, interviews plus writing an assignment  â€¢ Week 2: 20 hours lecture time, plus 20 hours of group work and seminars (total 40 hours)  â€¢ Week 3: 30 hours of reading and writing an individual assignment      This is a 3-week course, and below is the breakdown of how the 3 weeks will be used:     WEEK 1: Reading before the start of the course.  This will involve reading a defined literature, in addition to a field work that will involve an in-depth interview of a foreigner on what it means to be â€œmentally illâ€ within that foreignerâ€™s culture.  A report/essay will be written on this and sent to the teacher for grading.    WEEK 2: Face-to-face lectures, seminars groups, discussions plus group presentations.    WEEK 3: A self-defined study of a chosen topic within the area of culture and psychopathology (to be assessed through a writing of an annotated review of the read material).  The self-defined reading should be in line with the courseâ€™s overall objectives and the course leader must approve the chosen topic before the end of Week 2. The work in the Week 3 includes writing two essays related to the chosen topic.    Physical attendance in Bergen for the students  is only necessary for week 2 of the course.	2021-03-22	2021-03-26	<br>Accredited in Copenhagen 2003. Re-accredited in Mexico, May 2010 and February 2017. This accreditation is valid until February 2022.	<br>The course will involve:   Self-studies, assigned readings and essay writing, 60 hours  -Formal lectures, 20 hours  -Group discussions and debates in seminars, 20 hours  -Interviewing people from other cultures on how mental disorders are defined, identified and treated in their particular society- 9 hours  -Group presentation after group work-1 hour	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>    There will be some compulsory reading from the course to be drawn from the following text books:   1. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian   2. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press  3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.    Two Desk reference books  1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM-5).  Washington: APA.  2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization.    A number of journal papers will all be suggested and revised from year to year.	<br>Assessment will involve  (i) the report from the interview undertaken prior to the start of the course  - week 1 (20% of total mark)  (ii) 1 short-essay (up to 500 words) on an assigned topic â€“ to be written during the 1th-week lecture/seminar period (10% of total mark).   (iii) Group presentation on an assigned topic â€“ during the 2nd-week 10% of total mark). This will take place the last day of week 2.  (iv) 2 long-essays written in week 3 (up to 2500 words)â€”together making 60% of total mark.   The 1st long-essay will be an annotated report based on the self-defined topic (30% of total mark), and should be ready for submission at the end of the one week of self-study.   The 2nd long-essay will be based on an assigned essay topic (30% of total mark).   Submitted essays will be checked for plagiarism.   To pass the course, a student must have submitted the interview report and must have been a part of the group presentation and written two long-essay assignments.  The student will not be allowed to continue for the long essays before the interview report and group presentation have been acknowledged.  Grading A-F.  If the student fails to pass, he or she will be able to resit by sending in two new long essays in agreement with the course leader. This will be possible if the new essays are submitted within 1 month after the first attempt.	<br>A minimum of 5 students are needed to run this course, and a maximum number of 40 students may attend.	<br>Students admitted to a Masterâ€™s Degree Programme in Global Health, International Health or a similar Master study may join this course. In addition, the course is open for physicians, dentists and psychologists with special interest in culture and health.  A good working knowledge of English is necessary: TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	<br>Master students in Global health enrolled at the University of Bergen and students in Global health or International Health from other institutions within the TropEd network will have priority. Next, medical students at the University of Bergen will have the possibility to be registered for the course.	<br>Fees:   There is no tuition fee, but students outside the University of Bergen must pay a fee of 70 Euro to cover administrative costs.	None	<br>A major change that has occurred since the last accreditation in 2010, is to change the nature of the assignments, particularly, (i) to include a group presentation and (ii) a field work prior to the face-to-face part of the course. The students complained of the amount of work to be done during the 1-week face-to-face period.   This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.   Other than issues relating to student participation, the other major change which is now included, is to link the course to the DSM 5.  The previous course was based on DSM-IV/ICD-10; the revised course will be based on DSM 5 and ICD-10  (All these changes have been implemented)	<br>The course has not attracted the largest number of students, thus, it has been easy to have close interaction with them in the course period. It has also made it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course has been spontaneous and informal. This has made it easy to get evaluation from the different students during the changing process and we have carefully followed suggestions form the students in the phase of revision.	<br>By inviting students to pick a mental health problem himself/herself and discuss it, the cultural dimensions has expanded from the lecturerâ€™s own knowledge level of cultural aspects of mental illness.	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet the practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-specific syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed through the preparatory reading, during the 5-days of lectures and the self-defined reading and writing:  â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification, grouping of mental disorders in diagnostic manuals (DSM-5 and ICD-10): culture and methodology   â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective   â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals   â€¢ Migration, Acculturation, Multicultural health   â€¢ Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosis.  All the reading, lectures or seminars and self-defined reading will be directed at raising awareness in global mental health care and understanding	Norway	Anthropology	Distance-based		4 ECTS credits	
Culture and psychopathology: An introduction to mental illness in a cross- cultural perspective	<br>Main objective:  At the end of the course (the entire 3 weeks), the students should be aware of the importance of the cultural setting in global health care, and be able to use the knowledge in settings dealing with mental health.    Specific learning objectives:  At the end of the course, the student should be able to  â€¢ Appraise the symptomatology of mental illness and be able to ease out aspects of the symptomatology that are cultural general, and those that are cultural specific  â€¢ Develop hypotheses on the aetiology of different forms of mental illness and appraise the socio-cultural dimensions in the hypotheses   â€¢ Appraise prevalence, expression, course and prognosis of mental illness across cultures  â€¢ Design and plan culturally sensitive mental health care in various cultural societies, and in different ethnic groups		0	Linda.Forshaw@uib.no	2012-01-13 01:00:34	2017-03-05	2020-11-25 09:17:28	troped	romy	0			Centre for International Health, University of Bergen				2016-09-18 19:57:06	TOTAL SIT = 110 hours (comprising of):  â€¢ Week 1: 40 hours of preparatory reading, interviews plus writing an assignment  â€¢ Week 2: 20 hours lecture time, plus 20 hours of group work and seminars (total 40 hours)  â€¢ Week 3: 30 hours of reading and writing an individual assignment      This is a 3-week course, and below is the breakdown of how the 3 weeks will be used:     WEEK 1: Reading before the start of the course.  This will involve reading a defined literature, in addition to a field work that will involve an in-depth interview of a foreigner on what it means to be â€œmentally illâ€ within that foreignerâ€™s culture.  A report/essay will be written on this and sent to the teacher for grading.    WEEK 2: Face-to-face lectures, seminars groups, discussions plus group presentations.    WEEK 3: A self-defined study of a chosen topic within the area of culture and psychopathology (to be assessed through a writing of an annotated review of the read material).  The self-defined reading should be in line with the courseâ€™s overall objectives and the course leader must approve the chosen topic before the end of Week 2. The work in the Week 3 includes writing two essays related to the chosen topic.    Physical attendance in Bergen for the students  is only necessary for week 2 of the course.	2021-03-22	2021-03-26	<br>Accredited in Copenhagen 2003. Re-accredited in Mexico, May 2010 and February 2017. This accreditation is valid until February 2022.	<br>The course will involve:   Self-studies, assigned readings and essay writing, 60 hours  -Formal lectures, 20 hours  -Group discussions and debates in seminars, 20 hours  -Interviewing people from other cultures on how mental disorders are defined, identified and treated in their particular society- 9 hours  -Group presentation after group work-1 hour	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>    There will be some compulsory reading from the course to be drawn from the following text books:   1. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian   2. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press  3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.    Two Desk reference books  1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM-5).  Washington: APA.  2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization.    A number of journal papers will all be suggested and revised from year to year.	<br>Assessment will involve  (i) the report from the interview undertaken prior to the start of the course  - week 1 (20% of total mark)  (ii) 1 short-essay (up to 500 words) on an assigned topic â€“ to be written during the 1th-week lecture/seminar period (10% of total mark).   (iii) Group presentation on an assigned topic â€“ during the 2nd-week 10% of total mark). This will take place the last day of week 2.  (iv) 2 long-essays written in week 3 (up to 2500 words)â€”together making 60% of total mark.   The 1st long-essay will be an annotated report based on the self-defined topic (30% of total mark), and should be ready for submission at the end of the one week of self-study.   The 2nd long-essay will be based on an assigned essay topic (30% of total mark).   Submitted essays will be checked for plagiarism.   To pass the course, a student must have submitted the interview report and must have been a part of the group presentation and written two long-essay assignments.  The student will not be allowed to continue for the long essays before the interview report and group presentation have been acknowledged.  Grading A-F.  If the student fails to pass, he or she will be able to resit by sending in two new long essays in agreement with the course leader. This will be possible if the new essays are submitted within 1 month after the first attempt.	<br>A minimum of 5 students are needed to run this course, and a maximum number of 40 students may attend.	<br>Students admitted to a Masterâ€™s Degree Programme in Global Health, International Health or a similar Master study may join this course. In addition, the course is open for physicians, dentists and psychologists with special interest in culture and health.  A good working knowledge of English is necessary: TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	<br>Master students in Global health enrolled at the University of Bergen and students in Global health or International Health from other institutions within the TropEd network will have priority. Next, medical students at the University of Bergen will have the possibility to be registered for the course.	<br>Fees:   There is no tuition fee, but students outside the University of Bergen must pay a fee of 70 Euro to cover administrative costs.	None	<br>A major change that has occurred since the last accreditation in 2010, is to change the nature of the assignments, particularly, (i) to include a group presentation and (ii) a field work prior to the face-to-face part of the course. The students complained of the amount of work to be done during the 1-week face-to-face period.   This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.   Other than issues relating to student participation, the other major change which is now included, is to link the course to the DSM 5.  The previous course was based on DSM-IV/ICD-10; the revised course will be based on DSM 5 and ICD-10  (All these changes have been implemented)	<br>The course has not attracted the largest number of students, thus, it has been easy to have close interaction with them in the course period. It has also made it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course has been spontaneous and informal. This has made it easy to get evaluation from the different students during the changing process and we have carefully followed suggestions form the students in the phase of revision.	<br>By inviting students to pick a mental health problem himself/herself and discuss it, the cultural dimensions has expanded from the lecturerâ€™s own knowledge level of cultural aspects of mental illness.	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet the practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-specific syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed through the preparatory reading, during the 5-days of lectures and the self-defined reading and writing:  â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification, grouping of mental disorders in diagnostic manuals (DSM-5 and ICD-10): culture and methodology   â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective   â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals   â€¢ Migration, Acculturation, Multicultural health   â€¢ Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosis.  All the reading, lectures or seminars and self-defined reading will be directed at raising awareness in global mental health care and understanding		Behavioral aspects (in gen.)				
Culture and psychopathology: An introduction to mental illness in a cross- cultural perspective	<br>Main objective:  At the end of the course (the entire 3 weeks), the students should be aware of the importance of the cultural setting in global health care, and be able to use the knowledge in settings dealing with mental health.    Specific learning objectives:  At the end of the course, the student should be able to  â€¢ Appraise the symptomatology of mental illness and be able to ease out aspects of the symptomatology that are cultural general, and those that are cultural specific  â€¢ Develop hypotheses on the aetiology of different forms of mental illness and appraise the socio-cultural dimensions in the hypotheses   â€¢ Appraise prevalence, expression, course and prognosis of mental illness across cultures  â€¢ Design and plan culturally sensitive mental health care in various cultural societies, and in different ethnic groups		0	Linda.Forshaw@uib.no	2012-01-13 01:00:34	2017-03-05	2020-11-25 09:17:28	troped	romy	0			Centre for International Health, University of Bergen				2016-09-18 19:57:06	TOTAL SIT = 110 hours (comprising of):  â€¢ Week 1: 40 hours of preparatory reading, interviews plus writing an assignment  â€¢ Week 2: 20 hours lecture time, plus 20 hours of group work and seminars (total 40 hours)  â€¢ Week 3: 30 hours of reading and writing an individual assignment      This is a 3-week course, and below is the breakdown of how the 3 weeks will be used:     WEEK 1: Reading before the start of the course.  This will involve reading a defined literature, in addition to a field work that will involve an in-depth interview of a foreigner on what it means to be â€œmentally illâ€ within that foreignerâ€™s culture.  A report/essay will be written on this and sent to the teacher for grading.    WEEK 2: Face-to-face lectures, seminars groups, discussions plus group presentations.    WEEK 3: A self-defined study of a chosen topic within the area of culture and psychopathology (to be assessed through a writing of an annotated review of the read material).  The self-defined reading should be in line with the courseâ€™s overall objectives and the course leader must approve the chosen topic before the end of Week 2. The work in the Week 3 includes writing two essays related to the chosen topic.    Physical attendance in Bergen for the students  is only necessary for week 2 of the course.	2021-03-22	2021-03-26	<br>Accredited in Copenhagen 2003. Re-accredited in Mexico, May 2010 and February 2017. This accreditation is valid until February 2022.	<br>The course will involve:   Self-studies, assigned readings and essay writing, 60 hours  -Formal lectures, 20 hours  -Group discussions and debates in seminars, 20 hours  -Interviewing people from other cultures on how mental disorders are defined, identified and treated in their particular society- 9 hours  -Group presentation after group work-1 hour	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>    There will be some compulsory reading from the course to be drawn from the following text books:   1. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian   2. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press  3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.    Two Desk reference books  1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM-5).  Washington: APA.  2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization.    A number of journal papers will all be suggested and revised from year to year.	<br>Assessment will involve  (i) the report from the interview undertaken prior to the start of the course  - week 1 (20% of total mark)  (ii) 1 short-essay (up to 500 words) on an assigned topic â€“ to be written during the 1th-week lecture/seminar period (10% of total mark).   (iii) Group presentation on an assigned topic â€“ during the 2nd-week 10% of total mark). This will take place the last day of week 2.  (iv) 2 long-essays written in week 3 (up to 2500 words)â€”together making 60% of total mark.   The 1st long-essay will be an annotated report based on the self-defined topic (30% of total mark), and should be ready for submission at the end of the one week of self-study.   The 2nd long-essay will be based on an assigned essay topic (30% of total mark).   Submitted essays will be checked for plagiarism.   To pass the course, a student must have submitted the interview report and must have been a part of the group presentation and written two long-essay assignments.  The student will not be allowed to continue for the long essays before the interview report and group presentation have been acknowledged.  Grading A-F.  If the student fails to pass, he or she will be able to resit by sending in two new long essays in agreement with the course leader. This will be possible if the new essays are submitted within 1 month after the first attempt.	<br>A minimum of 5 students are needed to run this course, and a maximum number of 40 students may attend.	<br>Students admitted to a Masterâ€™s Degree Programme in Global Health, International Health or a similar Master study may join this course. In addition, the course is open for physicians, dentists and psychologists with special interest in culture and health.  A good working knowledge of English is necessary: TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	<br>Master students in Global health enrolled at the University of Bergen and students in Global health or International Health from other institutions within the TropEd network will have priority. Next, medical students at the University of Bergen will have the possibility to be registered for the course.	<br>Fees:   There is no tuition fee, but students outside the University of Bergen must pay a fee of 70 Euro to cover administrative costs.	None	<br>A major change that has occurred since the last accreditation in 2010, is to change the nature of the assignments, particularly, (i) to include a group presentation and (ii) a field work prior to the face-to-face part of the course. The students complained of the amount of work to be done during the 1-week face-to-face period.   This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.   Other than issues relating to student participation, the other major change which is now included, is to link the course to the DSM 5.  The previous course was based on DSM-IV/ICD-10; the revised course will be based on DSM 5 and ICD-10  (All these changes have been implemented)	<br>The course has not attracted the largest number of students, thus, it has been easy to have close interaction with them in the course period. It has also made it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course has been spontaneous and informal. This has made it easy to get evaluation from the different students during the changing process and we have carefully followed suggestions form the students in the phase of revision.	<br>By inviting students to pick a mental health problem himself/herself and discuss it, the cultural dimensions has expanded from the lecturerâ€™s own knowledge level of cultural aspects of mental illness.	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet the practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-specific syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed through the preparatory reading, during the 5-days of lectures and the self-defined reading and writing:  â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification, grouping of mental disorders in diagnostic manuals (DSM-5 and ICD-10): culture and methodology   â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective   â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals   â€¢ Migration, Acculturation, Multicultural health   â€¢ Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosis.  All the reading, lectures or seminars and self-defined reading will be directed at raising awareness in global mental health care and understanding		Health Policy (incl. advocacy)				
Culture and psychopathology: An introduction to mental illness in a cross- cultural perspective	<br>Main objective:  At the end of the course (the entire 3 weeks), the students should be aware of the importance of the cultural setting in global health care, and be able to use the knowledge in settings dealing with mental health.    Specific learning objectives:  At the end of the course, the student should be able to  â€¢ Appraise the symptomatology of mental illness and be able to ease out aspects of the symptomatology that are cultural general, and those that are cultural specific  â€¢ Develop hypotheses on the aetiology of different forms of mental illness and appraise the socio-cultural dimensions in the hypotheses   â€¢ Appraise prevalence, expression, course and prognosis of mental illness across cultures  â€¢ Design and plan culturally sensitive mental health care in various cultural societies, and in different ethnic groups		0	Linda.Forshaw@uib.no	2012-01-13 01:00:34	2017-03-05	2020-11-25 09:17:28	troped	romy	0			Centre for International Health, University of Bergen				2016-09-18 19:57:06	TOTAL SIT = 110 hours (comprising of):  â€¢ Week 1: 40 hours of preparatory reading, interviews plus writing an assignment  â€¢ Week 2: 20 hours lecture time, plus 20 hours of group work and seminars (total 40 hours)  â€¢ Week 3: 30 hours of reading and writing an individual assignment      This is a 3-week course, and below is the breakdown of how the 3 weeks will be used:     WEEK 1: Reading before the start of the course.  This will involve reading a defined literature, in addition to a field work that will involve an in-depth interview of a foreigner on what it means to be â€œmentally illâ€ within that foreignerâ€™s culture.  A report/essay will be written on this and sent to the teacher for grading.    WEEK 2: Face-to-face lectures, seminars groups, discussions plus group presentations.    WEEK 3: A self-defined study of a chosen topic within the area of culture and psychopathology (to be assessed through a writing of an annotated review of the read material).  The self-defined reading should be in line with the courseâ€™s overall objectives and the course leader must approve the chosen topic before the end of Week 2. The work in the Week 3 includes writing two essays related to the chosen topic.    Physical attendance in Bergen for the students  is only necessary for week 2 of the course.	2021-03-22	2021-03-26	<br>Accredited in Copenhagen 2003. Re-accredited in Mexico, May 2010 and February 2017. This accreditation is valid until February 2022.	<br>The course will involve:   Self-studies, assigned readings and essay writing, 60 hours  -Formal lectures, 20 hours  -Group discussions and debates in seminars, 20 hours  -Interviewing people from other cultures on how mental disorders are defined, identified and treated in their particular society- 9 hours  -Group presentation after group work-1 hour	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>    There will be some compulsory reading from the course to be drawn from the following text books:   1. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian   2. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press  3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.    Two Desk reference books  1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM-5).  Washington: APA.  2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization.    A number of journal papers will all be suggested and revised from year to year.	<br>Assessment will involve  (i) the report from the interview undertaken prior to the start of the course  - week 1 (20% of total mark)  (ii) 1 short-essay (up to 500 words) on an assigned topic â€“ to be written during the 1th-week lecture/seminar period (10% of total mark).   (iii) Group presentation on an assigned topic â€“ during the 2nd-week 10% of total mark). This will take place the last day of week 2.  (iv) 2 long-essays written in week 3 (up to 2500 words)â€”together making 60% of total mark.   The 1st long-essay will be an annotated report based on the self-defined topic (30% of total mark), and should be ready for submission at the end of the one week of self-study.   The 2nd long-essay will be based on an assigned essay topic (30% of total mark).   Submitted essays will be checked for plagiarism.   To pass the course, a student must have submitted the interview report and must have been a part of the group presentation and written two long-essay assignments.  The student will not be allowed to continue for the long essays before the interview report and group presentation have been acknowledged.  Grading A-F.  If the student fails to pass, he or she will be able to resit by sending in two new long essays in agreement with the course leader. This will be possible if the new essays are submitted within 1 month after the first attempt.	<br>A minimum of 5 students are needed to run this course, and a maximum number of 40 students may attend.	<br>Students admitted to a Masterâ€™s Degree Programme in Global Health, International Health or a similar Master study may join this course. In addition, the course is open for physicians, dentists and psychologists with special interest in culture and health.  A good working knowledge of English is necessary: TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	<br>Master students in Global health enrolled at the University of Bergen and students in Global health or International Health from other institutions within the TropEd network will have priority. Next, medical students at the University of Bergen will have the possibility to be registered for the course.	<br>Fees:   There is no tuition fee, but students outside the University of Bergen must pay a fee of 70 Euro to cover administrative costs.	None	<br>A major change that has occurred since the last accreditation in 2010, is to change the nature of the assignments, particularly, (i) to include a group presentation and (ii) a field work prior to the face-to-face part of the course. The students complained of the amount of work to be done during the 1-week face-to-face period.   This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.   Other than issues relating to student participation, the other major change which is now included, is to link the course to the DSM 5.  The previous course was based on DSM-IV/ICD-10; the revised course will be based on DSM 5 and ICD-10  (All these changes have been implemented)	<br>The course has not attracted the largest number of students, thus, it has been easy to have close interaction with them in the course period. It has also made it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course has been spontaneous and informal. This has made it easy to get evaluation from the different students during the changing process and we have carefully followed suggestions form the students in the phase of revision.	<br>By inviting students to pick a mental health problem himself/herself and discuss it, the cultural dimensions has expanded from the lecturerâ€™s own knowledge level of cultural aspects of mental illness.	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet the practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-specific syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed through the preparatory reading, during the 5-days of lectures and the self-defined reading and writing:  â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification, grouping of mental disorders in diagnostic manuals (DSM-5 and ICD-10): culture and methodology   â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective   â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals   â€¢ Migration, Acculturation, Multicultural health   â€¢ Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosis.  All the reading, lectures or seminars and self-defined reading will be directed at raising awareness in global mental health care and understanding		Mobility / migration				
Culture and psychopathology: An introduction to mental illness in a cross- cultural perspective	<br>Main objective:  At the end of the course (the entire 3 weeks), the students should be aware of the importance of the cultural setting in global health care, and be able to use the knowledge in settings dealing with mental health.    Specific learning objectives:  At the end of the course, the student should be able to  â€¢ Appraise the symptomatology of mental illness and be able to ease out aspects of the symptomatology that are cultural general, and those that are cultural specific  â€¢ Develop hypotheses on the aetiology of different forms of mental illness and appraise the socio-cultural dimensions in the hypotheses   â€¢ Appraise prevalence, expression, course and prognosis of mental illness across cultures  â€¢ Design and plan culturally sensitive mental health care in various cultural societies, and in different ethnic groups		0	Linda.Forshaw@uib.no	2012-01-13 01:00:34	2017-03-05	2020-11-25 09:17:28	troped	romy	0			Centre for International Health, University of Bergen				2016-09-18 19:57:06	TOTAL SIT = 110 hours (comprising of):  â€¢ Week 1: 40 hours of preparatory reading, interviews plus writing an assignment  â€¢ Week 2: 20 hours lecture time, plus 20 hours of group work and seminars (total 40 hours)  â€¢ Week 3: 30 hours of reading and writing an individual assignment      This is a 3-week course, and below is the breakdown of how the 3 weeks will be used:     WEEK 1: Reading before the start of the course.  This will involve reading a defined literature, in addition to a field work that will involve an in-depth interview of a foreigner on what it means to be â€œmentally illâ€ within that foreignerâ€™s culture.  A report/essay will be written on this and sent to the teacher for grading.    WEEK 2: Face-to-face lectures, seminars groups, discussions plus group presentations.    WEEK 3: A self-defined study of a chosen topic within the area of culture and psychopathology (to be assessed through a writing of an annotated review of the read material).  The self-defined reading should be in line with the courseâ€™s overall objectives and the course leader must approve the chosen topic before the end of Week 2. The work in the Week 3 includes writing two essays related to the chosen topic.    Physical attendance in Bergen for the students  is only necessary for week 2 of the course.	2021-03-22	2021-03-26	<br>Accredited in Copenhagen 2003. Re-accredited in Mexico, May 2010 and February 2017. This accreditation is valid until February 2022.	<br>The course will involve:   Self-studies, assigned readings and essay writing, 60 hours  -Formal lectures, 20 hours  -Group discussions and debates in seminars, 20 hours  -Interviewing people from other cultures on how mental disorders are defined, identified and treated in their particular society- 9 hours  -Group presentation after group work-1 hour	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>    There will be some compulsory reading from the course to be drawn from the following text books:   1. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian   2. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press  3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.    Two Desk reference books  1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM-5).  Washington: APA.  2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization.    A number of journal papers will all be suggested and revised from year to year.	<br>Assessment will involve  (i) the report from the interview undertaken prior to the start of the course  - week 1 (20% of total mark)  (ii) 1 short-essay (up to 500 words) on an assigned topic â€“ to be written during the 1th-week lecture/seminar period (10% of total mark).   (iii) Group presentation on an assigned topic â€“ during the 2nd-week 10% of total mark). This will take place the last day of week 2.  (iv) 2 long-essays written in week 3 (up to 2500 words)â€”together making 60% of total mark.   The 1st long-essay will be an annotated report based on the self-defined topic (30% of total mark), and should be ready for submission at the end of the one week of self-study.   The 2nd long-essay will be based on an assigned essay topic (30% of total mark).   Submitted essays will be checked for plagiarism.   To pass the course, a student must have submitted the interview report and must have been a part of the group presentation and written two long-essay assignments.  The student will not be allowed to continue for the long essays before the interview report and group presentation have been acknowledged.  Grading A-F.  If the student fails to pass, he or she will be able to resit by sending in two new long essays in agreement with the course leader. This will be possible if the new essays are submitted within 1 month after the first attempt.	<br>A minimum of 5 students are needed to run this course, and a maximum number of 40 students may attend.	<br>Students admitted to a Masterâ€™s Degree Programme in Global Health, International Health or a similar Master study may join this course. In addition, the course is open for physicians, dentists and psychologists with special interest in culture and health.  A good working knowledge of English is necessary: TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	<br>Master students in Global health enrolled at the University of Bergen and students in Global health or International Health from other institutions within the TropEd network will have priority. Next, medical students at the University of Bergen will have the possibility to be registered for the course.	<br>Fees:   There is no tuition fee, but students outside the University of Bergen must pay a fee of 70 Euro to cover administrative costs.	None	<br>A major change that has occurred since the last accreditation in 2010, is to change the nature of the assignments, particularly, (i) to include a group presentation and (ii) a field work prior to the face-to-face part of the course. The students complained of the amount of work to be done during the 1-week face-to-face period.   This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.   Other than issues relating to student participation, the other major change which is now included, is to link the course to the DSM 5.  The previous course was based on DSM-IV/ICD-10; the revised course will be based on DSM 5 and ICD-10  (All these changes have been implemented)	<br>The course has not attracted the largest number of students, thus, it has been easy to have close interaction with them in the course period. It has also made it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course has been spontaneous and informal. This has made it easy to get evaluation from the different students during the changing process and we have carefully followed suggestions form the students in the phase of revision.	<br>By inviting students to pick a mental health problem himself/herself and discuss it, the cultural dimensions has expanded from the lecturerâ€™s own knowledge level of cultural aspects of mental illness.	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet the practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-specific syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed through the preparatory reading, during the 5-days of lectures and the self-defined reading and writing:  â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification, grouping of mental disorders in diagnostic manuals (DSM-5 and ICD-10): culture and methodology   â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective   â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals   â€¢ Migration, Acculturation, Multicultural health   â€¢ Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosis.  All the reading, lectures or seminars and self-defined reading will be directed at raising awareness in global mental health care and understanding						
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online	Thorkild TylleskÃ¤r	English	advanced optional	2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.	Norway	Epidemiology	Distance-based		5 ECTS credits	
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0		4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online				2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.		Planning and programming (incl.. budgeting and evaluation)				
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0		4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online				2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.		Quantitative methods				
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0		4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online				2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.		Research method				
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0		4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online				2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.		Statistics (incl.. risk assessment)				
Experimental Epidemiology (online)	<br>At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on the European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine  â€¢ Assess and select relevant designs for clinical/field trials,   â€¢ For both individually and community-randomized trials, conduct:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial data-sets, also from community-randomised trials		1	Linda.Forshaw@uib.no	2012-01-13 01:19:11	2020-11-04	2020-11-23 13:15:41	troped	romy	0		4 weeks in total:  1-week self-study: 2021-02-01 to 2021-02-07 3-weeks interactive course: 2021-02-08 to 2021-02-26	Online				2014-10-10 09:26:39	1+3 weeks, 150 hours:  Self-study week:   â€¢ Video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours  3 weeks online teaching (130 hours) including:   â€¢ Asynchronous studies of web-based lectures (videos, annotated PowerPoint presentations and exercises/quizzes): 50 hours  â€¢ Synchronous, moderated web-based sessions including Q&A using chat and plenum discussions and group work using breakout rooms: 20 hours  â€¢ Online group work: 20 hours  â€¢ Individual studies and reading during the course: 40 hours	2021-02-01	2021-02-26	<br>This is a new course â€“ online version -, but has the same content as an on campus course which was:  Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022	<br>Self-study week: video-based instructions to the course, successful log-on to learning platform and self-presentation on the platform, successful download of course literature and statistical software, video-based basic introduction to statistical software and pre-reading of introductory material: 20 hours    Interactive part of the course: Daily sessions for 2.5 weeks, 2 days reading for exam and 1 day for the exam. Each day has a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations and synchronous moderated sessions including group work and computer exercise sessions). The course includes group work on specific topics as well as literature review    All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform	<br>Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	<br>Mandatory participation in group work prior to exam.  A 2-hour written exam online, consisting of short questions and problem-solving questions and calculations (60% of the grade). In addition, an oral zoom-based face-to-face exam of 20 minutes (40% of the grade).   The oral assessment makes it possible to ensure that the student presents his/hers knowledge.    ECTS Grading scale: A-F (F=fail)    If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and have a new exam afterwards	<br>Minimum number of students: 10, maximum number of students: 50 (max number of tropEd students: 20)	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. tropEd Europe network)     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test    Completed a course in Basic introduction to Methods in Global Health Research	The selection will be based on documented skills in epidemiology and biostatistics.  Priority:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd will be registered before others.	No fee	None available from the University of Bergen	This is an online course with the same content as the previously accredited course Experimental epidemiology, but has not been run yet			<br>This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial size, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, adjustment for confounding, sub-group analysis and interaction.						
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0	Norway - Centre for International Health, Universitetet i Bergen	4 weeks	Centre for International Health, University of Bergen, Norway	Bjarne Robberstad 	English	advanced optional	2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health	Norway	Climate	Face to face		5 ECTS credits	
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0		4 weeks	Centre for International Health, University of Bergen, Norway	Joern Blume 			2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health		Globalisation				
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0		4 weeks	Centre for International Health, University of Bergen, Norway				2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health		Health systems				
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0		4 weeks	Centre for International Health, University of Bergen, Norway				2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health		Primary Health Care				
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0		4 weeks	Centre for International Health, University of Bergen, Norway				2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health		trade				
Globalization and health	<br>The module is designed to help students explore the complex dynamics that make up contemporary globalisation. The focus is on global factors that contribute to inequalities and inequities in health and actions that can be taken to address their adverse health effects.   By the end of this module students should be able to:  - Appraise existing evidence of links between globalisation and health;  - Demonstrate how global governance processes outside the health sector, such as those relating to migration, increasingly affect health;  - Explain the relationship between health/health care and key aspects of global food and pharmaceutical trade;  - Evaluate existing evidence of the links between climate and human health;  - Discuss the relationship between global health policies and financing reforms and how access to good quality services can be promoted;  - Identify and reflect on interventions to address the adverse effects of globalisation, with the aim of promoting equity and positively impact on health outcomes for all.		0	Linda.Forshaw@uib.no	2012-01-13 01:28:58	2013-10-29	2017-10-10 04:45:03	troped	troped	0		4 weeks	Centre for International Health, University of Bergen, Norway				2012-01-13 07:44:58	150 hours  Contact time = 45 hours,  Directed study (group work) = 60 hours,   Self-directed learning (individual) = 20 hours  Essay assignment = 25 hours	2014-04-22	2014-05-16	<br>Accredited in Copenhagen September 2008. Re-accredited in October 2013. This accreditation is valid until October 2018.	<br>The teaching is based on residential teaching at University of Bergen, while the mandatory course materials including a module guide, reader and resource DVD are designed for self-study or flexible learning. The Module Guide contains content, as well as learning activities and tasks, including reading, reflection, observation, research, application and practice. There is a Module Reader and a DVD that accompanies this Guide. The DVD contains relevant supplementary readings, interviews, documentaries and video clips. The nature of flexible learning is that it allows the student to explore the material to whatever depth she/he prefers and to skip parts with which she/he is already familiar.    The course consists of a mixture of lectures and group work/discussions on the main topics described above.  Each day will include a critical review of key papers on global health (approximately three hours reading per seminar). The module reader contains relevant literature, approximately 15-25 pages per seminar session.     Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions, and one longitudinal assignment, which will be concluded with an oral presentation of 45 minutes pr. group.      The last week will be reserved for individual studies and writing of an essay on a topic of the students&rsquo; choice in the field of globalisation and health.	<br>Course coordinating committee:  Bjarne Robberstad and Joern Blume, Centre for International Health, Department of Global Public Health and Primary Care, University of Bergen    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>The assessment is a two stage process.      It first takes the form of active course participation, oral presentations and group presentations, which cover all the learning objectives of the module. These activities focus on developing critical and analytical skills relating to the questions being discussed, and are graded with Pass/Fail. &quot;Fail&quot; at this stage requires students to re-register for the course to receive a grade.    &quot;Pass&quot; on all the above serves to qualify for the second stage, which is a written mandatory assignment (essay) on one key topic. The assignment is subjected to grading (A-F) which will appear on the course certificate.     The essay of 2000-2500 words + references should demonstrate the candidate&rsquo;s conceptual understanding and ability to relate the contents of the module to empirical cases.   Students who receive an F on the written assignment are allowed to re-sit their examination, i.e. to submit a new essay, according to standard procedures at the University of Bergen.	<br>Maximum number of students: 30	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd \Network).	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>tropEd students  outside the University of Bergen:  &euro;70  to cover administrative cost.	<br>None	<br>Change in course coordinator:   Bjarne Robberstad and Joern Blume.    Content and learning outcomes:   The contents and learning outcomes have been aligned with the distance learning materials &quot;Globalisation and Health&quot;, that were developed in co-operation between University of Bergen, the University of Western Cape (South Africa) and Muhimbili University of Health and Allied Sciences (Tanzania). These materials are partly based on the contents of the previous version of the Globalisation and Health Module given at the University of Bergen.  While the University of Western Cape deliver the module solely as distance learning, University of Bergen will for the time being continue to offer it as a residential module, while also considering to offer it as a parallel distance learning track.    Two topics have been removed since the last accreditation.  &quot;Ecologic economics&quot;, because it is not part of the jointly developed learning materials, and &quot;War, violent conflicts and health&quot;, because this topic has now been further developed and is now offered as a separate module at University of Bergen.	<br>The overall student evaluation has been very good, but as a response to detailed feedback we have re-vitalised the mandatory student active teaching components so that it stimulates more active involvement from all students using multiple approaches and techniques.  Half way in the 2013 Globalisation and Health module, the feedback from students to these changes are very good.	<br>In it&rsquo;s previous version, this module was based on a large number of guest lecturers who all brought relatively large amounts of literature from a wide variety of sources.  While student appreciated receiving lectures from many different capacities on the various fields, this led to the aggregate workload being too high and the curricula perhaps too fragmented.  With the recently developed learning materials (together with Universities of Western Cape and Muhimbili) we now offer a module that is further improved in terms of consistency and completeness, and which makes the knowledge more available to students.	<br>The processes of globalisation and the pathways through which they impact on health and health care are multiple, complex and dynamic. For example, trade liberalisation and deregulation impact on access to food and pharmaceuticals.  Global economic growth has consequences for the natural environment, impacts on climate and affects human populations and habits. Global institutions as well as national states shape global health priorities and policies.  Their organisation influences on for example financing of health care, the availability of human resources for health, and subsequently how well health systems are able to meet public health needs. Public health interventions may be designed to address aspects of globalisation to improve population health and to reduce inequities in health and health care between and within countries.    The following five key aspects (with 14 sub-sessions) will be studied in-depth:   (1) Public health and the links to globalisation:  1. Snapshots of health Around the World  2. Health and Human Development     3. The Social Determinants of Health   4. The Social Determinants of Health and Globalisation    (2) Globalisation and its impact on health:  1. How has contemporary globalisation evolved?   2. How does the global food trade affect the health of communities?  3. How does the global pharmaceutical trade affect the health of communities?     (3) Global environmental changes and health:  4. Climate change, globalisation and human habitats   5. What health concerns arise as a result of climate change?     (4) Health systems and globalisation:  1. Health care systems as a social determinant of health    2. Policy makers and policy making at the global level  3. The global funding architecture    (5) What can be done?:  1. Interventions to address the social determinants of (ill)health   2. Case studies of actions to improve global public health						
Observational epidemiology: Survey, Cohort and Case-Control Studies (will not take place in 2021)	<br>At the end of the course the students should be able to:   â€¢ Discuss the main principles of epidemiological research  â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies - and compare these designs and the design of randomized controlled trials  â€¢ Estimate sample sizes for different epidemiological studies (cross-sectional, case-control, cohort)  â€¢ Compare alternative sampling methods   â€¢ Differentiate between the different types of cohort studies, i.e. prospective, retrospective and double cohorts  â€¢ Differentiate between different types of case-control studies  â€¢ Plan the epidemiological design of a study  â€¢ Evaluate selection bias in epidemiological studies  â€¢ Evaluate information bias in epidemiological studies		1	linda.forshaw@igs.uib.no	2012-01-13 01:41:59	2017-09-12	2020-12-07 10:03:49	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	3 weeks	Centre for International Health, Bergen	Cecile Svanes	English	advanced optional	2012-01-13 07:55:34	135 hours (45 hours per week): Lectures 40 hours, individual assignments or group assignments with supervision and discussions 40 hours and individual reading and lab exercises 51 hours, 4 hours exam.			<br>Accredited in May 2006, re-accredited in October 2011 and January 2017. This accreditation is valid until January 2022.	<br>Reading the selected literature provides necessary background information to follow the course. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. The reference literature will be made available on the first day of the course through internet (â€œMitt UiBâ€). Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers.   About 40% of the course is lectures, 40% individual assignments or group assignments with supervision and work/discussions and 20% individual reading and lab exercises.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>4-hour written exam consisting of short questions and problem-solving questions and calculation. The part with short questions counts 50% for the grade given, and the problem-solving questions count 50%. If the student fails to pass the exam, he/she will be allowed for a resit in the same semester.	<br>Compulsory 80% attendance in group work and laboratory exercises.   Max no. of students: 30, max. no of TropEd students: 15.   Min. no of students: 5.	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. TropEd Europe network).   Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test).		<br>70 EUR to cover parts of the teaching materials and other administrative costs.	None	<br>There are no major changes in this course since it first started. However, based on student and teacherâ€™s evaluations and natural changes, the course has become much more interactive with an increase in the use of exercises.	<br>SUMMARY OF THE STUDENT EVALUATION (main points):  1. Statistical packages. Students thought it would be beneficial is they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather than only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	<br>The main lesson learnt is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from TropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	<br>â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Points to remember in the planning and evaluation of the different study designs	Norway	Epidemiology	Distance-based		5 ECTS credits	
Observational epidemiology: Survey, Cohort and Case-Control Studies (will not take place in 2021)	<br>At the end of the course the students should be able to:   â€¢ Discuss the main principles of epidemiological research  â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies - and compare these designs and the design of randomized controlled trials  â€¢ Estimate sample sizes for different epidemiological studies (cross-sectional, case-control, cohort)  â€¢ Compare alternative sampling methods   â€¢ Differentiate between the different types of cohort studies, i.e. prospective, retrospective and double cohorts  â€¢ Differentiate between different types of case-control studies  â€¢ Plan the epidemiological design of a study  â€¢ Evaluate selection bias in epidemiological studies  â€¢ Evaluate information bias in epidemiological studies		1	linda.forshaw@igs.uib.no	2012-01-13 01:41:59	2017-09-12	2020-12-07 10:03:49	troped	romy	0		3 weeks	Centre for International Health, Bergen				2012-01-13 07:55:34	135 hours (45 hours per week): Lectures 40 hours, individual assignments or group assignments with supervision and discussions 40 hours and individual reading and lab exercises 51 hours, 4 hours exam.			<br>Accredited in May 2006, re-accredited in October 2011 and January 2017. This accreditation is valid until January 2022.	<br>Reading the selected literature provides necessary background information to follow the course. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. The reference literature will be made available on the first day of the course through internet (â€œMitt UiBâ€). Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers.   About 40% of the course is lectures, 40% individual assignments or group assignments with supervision and work/discussions and 20% individual reading and lab exercises.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>4-hour written exam consisting of short questions and problem-solving questions and calculation. The part with short questions counts 50% for the grade given, and the problem-solving questions count 50%. If the student fails to pass the exam, he/she will be allowed for a resit in the same semester.	<br>Compulsory 80% attendance in group work and laboratory exercises.   Max no. of students: 30, max. no of TropEd students: 15.   Min. no of students: 5.	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. TropEd Europe network).   Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test).		<br>70 EUR to cover parts of the teaching materials and other administrative costs.	None	<br>There are no major changes in this course since it first started. However, based on student and teacherâ€™s evaluations and natural changes, the course has become much more interactive with an increase in the use of exercises.	<br>SUMMARY OF THE STUDENT EVALUATION (main points):  1. Statistical packages. Students thought it would be beneficial is they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather than only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	<br>The main lesson learnt is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from TropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	<br>â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Points to remember in the planning and evaluation of the different study designs		Quantitative methods				
Observational epidemiology: Survey, Cohort and Case-Control Studies (will not take place in 2021)	<br>At the end of the course the students should be able to:   â€¢ Discuss the main principles of epidemiological research  â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies - and compare these designs and the design of randomized controlled trials  â€¢ Estimate sample sizes for different epidemiological studies (cross-sectional, case-control, cohort)  â€¢ Compare alternative sampling methods   â€¢ Differentiate between the different types of cohort studies, i.e. prospective, retrospective and double cohorts  â€¢ Differentiate between different types of case-control studies  â€¢ Plan the epidemiological design of a study  â€¢ Evaluate selection bias in epidemiological studies  â€¢ Evaluate information bias in epidemiological studies		1	linda.forshaw@igs.uib.no	2012-01-13 01:41:59	2017-09-12	2020-12-07 10:03:49	troped	romy	0		3 weeks	Centre for International Health, Bergen				2012-01-13 07:55:34	135 hours (45 hours per week): Lectures 40 hours, individual assignments or group assignments with supervision and discussions 40 hours and individual reading and lab exercises 51 hours, 4 hours exam.			<br>Accredited in May 2006, re-accredited in October 2011 and January 2017. This accreditation is valid until January 2022.	<br>Reading the selected literature provides necessary background information to follow the course. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. The reference literature will be made available on the first day of the course through internet (â€œMitt UiBâ€). Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers.   About 40% of the course is lectures, 40% individual assignments or group assignments with supervision and work/discussions and 20% individual reading and lab exercises.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>4-hour written exam consisting of short questions and problem-solving questions and calculation. The part with short questions counts 50% for the grade given, and the problem-solving questions count 50%. If the student fails to pass the exam, he/she will be allowed for a resit in the same semester.	<br>Compulsory 80% attendance in group work and laboratory exercises.   Max no. of students: 30, max. no of TropEd students: 15.   Min. no of students: 5.	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. TropEd Europe network).   Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test).		<br>70 EUR to cover parts of the teaching materials and other administrative costs.	None	<br>There are no major changes in this course since it first started. However, based on student and teacherâ€™s evaluations and natural changes, the course has become much more interactive with an increase in the use of exercises.	<br>SUMMARY OF THE STUDENT EVALUATION (main points):  1. Statistical packages. Students thought it would be beneficial is they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather than only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	<br>The main lesson learnt is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from TropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	<br>â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Points to remember in the planning and evaluation of the different study designs		Research method				
Observational epidemiology: Survey, Cohort and Case-Control Studies (will not take place in 2021)	<br>At the end of the course the students should be able to:   â€¢ Discuss the main principles of epidemiological research  â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies - and compare these designs and the design of randomized controlled trials  â€¢ Estimate sample sizes for different epidemiological studies (cross-sectional, case-control, cohort)  â€¢ Compare alternative sampling methods   â€¢ Differentiate between the different types of cohort studies, i.e. prospective, retrospective and double cohorts  â€¢ Differentiate between different types of case-control studies  â€¢ Plan the epidemiological design of a study  â€¢ Evaluate selection bias in epidemiological studies  â€¢ Evaluate information bias in epidemiological studies		1	linda.forshaw@igs.uib.no	2012-01-13 01:41:59	2017-09-12	2020-12-07 10:03:49	troped	romy	0		3 weeks	Centre for International Health, Bergen				2012-01-13 07:55:34	135 hours (45 hours per week): Lectures 40 hours, individual assignments or group assignments with supervision and discussions 40 hours and individual reading and lab exercises 51 hours, 4 hours exam.			<br>Accredited in May 2006, re-accredited in October 2011 and January 2017. This accreditation is valid until January 2022.	<br>Reading the selected literature provides necessary background information to follow the course. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. The reference literature will be made available on the first day of the course through internet (â€œMitt UiBâ€). Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers.   About 40% of the course is lectures, 40% individual assignments or group assignments with supervision and work/discussions and 20% individual reading and lab exercises.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>4-hour written exam consisting of short questions and problem-solving questions and calculation. The part with short questions counts 50% for the grade given, and the problem-solving questions count 50%. If the student fails to pass the exam, he/she will be allowed for a resit in the same semester.	<br>Compulsory 80% attendance in group work and laboratory exercises.   Max no. of students: 30, max. no of TropEd students: 15.   Min. no of students: 5.	<br>Students admitted to a Masterâ€™s degree Programme may join this course (e.g. TropEd Europe network).   Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test).		<br>70 EUR to cover parts of the teaching materials and other administrative costs.	None	<br>There are no major changes in this course since it first started. However, based on student and teacherâ€™s evaluations and natural changes, the course has become much more interactive with an increase in the use of exercises.	<br>SUMMARY OF THE STUDENT EVALUATION (main points):  1. Statistical packages. Students thought it would be beneficial is they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather than only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	<br>The main lesson learnt is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from TropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	<br>â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Points to remember in the planning and evaluation of the different study designs						
TB Epidemiology and Global Intervention Strategies	<br>At the end of the module, the students should be able to:   -  debate socio-cultural aspects of importance to the TB epidemic  -  distinguish important determinants of exposure, infection and disease   -  assess advantages and disadvantages of various diagnostic methods   -  demonstrate how drug resistance may develop and how it is monitored   -  assess the influence of HIV infection and multi-drug resistance on the TB epidemic   -  debate the global strategies to identify sources of transmission and to manage TB patients   -  assess the role of technical assistance and regular reviews  of national TB programmes   -  evaluate global interventions to control the TB epidemic		0	Linda.Forshaw@uib.no	2012-01-13 02:00:02	2015-09-19	2017-10-10 04:45:04	troped	troped	0	Norway - Centre for International Health, Universitetet i Bergen	one week plus 2 days pre-reading	Centre for International Health, Bergen	Associate professor Sven Gudmund Hinderaker	English	advanced optional	2012-01-13 08:10:55	60 hours  Contact hours: 35  Group work: 8 hours  Individual study, including preparatory reading: 17 hours	2016-04-04	2016-04-08	<br>Accredited in Copenhagen 2003. Reaccredited in Lenzerheide 2006 and in Barcelona 2011. This accreditation is valid until October 2016.	<br>The pre-reading provides necessary background information to follow the course. Each day is a mixture of introductory lectures and work in groups on specific topics covered during the day. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. A group work manual will be made available on the first day of the course. At the end of each day, one group is arbitrarily chosen to present the specific topic for the group work on that day, followed by a discussion in plenary. The group work is not guided, but the course facilitators/lecturers visit the groups during the sessions.  About 50% of the course is lectures, 20% group work/discussions and 30% pre-reading.	<br>After completion of the course, a CD-ROM will be distributed to all participants. The CD contains all updated presentations and an extensive literature archive on all aspects of TB covered during the course.    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>2-hour written exam, short questions to test broad under-standing of the major issues of TB infection and disease, epidemiology and control strategies at both national and global level. 13.02.2015, 10:15 â€“ 12:15	Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).   Required pre-reading: IUATLD 2002: Interventions for Tuberculosis Control and Elimination. The book is freely available and can be downloaded from the website of the International Union Against Tuberculosis and Lung Disease (IUATLD).   Recommended pre-reading:    T. Arnadottir. Tuberculosis and Public Health. IUATLD 2009.	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>&euro;50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)		<br>New main course coordinator due to change in positions.  Assessment changed from presentation of group-work to written exam, due to need of individual evaluation of students&rsquo; performance.		<br>Provide more direct feedback during group-work sessions.  Individual assessment needed, group presentations not feasible for  assessment of students&rsquo; performance.	<br>The course covers key features of tuberculosis: epidemiology, clinical characteristics, microbiological aspects, global intervention and control strategies and with particular emphasis on areas where research is needed.   Each day of the course has a specific theme:    Day 1  Topic: Tuberculosis and the society  Welcome   Historical perspective: lessons learned and advances made   Global perspective: current scenario and challenges   Epidemiology: exposure, infection, disease   Tuberculosis in a socio-cultural context   Work in groups - Session I  Epidemiological aspects of drug resistance     Day 2  Topic: Tuberculosis and the laboratory  Bacteriological basis for TB control   Mechanisms for drug resistance in mycobacteria   Work in groups - Session II  Role of susceptibility testing in different settings   Laboratory network and quality control     Day 3  Topic: Tuberculosis and the patient  Clinical presentation of pulmonary and extra-pulmonary TB Diagnosis of TB   Variations according to gender, culture, geography and time   TB/HIV co-infection: impact on the TB epidemic and on TB control    Global interventions for TB control   Work in groups - Session III       Video: Multi-drug resistance in Russia    Day 4  Topic: Tuberculosis and global strategy  Case finding strategies   Control strategies for multi-drug resistant and extensive-drug resistant TB   Case holding   Recording and reporting. Cohort analysis   Work in groups - Session IV  Global strategies to fight TB. Vertical programmes vs sector-wide approach     Day 5  Topic: Global tuberculosis wizards: Controlling the control  Reviewing national programmes   Evaluation  Exam	Norway	Epidemiology	Face to face		2 ECTS credits	
TB Epidemiology and Global Intervention Strategies	<br>At the end of the module, the students should be able to:   -  debate socio-cultural aspects of importance to the TB epidemic  -  distinguish important determinants of exposure, infection and disease   -  assess advantages and disadvantages of various diagnostic methods   -  demonstrate how drug resistance may develop and how it is monitored   -  assess the influence of HIV infection and multi-drug resistance on the TB epidemic   -  debate the global strategies to identify sources of transmission and to manage TB patients   -  assess the role of technical assistance and regular reviews  of national TB programmes   -  evaluate global interventions to control the TB epidemic		0	Linda.Forshaw@uib.no	2012-01-13 02:00:02	2015-09-19	2017-10-10 04:45:04	troped	troped	0		one week plus 2 days pre-reading	Centre for International Health, Bergen				2012-01-13 08:10:55	60 hours  Contact hours: 35  Group work: 8 hours  Individual study, including preparatory reading: 17 hours	2016-04-04	2016-04-08	<br>Accredited in Copenhagen 2003. Reaccredited in Lenzerheide 2006 and in Barcelona 2011. This accreditation is valid until October 2016.	<br>The pre-reading provides necessary background information to follow the course. Each day is a mixture of introductory lectures and work in groups on specific topics covered during the day. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. A group work manual will be made available on the first day of the course. At the end of each day, one group is arbitrarily chosen to present the specific topic for the group work on that day, followed by a discussion in plenary. The group work is not guided, but the course facilitators/lecturers visit the groups during the sessions.  About 50% of the course is lectures, 20% group work/discussions and 30% pre-reading.	<br>After completion of the course, a CD-ROM will be distributed to all participants. The CD contains all updated presentations and an extensive literature archive on all aspects of TB covered during the course.    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>2-hour written exam, short questions to test broad under-standing of the major issues of TB infection and disease, epidemiology and control strategies at both national and global level. 13.02.2015, 10:15 â€“ 12:15	Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).   Required pre-reading: IUATLD 2002: Interventions for Tuberculosis Control and Elimination. The book is freely available and can be downloaded from the website of the International Union Against Tuberculosis and Lung Disease (IUATLD).   Recommended pre-reading:    T. Arnadottir. Tuberculosis and Public Health. IUATLD 2009.	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>&euro;50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)		<br>New main course coordinator due to change in positions.  Assessment changed from presentation of group-work to written exam, due to need of individual evaluation of students&rsquo; performance.		<br>Provide more direct feedback during group-work sessions.  Individual assessment needed, group presentations not feasible for  assessment of students&rsquo; performance.	<br>The course covers key features of tuberculosis: epidemiology, clinical characteristics, microbiological aspects, global intervention and control strategies and with particular emphasis on areas where research is needed.   Each day of the course has a specific theme:    Day 1  Topic: Tuberculosis and the society  Welcome   Historical perspective: lessons learned and advances made   Global perspective: current scenario and challenges   Epidemiology: exposure, infection, disease   Tuberculosis in a socio-cultural context   Work in groups - Session I  Epidemiological aspects of drug resistance     Day 2  Topic: Tuberculosis and the laboratory  Bacteriological basis for TB control   Mechanisms for drug resistance in mycobacteria   Work in groups - Session II  Role of susceptibility testing in different settings   Laboratory network and quality control     Day 3  Topic: Tuberculosis and the patient  Clinical presentation of pulmonary and extra-pulmonary TB Diagnosis of TB   Variations according to gender, culture, geography and time   TB/HIV co-infection: impact on the TB epidemic and on TB control    Global interventions for TB control   Work in groups - Session III       Video: Multi-drug resistance in Russia    Day 4  Topic: Tuberculosis and global strategy  Case finding strategies   Control strategies for multi-drug resistant and extensive-drug resistant TB   Case holding   Recording and reporting. Cohort analysis   Work in groups - Session IV  Global strategies to fight TB. Vertical programmes vs sector-wide approach     Day 5  Topic: Global tuberculosis wizards: Controlling the control  Reviewing national programmes   Evaluation  Exam		Health facilities (hospitals)				
TB Epidemiology and Global Intervention Strategies	<br>At the end of the module, the students should be able to:   -  debate socio-cultural aspects of importance to the TB epidemic  -  distinguish important determinants of exposure, infection and disease   -  assess advantages and disadvantages of various diagnostic methods   -  demonstrate how drug resistance may develop and how it is monitored   -  assess the influence of HIV infection and multi-drug resistance on the TB epidemic   -  debate the global strategies to identify sources of transmission and to manage TB patients   -  assess the role of technical assistance and regular reviews  of national TB programmes   -  evaluate global interventions to control the TB epidemic		0	Linda.Forshaw@uib.no	2012-01-13 02:00:02	2015-09-19	2017-10-10 04:45:04	troped	troped	0		one week plus 2 days pre-reading	Centre for International Health, Bergen				2012-01-13 08:10:55	60 hours  Contact hours: 35  Group work: 8 hours  Individual study, including preparatory reading: 17 hours	2016-04-04	2016-04-08	<br>Accredited in Copenhagen 2003. Reaccredited in Lenzerheide 2006 and in Barcelona 2011. This accreditation is valid until October 2016.	<br>The pre-reading provides necessary background information to follow the course. Each day is a mixture of introductory lectures and work in groups on specific topics covered during the day. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. A group work manual will be made available on the first day of the course. At the end of each day, one group is arbitrarily chosen to present the specific topic for the group work on that day, followed by a discussion in plenary. The group work is not guided, but the course facilitators/lecturers visit the groups during the sessions.  About 50% of the course is lectures, 20% group work/discussions and 30% pre-reading.	<br>After completion of the course, a CD-ROM will be distributed to all participants. The CD contains all updated presentations and an extensive literature archive on all aspects of TB covered during the course.    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>2-hour written exam, short questions to test broad under-standing of the major issues of TB infection and disease, epidemiology and control strategies at both national and global level. 13.02.2015, 10:15 â€“ 12:15	Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).   Required pre-reading: IUATLD 2002: Interventions for Tuberculosis Control and Elimination. The book is freely available and can be downloaded from the website of the International Union Against Tuberculosis and Lung Disease (IUATLD).   Recommended pre-reading:    T. Arnadottir. Tuberculosis and Public Health. IUATLD 2009.	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>&euro;50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)		<br>New main course coordinator due to change in positions.  Assessment changed from presentation of group-work to written exam, due to need of individual evaluation of students&rsquo; performance.		<br>Provide more direct feedback during group-work sessions.  Individual assessment needed, group presentations not feasible for  assessment of students&rsquo; performance.	<br>The course covers key features of tuberculosis: epidemiology, clinical characteristics, microbiological aspects, global intervention and control strategies and with particular emphasis on areas where research is needed.   Each day of the course has a specific theme:    Day 1  Topic: Tuberculosis and the society  Welcome   Historical perspective: lessons learned and advances made   Global perspective: current scenario and challenges   Epidemiology: exposure, infection, disease   Tuberculosis in a socio-cultural context   Work in groups - Session I  Epidemiological aspects of drug resistance     Day 2  Topic: Tuberculosis and the laboratory  Bacteriological basis for TB control   Mechanisms for drug resistance in mycobacteria   Work in groups - Session II  Role of susceptibility testing in different settings   Laboratory network and quality control     Day 3  Topic: Tuberculosis and the patient  Clinical presentation of pulmonary and extra-pulmonary TB Diagnosis of TB   Variations according to gender, culture, geography and time   TB/HIV co-infection: impact on the TB epidemic and on TB control    Global interventions for TB control   Work in groups - Session III       Video: Multi-drug resistance in Russia    Day 4  Topic: Tuberculosis and global strategy  Case finding strategies   Control strategies for multi-drug resistant and extensive-drug resistant TB   Case holding   Recording and reporting. Cohort analysis   Work in groups - Session IV  Global strategies to fight TB. Vertical programmes vs sector-wide approach     Day 5  Topic: Global tuberculosis wizards: Controlling the control  Reviewing national programmes   Evaluation  Exam		TB				
TB Epidemiology and Global Intervention Strategies	<br>At the end of the module, the students should be able to:   -  debate socio-cultural aspects of importance to the TB epidemic  -  distinguish important determinants of exposure, infection and disease   -  assess advantages and disadvantages of various diagnostic methods   -  demonstrate how drug resistance may develop and how it is monitored   -  assess the influence of HIV infection and multi-drug resistance on the TB epidemic   -  debate the global strategies to identify sources of transmission and to manage TB patients   -  assess the role of technical assistance and regular reviews  of national TB programmes   -  evaluate global interventions to control the TB epidemic		0	Linda.Forshaw@uib.no	2012-01-13 02:00:02	2015-09-19	2017-10-10 04:45:04	troped	troped	0		one week plus 2 days pre-reading	Centre for International Health, Bergen				2012-01-13 08:10:55	60 hours  Contact hours: 35  Group work: 8 hours  Individual study, including preparatory reading: 17 hours	2016-04-04	2016-04-08	<br>Accredited in Copenhagen 2003. Reaccredited in Lenzerheide 2006 and in Barcelona 2011. This accreditation is valid until October 2016.	<br>The pre-reading provides necessary background information to follow the course. Each day is a mixture of introductory lectures and work in groups on specific topics covered during the day. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions. A group work manual will be made available on the first day of the course. At the end of each day, one group is arbitrarily chosen to present the specific topic for the group work on that day, followed by a discussion in plenary. The group work is not guided, but the course facilitators/lecturers visit the groups during the sessions.  About 50% of the course is lectures, 20% group work/discussions and 30% pre-reading.	<br>After completion of the course, a CD-ROM will be distributed to all participants. The CD contains all updated presentations and an extensive literature archive on all aspects of TB covered during the course.    <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>2-hour written exam, short questions to test broad under-standing of the major issues of TB infection and disease, epidemiology and control strategies at both national and global level. 13.02.2015, 10:15 â€“ 12:15	Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).   Required pre-reading: IUATLD 2002: Interventions for Tuberculosis Control and Elimination. The book is freely available and can be downloaded from the website of the International Union Against Tuberculosis and Lung Disease (IUATLD).   Recommended pre-reading:    T. Arnadottir. Tuberculosis and Public Health. IUATLD 2009.	<br>Priority:   Master students enrolled at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students	<br>&euro;50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)		<br>New main course coordinator due to change in positions.  Assessment changed from presentation of group-work to written exam, due to need of individual evaluation of students&rsquo; performance.		<br>Provide more direct feedback during group-work sessions.  Individual assessment needed, group presentations not feasible for  assessment of students&rsquo; performance.	<br>The course covers key features of tuberculosis: epidemiology, clinical characteristics, microbiological aspects, global intervention and control strategies and with particular emphasis on areas where research is needed.   Each day of the course has a specific theme:    Day 1  Topic: Tuberculosis and the society  Welcome   Historical perspective: lessons learned and advances made   Global perspective: current scenario and challenges   Epidemiology: exposure, infection, disease   Tuberculosis in a socio-cultural context   Work in groups - Session I  Epidemiological aspects of drug resistance     Day 2  Topic: Tuberculosis and the laboratory  Bacteriological basis for TB control   Mechanisms for drug resistance in mycobacteria   Work in groups - Session II  Role of susceptibility testing in different settings   Laboratory network and quality control     Day 3  Topic: Tuberculosis and the patient  Clinical presentation of pulmonary and extra-pulmonary TB Diagnosis of TB   Variations according to gender, culture, geography and time   TB/HIV co-infection: impact on the TB epidemic and on TB control    Global interventions for TB control   Work in groups - Session III       Video: Multi-drug resistance in Russia    Day 4  Topic: Tuberculosis and global strategy  Case finding strategies   Control strategies for multi-drug resistant and extensive-drug resistant TB   Case holding   Recording and reporting. Cohort analysis   Work in groups - Session IV  Global strategies to fight TB. Vertical programmes vs sector-wide approach     Day 5  Topic: Global tuberculosis wizards: Controlling the control  Reviewing national programmes   Evaluation  Exam						
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0	Norway - Centre for International Health, Universitetet i Bergen	Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen	Professor Knut Fylkesnes	English	advanced optional	2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).	Norway	Epidemiology	Blended-learning		5 ECTS credits	
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0		Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen				2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).		Equity				
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0		Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen				2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).		HIV/AIDS				
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0		Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen				2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).		International / global				
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0		Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen				2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).		Sociology (incl.. socio-cultural aspects)				
The HIV pandemic: Research challenges to improve prevention, support and care	<br>At the end of the course students should be able to      1) explain bio-medical research challenges in HIV diagnostics, vaccine development, ART, and prevention of mother-to-child transmission of HIV;  2) illustrate the value of the proximate determinants conceptual framework (the epidemiological context approach) in priority setting of preventive HIV interventions and discuss related challenges in research;  3) recognise the importance of understanding socio-economic and cultural contexts of HIV transmission and identify related challenges in research;  4) discuss core methods used in epidemiological HIV research (prevalence and incidence) and debate challenges in research;  5) identify global patterns of HIV transmission, their possible explanations and relate them to research evidence on what works in prevention;  6) differentiate demographic, social and economic impact of HIV epidemics;   7) interpret major priority setting challenges related to HIV interventions and key ethical issues involved in research;   8) judge research evidence on models of HIV testing and counselling and debate research challenges;  9) discuss major priority setting challenges in international funding of HIV prevention and care.		0	Linda.Forshaw@uib.no	2012-01-13 02:07:52	2016-03-10	2017-10-10 04:45:04	troped	troped	0		Part 1: 0.5 weeks individual-studies + 2 weeks in Bergen.  Part 2: individual written assignment (essay): time assigned: 1Â½ week. Total: 4 weeks	CIH's lecture room, 2nd floor, Overlege Danielsens Hus, Ã…rstadvn 21, Bergen				2012-01-13 08:35:06	150 hours: 50 contact hours, 50 individual-study hours for reading of reference literature, 50 hours writing essay	2016-04-11	2016-04-22	<br>Accredited in Copenhagen 2003, re-accreditation in Edinburgh, September 2004, in Stockholm, September 2010, in EC phone conference March 2016. This accreditation is valid until March 2021.	<br>Interactive presentations by lecturers (morning sessions related to given literature); literature review (individually and with group discussions and student presentations; panel and group discussions. During the 2 weeks in Bergen the students choose a HIV relevant topic for an scientific essay (such as HIV epidemiology, stigma, PMTCT) and receive individual supervision, and after the 2 weeks in Bergen students write an individual scientific essay.  Literature: Scientific papers, reports and handouts.	<a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	<br>Based on the assessment of prepared essay; length 2000-2500 words (list of references excluded). During the 2 weeks in Bergen the students are to attend sessions on scientific essay writing, and will receive individual supervision related to selected topic. Essays are evaluated independently by 2 of the professors (anonymous). Appeals.	Max. number of students: 30; max. number of tropEd students:   10, Minimum number: 8	<br>Psychologists, social scientists, medical doctors, nurses and dentists specialising in public health and other health workers and managers with special interest in HIV epidemics and research challenges.    Students admitted to a Mastersâ€™ degree Programme may join this course (e.g. TropEd Europe network). Proficiency in English at a level corresponding to TOEFL 550 or IELTS band 6.0 is expected.	<br>Priority will be given to master students and PhD candidates.	<br>No fees but 70 EUR to cover parts of the teaching materials and other administrative costs.	None	No major changes	<br>Students are evaluating the course in two ways:   1) Written format: anonymous rating (1-5) of the various sessions and overall on relevance, quality of teaching, management, and timing together with open ended questions for suggestions.  2) Open discussion (students â€“ course coordinator and available lecturers) at the end of the course for discussion of strength, limitations and suggestions.   We judge the overall ratings to be very high: between 4.2 and 4.4.; most lectures rated excellent. Very valuable information from students on priority setting (how much time allocated for the various topics): We have e.g. extended the time allocated for â€œcultural contextâ€ and reduced the â€œinteraction HIV- other STIsâ€ and groups discussions. These suggestions have been made when the same student views are appearing in the oral open session.	<br>Feedback which has been difficult to handle over the years has been that the course puts major focus on the generalized epidemics in Africa. The reason is that the majority of lecturers have their main research background from sub-Saharan Africa. Extension by inviting external lecturers (to UiB) is not seen as a good policy, and the course is now announced with a particular not that â€œmajor focus will be on sub-Saharan Africaâ€.      -This course has been very well received by students for more than 10 years â€“ particularly the interdisciplinary focus.      - The course involves lecturers from various faculties at the University of Bergen and being mostly the same individuals (10-12 lecturers) for the past 10 years. We see it as quite amazing that this team manage to keep up the spirit and high quality.  - The number of participants have been somewhat declining over the past few years â€“ from 50 down to 20-25. This could be expected due to the diminished focus of the topic internationally.	<br>The course is multi-disciplinary and all sessions will discuss challenges in research. The scope is global, but with particular focus on sub-Saharan Africa. Main topics:   â€¢ HIV epidemiology and research challenges: transmission biology, global dynamics and trends, conceptual framework in epidemiological research as a basis for priority setting (7 lectures)  â€¢ Demographic and social impact; stigma (2 lectures)  â€¢ Current bio-medical understanding and challenges in research: diagnostics, natural history, opportunistic infections, vaccine development and antiretroviral therapy (3 lectures)  â€¢ Prevention of Mother to Child Transmission (PMTCT) programmes: strategies, successes and challenges in practice and research (biological and socio-cultural) (5 lectures)  â€¢ The value of understanding the local ethnic-cultural contexts in HIV interventions (2 lectures)  â€¢ Sexual and reproductive health and rights (2 lectures)  â€¢ HIV counselling and testing: policies, effects and research on innovative delivery models (4 lectures)  â€¢ Cost-effectiveness and priority setting; cost effective prevention and care interventions; criteria for priority setting (4 lectures)  â€¢ What works in prevention: scientific evidence and limitations (4 lectures)  â€¢ Monitoring and evaluation systems to guide programmes  â€¢ Ethics and HIV (4 lectures)  â€¢ Global initiatives related to HIV (2 lectures)  In addition, the students will have 2 lectures on essay writing.  In addition to the lectures the course has 3 hours of discussion in plenum (on epidemiological issues, prevention, ethics), as well as 6 hours of guided group work discussing new HIV relevant scientific papers).						
Psychosocial Interventions for Displaced Populations (Distance Learning)	<br>  On successful completion of the module the student will be able to:     â€¢ Demonstrate critical awareness of the nature of the threat to personal and social well-being posed by conflict and forced migration  â€¢ Conceptualise psychosocial needs - and interventions - with respect to relevant psychiatric, psychological, social and cultural frameworks and synthesise relevant insights  â€¢ Critique the roles of culture and identity in shaping the experience of conflict and forced migration  â€¢ Identify and critically appraise a variety of examples of psychosocial intervention with war-affected and forced migrant populations  â€¢ Effectively and coherently plan a psychosocial intervention sensitive to local circumstance  â€¢ Demonstrate critical awareness of relevant criteria and strategies for the effective evaluation of psychosocial programmes		1	ceyber@qmu.ac.uk	2012-01-14 02:12:26	2018-06-21	2020-12-15 14:04:47	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	Total number of weeks: 9 weeks: Pre-reading available 1 week in advance (does not count towards SIT) 6 weeks active learning programme	<br>Delivered electronically from IGHD, Edinburgh	Dr Carola Eyber 	English	advanced optional	2012-01-14 08:23:37	<br>150 SIT:   â€¢ Self-directed individual study of web-based materials and readings: 80 hours  â€¢ Participation on moderated discussion boards: 20 hours   â€¢ Assignment (development, defence and presentation of a programme proposal): 50 hours	2021-03-11	2021-04-09	<br>Accredited in September 2006 and re-accredited in May 2012 and February, 2017. This accreditation is valid until February 2022.	<br>Each unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, through narrated PowerPoints, to videos and podcasts, each accompanied by prompting   questions.   Participants have the option to document personal learning privately or, through use of the journal function, in a manner that allows course tutors to review and comment upon notes.   Additionally, participants spend approximately 2 hours per unit on reviewing and posting material on the Discussion Board, which is accessible to tutors and all participants. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback.   Additionally, a range of optional readings and other forms of activity are made available within each unit for participants who want to pursue deeper or wider learning on the topic, whether related to their chosen assignment focus or otherwise.	<br>Each unit has set readings assigned (both required and optional). The following core reading is illustrative of the range of sources used:    Ager, A. Ager, A, Ager, W, Stavrou, V. & Boothby, N. (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: UNICEF.  Ager, A., Akesson, B., Stark, L., Flouri, E., Okot, B., McCollister, F & Boothby, N. â€œThe impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Ugandaâ€. Journal of Child Psychology and Psychiatry, 2011, 52 (11), 1124â€“1133.  Eggerman, M., & Panter-Brick, C. (2010). Suffering, hope, and entrapment: Resilience and cultural values in Afghanistan. Social Science & Medicine, 71(1), 71-83.  Horn, R., Puffer, E. S., Roesch, E., & Lehmann, H. Women's perceptions of effects of war on intimate partner violence and gender roles in two post-conflict West African Countries: Consequences and unexpected opportunities. Conflict and Health, 2014, 8, 12. DOI: 10.1186/1752-1505-8-12.  Kohrt, B. A., Jordans, M. J., Tol, W. A., Perera, E., Karki, R., Koirala, S., & Upadhaya, N. (2010). Social ecology of child soldiers: Child, family, and community determinants of mental health, psychosocial well-being, and reintegration in Nepal. Transcultural Psychiatry, 47(5), 727-753.  Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.  Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R. & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: linking practice and research. The Lancet, 378(9802), 1581-1591.    <a href="http://www.qmu.ac.uk/iihd/docs/2016/IGHD_PSI%20Flyer_2016-.pdf ">Please see here the flyer of this course.</a>	<br>Participants are required to present a 3,000 word programme proposal (in narrative form) for a psychosocial intervention which:    â€¢ summarises the objectives of the intervention (with respect to documented needs)   â€¢ outlines a conceptual framework for the proposed intervention   â€¢ provides a clear rationale for the chosen approach   â€¢ details key features of the proposed programme   â€¢ outlines a proposed strategy for monitoring and evaluation of the intervention    The assignment specification provided for students is attached at the end of this form. The assignment is the focus of a specific strand of discussion within the Discussion Board. Dialogue with students regarding  the assignment provides a basis for interpreting the assignment within the context of the broad Assessment Regulations that are provided for all students. This provides guidance (consistent across alll QMU modules) on the structured feedback provided onlassignments as a basis for awarded grades and opportunties to resubmit an assignment that has achieved a failing grade.	<br>Typically 20-28 students enrolled; no cap for TropEd participants	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS of 6.0 OR TOEFL 580 in paper test and 237 in computer based test.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module.   â€¢ Basic computer skills, including using the world-wide web.	<br>None	<br>720 GBP	None	<br>Alastair Ager and Rebecca Horn have succeeded Carola Eyber as module tutors. They have taken the opportunity to refresh material, particularly with regard to policy development and enhancement of the evidence base in the field in the last five years. Material thus features recent publications of the two tutors, alongside broader readings and other contemporary documentation. Objectives have been modestly revised to reflect developing practice in the field and the need for robust evaluation approaches. Learning methods have incorporated a broader range of materials including short video interviews with leading MHPSS practitioners, programme evaluations and documents and video presentations of humanitarian contexts and specific interventions. The assessment process has been simplified, with the Discussion Board fora within each unit serving as a formative basis for the single summative assessment which integrates module learning from across the units.	<br>The module has been very positive evaluated by students. In 2016 the module was the top-ranked IGHD/QMU module with  with100%  of students satisfied with the achievement of learning organization of the module, 100%  of students satisfied with the organization of the module (76% rating it excellent) and 90% of the class rating their interest in course material as excellent.	<br>Our offering of the module suggests that â€“ suitably structured and with good use made of vivid learning materials â€“ an online class of this nature can create a learning experience beyond what can be achieved in the regular classroom. With participants from across the world engaging in theoretical and practice reflection, we have been able to bring experienced psychosocial practitioners into dialogue with those just beginning to explore this area of specialism. In the most recent offering of the course, we were able to connect physicians engaged in response to the zika virus in Brazil, with nurses working on GBV prevent programmes in South Sudan, with psychologists working with migrants in Lampadusa. This diversity of experience provides rich material for class discussion of even greater benefit to those with limited exposure to psychosocial programming in humanitarian contexts to date.	<br>The content of the module will include:    Unit 1: The Developing Field of Mental Health and Psychosocial Support (MHPSS)  This unit provides an introduction to the field of mental health and psychosocial support (MHPSS), reviewing its development as a field of practice over the last two decades.    Unit 2: The MHPSS Guidelines  This unit addresses the role of the framework that has come to represent a shared approach to intervention across many agencies: the Inter-Agency Standing Committee Guideline on Mental Health and Psychosocial Support in Emergency Settings    Unit 3: Current Policy and Practice Developments  This unit builds on earlier units to review contemporary policy and practice in the MHPSS field, identifying emerging agendas that are likely to shape future practice. It includes consideration of debates reflected at the 2015 UNICEF-sponsored meeting at The Hague and at the 2016 World Humanitarian Summit.    Unit 4: Approaches to Psychosocial Support: Child Friendly Spaces  This unit considers one of the most widely-adopted strategies to provide psychosocial support to children in the context of humanitarian emergencies: child friendly spaces (or CFS).    Unit 5: Approaches to Psychosocial Support: Gender, Conflict and Displacement  This unit aims to draw attention to the gendered experiences of women and men affected by conflict and displacement.    Unit 6: Approaches to Psychosocial Support: Community-Based Approaches  In this unit, we will look at the community-based approach to psychosocial interventions.  The aims of this approach are to assist affected people to attain stable life and integrated functioning; and to restore hope, dignity, mental and social wellbeing and a sense of normality.    Unit 7: Approaches to Psychosocial Support: Mainstreaming into Other Sectors  This unit focuses on mainstreaming (or integrating) psychosocial approaches into other sectors, such as WASH, education, food security, livelihoods and health.     Unit 8: Approaches to Psychosocial Support: Humanitarian Staff Care  This unit considers the application of the principals of mental health and psychosocial support to the issue of staff care of humanitarian workers.    Unit 9: Design, Monitoring and Evaluation of Psychosocial Programming  The aim of this unit is to consider the role of evaluation of psychosocial programming, and how to integrate monitoring and evaluation into programme design.    Unit 10: Capacity Building for Psychosocial Support  This unit introduces some of the approaches currently being adopted to build capacity in psychosocial support in displacement settings.	United Kingdom	Health in emergencies	Distance-based		5 ECTS credits	
Psychosocial Interventions for Displaced Populations (Distance Learning)	<br>  On successful completion of the module the student will be able to:     â€¢ Demonstrate critical awareness of the nature of the threat to personal and social well-being posed by conflict and forced migration  â€¢ Conceptualise psychosocial needs - and interventions - with respect to relevant psychiatric, psychological, social and cultural frameworks and synthesise relevant insights  â€¢ Critique the roles of culture and identity in shaping the experience of conflict and forced migration  â€¢ Identify and critically appraise a variety of examples of psychosocial intervention with war-affected and forced migrant populations  â€¢ Effectively and coherently plan a psychosocial intervention sensitive to local circumstance  â€¢ Demonstrate critical awareness of relevant criteria and strategies for the effective evaluation of psychosocial programmes		1	ceyber@qmu.ac.uk	2012-01-14 02:12:26	2018-06-21	2020-12-15 14:04:47	troped	romy	0		Total number of weeks: 9 weeks: Pre-reading available 1 week in advance (does not count towards SIT) 6 weeks active learning programme	<br>Delivered electronically from IGHD, Edinburgh	Rebecca Horn			2012-01-14 08:23:37	<br>150 SIT:   â€¢ Self-directed individual study of web-based materials and readings: 80 hours  â€¢ Participation on moderated discussion boards: 20 hours   â€¢ Assignment (development, defence and presentation of a programme proposal): 50 hours	2021-03-11	2021-04-09	<br>Accredited in September 2006 and re-accredited in May 2012 and February, 2017. This accreditation is valid until February 2022.	<br>Each unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, through narrated PowerPoints, to videos and podcasts, each accompanied by prompting   questions.   Participants have the option to document personal learning privately or, through use of the journal function, in a manner that allows course tutors to review and comment upon notes.   Additionally, participants spend approximately 2 hours per unit on reviewing and posting material on the Discussion Board, which is accessible to tutors and all participants. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback.   Additionally, a range of optional readings and other forms of activity are made available within each unit for participants who want to pursue deeper or wider learning on the topic, whether related to their chosen assignment focus or otherwise.	<br>Each unit has set readings assigned (both required and optional). The following core reading is illustrative of the range of sources used:    Ager, A. Ager, A, Ager, W, Stavrou, V. & Boothby, N. (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: UNICEF.  Ager, A., Akesson, B., Stark, L., Flouri, E., Okot, B., McCollister, F & Boothby, N. â€œThe impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Ugandaâ€. Journal of Child Psychology and Psychiatry, 2011, 52 (11), 1124â€“1133.  Eggerman, M., & Panter-Brick, C. (2010). Suffering, hope, and entrapment: Resilience and cultural values in Afghanistan. Social Science & Medicine, 71(1), 71-83.  Horn, R., Puffer, E. S., Roesch, E., & Lehmann, H. Women's perceptions of effects of war on intimate partner violence and gender roles in two post-conflict West African Countries: Consequences and unexpected opportunities. Conflict and Health, 2014, 8, 12. DOI: 10.1186/1752-1505-8-12.  Kohrt, B. A., Jordans, M. J., Tol, W. A., Perera, E., Karki, R., Koirala, S., & Upadhaya, N. (2010). Social ecology of child soldiers: Child, family, and community determinants of mental health, psychosocial well-being, and reintegration in Nepal. Transcultural Psychiatry, 47(5), 727-753.  Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.  Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R. & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: linking practice and research. The Lancet, 378(9802), 1581-1591.    <a href="http://www.qmu.ac.uk/iihd/docs/2016/IGHD_PSI%20Flyer_2016-.pdf ">Please see here the flyer of this course.</a>	<br>Participants are required to present a 3,000 word programme proposal (in narrative form) for a psychosocial intervention which:    â€¢ summarises the objectives of the intervention (with respect to documented needs)   â€¢ outlines a conceptual framework for the proposed intervention   â€¢ provides a clear rationale for the chosen approach   â€¢ details key features of the proposed programme   â€¢ outlines a proposed strategy for monitoring and evaluation of the intervention    The assignment specification provided for students is attached at the end of this form. The assignment is the focus of a specific strand of discussion within the Discussion Board. Dialogue with students regarding  the assignment provides a basis for interpreting the assignment within the context of the broad Assessment Regulations that are provided for all students. This provides guidance (consistent across alll QMU modules) on the structured feedback provided onlassignments as a basis for awarded grades and opportunties to resubmit an assignment that has achieved a failing grade.	<br>Typically 20-28 students enrolled; no cap for TropEd participants	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS of 6.0 OR TOEFL 580 in paper test and 237 in computer based test.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module.   â€¢ Basic computer skills, including using the world-wide web.	<br>None	<br>720 GBP	None	<br>Alastair Ager and Rebecca Horn have succeeded Carola Eyber as module tutors. They have taken the opportunity to refresh material, particularly with regard to policy development and enhancement of the evidence base in the field in the last five years. Material thus features recent publications of the two tutors, alongside broader readings and other contemporary documentation. Objectives have been modestly revised to reflect developing practice in the field and the need for robust evaluation approaches. Learning methods have incorporated a broader range of materials including short video interviews with leading MHPSS practitioners, programme evaluations and documents and video presentations of humanitarian contexts and specific interventions. The assessment process has been simplified, with the Discussion Board fora within each unit serving as a formative basis for the single summative assessment which integrates module learning from across the units.	<br>The module has been very positive evaluated by students. In 2016 the module was the top-ranked IGHD/QMU module with  with100%  of students satisfied with the achievement of learning organization of the module, 100%  of students satisfied with the organization of the module (76% rating it excellent) and 90% of the class rating their interest in course material as excellent.	<br>Our offering of the module suggests that â€“ suitably structured and with good use made of vivid learning materials â€“ an online class of this nature can create a learning experience beyond what can be achieved in the regular classroom. With participants from across the world engaging in theoretical and practice reflection, we have been able to bring experienced psychosocial practitioners into dialogue with those just beginning to explore this area of specialism. In the most recent offering of the course, we were able to connect physicians engaged in response to the zika virus in Brazil, with nurses working on GBV prevent programmes in South Sudan, with psychologists working with migrants in Lampadusa. This diversity of experience provides rich material for class discussion of even greater benefit to those with limited exposure to psychosocial programming in humanitarian contexts to date.	<br>The content of the module will include:    Unit 1: The Developing Field of Mental Health and Psychosocial Support (MHPSS)  This unit provides an introduction to the field of mental health and psychosocial support (MHPSS), reviewing its development as a field of practice over the last two decades.    Unit 2: The MHPSS Guidelines  This unit addresses the role of the framework that has come to represent a shared approach to intervention across many agencies: the Inter-Agency Standing Committee Guideline on Mental Health and Psychosocial Support in Emergency Settings    Unit 3: Current Policy and Practice Developments  This unit builds on earlier units to review contemporary policy and practice in the MHPSS field, identifying emerging agendas that are likely to shape future practice. It includes consideration of debates reflected at the 2015 UNICEF-sponsored meeting at The Hague and at the 2016 World Humanitarian Summit.    Unit 4: Approaches to Psychosocial Support: Child Friendly Spaces  This unit considers one of the most widely-adopted strategies to provide psychosocial support to children in the context of humanitarian emergencies: child friendly spaces (or CFS).    Unit 5: Approaches to Psychosocial Support: Gender, Conflict and Displacement  This unit aims to draw attention to the gendered experiences of women and men affected by conflict and displacement.    Unit 6: Approaches to Psychosocial Support: Community-Based Approaches  In this unit, we will look at the community-based approach to psychosocial interventions.  The aims of this approach are to assist affected people to attain stable life and integrated functioning; and to restore hope, dignity, mental and social wellbeing and a sense of normality.    Unit 7: Approaches to Psychosocial Support: Mainstreaming into Other Sectors  This unit focuses on mainstreaming (or integrating) psychosocial approaches into other sectors, such as WASH, education, food security, livelihoods and health.     Unit 8: Approaches to Psychosocial Support: Humanitarian Staff Care  This unit considers the application of the principals of mental health and psychosocial support to the issue of staff care of humanitarian workers.    Unit 9: Design, Monitoring and Evaluation of Psychosocial Programming  The aim of this unit is to consider the role of evaluation of psychosocial programming, and how to integrate monitoring and evaluation into programme design.    Unit 10: Capacity Building for Psychosocial Support  This unit introduces some of the approaches currently being adopted to build capacity in psychosocial support in displacement settings.		Mental health problems				
Psychosocial Interventions for Displaced Populations (Distance Learning)	<br>  On successful completion of the module the student will be able to:     â€¢ Demonstrate critical awareness of the nature of the threat to personal and social well-being posed by conflict and forced migration  â€¢ Conceptualise psychosocial needs - and interventions - with respect to relevant psychiatric, psychological, social and cultural frameworks and synthesise relevant insights  â€¢ Critique the roles of culture and identity in shaping the experience of conflict and forced migration  â€¢ Identify and critically appraise a variety of examples of psychosocial intervention with war-affected and forced migrant populations  â€¢ Effectively and coherently plan a psychosocial intervention sensitive to local circumstance  â€¢ Demonstrate critical awareness of relevant criteria and strategies for the effective evaluation of psychosocial programmes		1	ceyber@qmu.ac.uk	2012-01-14 02:12:26	2018-06-21	2020-12-15 14:04:47	troped	romy	0		Total number of weeks: 9 weeks: Pre-reading available 1 week in advance (does not count towards SIT) 6 weeks active learning programme	<br>Delivered electronically from IGHD, Edinburgh				2012-01-14 08:23:37	<br>150 SIT:   â€¢ Self-directed individual study of web-based materials and readings: 80 hours  â€¢ Participation on moderated discussion boards: 20 hours   â€¢ Assignment (development, defence and presentation of a programme proposal): 50 hours	2021-03-11	2021-04-09	<br>Accredited in September 2006 and re-accredited in May 2012 and February, 2017. This accreditation is valid until February 2022.	<br>Each unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, through narrated PowerPoints, to videos and podcasts, each accompanied by prompting   questions.   Participants have the option to document personal learning privately or, through use of the journal function, in a manner that allows course tutors to review and comment upon notes.   Additionally, participants spend approximately 2 hours per unit on reviewing and posting material on the Discussion Board, which is accessible to tutors and all participants. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback.   Additionally, a range of optional readings and other forms of activity are made available within each unit for participants who want to pursue deeper or wider learning on the topic, whether related to their chosen assignment focus or otherwise.	<br>Each unit has set readings assigned (both required and optional). The following core reading is illustrative of the range of sources used:    Ager, A. Ager, A, Ager, W, Stavrou, V. & Boothby, N. (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: UNICEF.  Ager, A., Akesson, B., Stark, L., Flouri, E., Okot, B., McCollister, F & Boothby, N. â€œThe impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Ugandaâ€. Journal of Child Psychology and Psychiatry, 2011, 52 (11), 1124â€“1133.  Eggerman, M., & Panter-Brick, C. (2010). Suffering, hope, and entrapment: Resilience and cultural values in Afghanistan. Social Science & Medicine, 71(1), 71-83.  Horn, R., Puffer, E. S., Roesch, E., & Lehmann, H. Women's perceptions of effects of war on intimate partner violence and gender roles in two post-conflict West African Countries: Consequences and unexpected opportunities. Conflict and Health, 2014, 8, 12. DOI: 10.1186/1752-1505-8-12.  Kohrt, B. A., Jordans, M. J., Tol, W. A., Perera, E., Karki, R., Koirala, S., & Upadhaya, N. (2010). Social ecology of child soldiers: Child, family, and community determinants of mental health, psychosocial well-being, and reintegration in Nepal. Transcultural Psychiatry, 47(5), 727-753.  Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.  Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R. & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: linking practice and research. The Lancet, 378(9802), 1581-1591.    <a href="http://www.qmu.ac.uk/iihd/docs/2016/IGHD_PSI%20Flyer_2016-.pdf ">Please see here the flyer of this course.</a>	<br>Participants are required to present a 3,000 word programme proposal (in narrative form) for a psychosocial intervention which:    â€¢ summarises the objectives of the intervention (with respect to documented needs)   â€¢ outlines a conceptual framework for the proposed intervention   â€¢ provides a clear rationale for the chosen approach   â€¢ details key features of the proposed programme   â€¢ outlines a proposed strategy for monitoring and evaluation of the intervention    The assignment specification provided for students is attached at the end of this form. The assignment is the focus of a specific strand of discussion within the Discussion Board. Dialogue with students regarding  the assignment provides a basis for interpreting the assignment within the context of the broad Assessment Regulations that are provided for all students. This provides guidance (consistent across alll QMU modules) on the structured feedback provided onlassignments as a basis for awarded grades and opportunties to resubmit an assignment that has achieved a failing grade.	<br>Typically 20-28 students enrolled; no cap for TropEd participants	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS of 6.0 OR TOEFL 580 in paper test and 237 in computer based test.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module.   â€¢ Basic computer skills, including using the world-wide web.	<br>None	<br>720 GBP	None	<br>Alastair Ager and Rebecca Horn have succeeded Carola Eyber as module tutors. They have taken the opportunity to refresh material, particularly with regard to policy development and enhancement of the evidence base in the field in the last five years. Material thus features recent publications of the two tutors, alongside broader readings and other contemporary documentation. Objectives have been modestly revised to reflect developing practice in the field and the need for robust evaluation approaches. Learning methods have incorporated a broader range of materials including short video interviews with leading MHPSS practitioners, programme evaluations and documents and video presentations of humanitarian contexts and specific interventions. The assessment process has been simplified, with the Discussion Board fora within each unit serving as a formative basis for the single summative assessment which integrates module learning from across the units.	<br>The module has been very positive evaluated by students. In 2016 the module was the top-ranked IGHD/QMU module with  with100%  of students satisfied with the achievement of learning organization of the module, 100%  of students satisfied with the organization of the module (76% rating it excellent) and 90% of the class rating their interest in course material as excellent.	<br>Our offering of the module suggests that â€“ suitably structured and with good use made of vivid learning materials â€“ an online class of this nature can create a learning experience beyond what can be achieved in the regular classroom. With participants from across the world engaging in theoretical and practice reflection, we have been able to bring experienced psychosocial practitioners into dialogue with those just beginning to explore this area of specialism. In the most recent offering of the course, we were able to connect physicians engaged in response to the zika virus in Brazil, with nurses working on GBV prevent programmes in South Sudan, with psychologists working with migrants in Lampadusa. This diversity of experience provides rich material for class discussion of even greater benefit to those with limited exposure to psychosocial programming in humanitarian contexts to date.	<br>The content of the module will include:    Unit 1: The Developing Field of Mental Health and Psychosocial Support (MHPSS)  This unit provides an introduction to the field of mental health and psychosocial support (MHPSS), reviewing its development as a field of practice over the last two decades.    Unit 2: The MHPSS Guidelines  This unit addresses the role of the framework that has come to represent a shared approach to intervention across many agencies: the Inter-Agency Standing Committee Guideline on Mental Health and Psychosocial Support in Emergency Settings    Unit 3: Current Policy and Practice Developments  This unit builds on earlier units to review contemporary policy and practice in the MHPSS field, identifying emerging agendas that are likely to shape future practice. It includes consideration of debates reflected at the 2015 UNICEF-sponsored meeting at The Hague and at the 2016 World Humanitarian Summit.    Unit 4: Approaches to Psychosocial Support: Child Friendly Spaces  This unit considers one of the most widely-adopted strategies to provide psychosocial support to children in the context of humanitarian emergencies: child friendly spaces (or CFS).    Unit 5: Approaches to Psychosocial Support: Gender, Conflict and Displacement  This unit aims to draw attention to the gendered experiences of women and men affected by conflict and displacement.    Unit 6: Approaches to Psychosocial Support: Community-Based Approaches  In this unit, we will look at the community-based approach to psychosocial interventions.  The aims of this approach are to assist affected people to attain stable life and integrated functioning; and to restore hope, dignity, mental and social wellbeing and a sense of normality.    Unit 7: Approaches to Psychosocial Support: Mainstreaming into Other Sectors  This unit focuses on mainstreaming (or integrating) psychosocial approaches into other sectors, such as WASH, education, food security, livelihoods and health.     Unit 8: Approaches to Psychosocial Support: Humanitarian Staff Care  This unit considers the application of the principals of mental health and psychosocial support to the issue of staff care of humanitarian workers.    Unit 9: Design, Monitoring and Evaluation of Psychosocial Programming  The aim of this unit is to consider the role of evaluation of psychosocial programming, and how to integrate monitoring and evaluation into programme design.    Unit 10: Capacity Building for Psychosocial Support  This unit introduces some of the approaches currently being adopted to build capacity in psychosocial support in displacement settings.		Planning and programming (incl.. budgeting and evaluation)				
Psychosocial Interventions for Displaced Populations (Distance Learning)	<br>  On successful completion of the module the student will be able to:     â€¢ Demonstrate critical awareness of the nature of the threat to personal and social well-being posed by conflict and forced migration  â€¢ Conceptualise psychosocial needs - and interventions - with respect to relevant psychiatric, psychological, social and cultural frameworks and synthesise relevant insights  â€¢ Critique the roles of culture and identity in shaping the experience of conflict and forced migration  â€¢ Identify and critically appraise a variety of examples of psychosocial intervention with war-affected and forced migrant populations  â€¢ Effectively and coherently plan a psychosocial intervention sensitive to local circumstance  â€¢ Demonstrate critical awareness of relevant criteria and strategies for the effective evaluation of psychosocial programmes		1	ceyber@qmu.ac.uk	2012-01-14 02:12:26	2018-06-21	2020-12-15 14:04:47	troped	romy	0		Total number of weeks: 9 weeks: Pre-reading available 1 week in advance (does not count towards SIT) 6 weeks active learning programme	<br>Delivered electronically from IGHD, Edinburgh				2012-01-14 08:23:37	<br>150 SIT:   â€¢ Self-directed individual study of web-based materials and readings: 80 hours  â€¢ Participation on moderated discussion boards: 20 hours   â€¢ Assignment (development, defence and presentation of a programme proposal): 50 hours	2021-03-11	2021-04-09	<br>Accredited in September 2006 and re-accredited in May 2012 and February, 2017. This accreditation is valid until February 2022.	<br>Each unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, through narrated PowerPoints, to videos and podcasts, each accompanied by prompting   questions.   Participants have the option to document personal learning privately or, through use of the journal function, in a manner that allows course tutors to review and comment upon notes.   Additionally, participants spend approximately 2 hours per unit on reviewing and posting material on the Discussion Board, which is accessible to tutors and all participants. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback.   Additionally, a range of optional readings and other forms of activity are made available within each unit for participants who want to pursue deeper or wider learning on the topic, whether related to their chosen assignment focus or otherwise.	<br>Each unit has set readings assigned (both required and optional). The following core reading is illustrative of the range of sources used:    Ager, A. Ager, A, Ager, W, Stavrou, V. & Boothby, N. (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: UNICEF.  Ager, A., Akesson, B., Stark, L., Flouri, E., Okot, B., McCollister, F & Boothby, N. â€œThe impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Ugandaâ€. Journal of Child Psychology and Psychiatry, 2011, 52 (11), 1124â€“1133.  Eggerman, M., & Panter-Brick, C. (2010). Suffering, hope, and entrapment: Resilience and cultural values in Afghanistan. Social Science & Medicine, 71(1), 71-83.  Horn, R., Puffer, E. S., Roesch, E., & Lehmann, H. Women's perceptions of effects of war on intimate partner violence and gender roles in two post-conflict West African Countries: Consequences and unexpected opportunities. Conflict and Health, 2014, 8, 12. DOI: 10.1186/1752-1505-8-12.  Kohrt, B. A., Jordans, M. J., Tol, W. A., Perera, E., Karki, R., Koirala, S., & Upadhaya, N. (2010). Social ecology of child soldiers: Child, family, and community determinants of mental health, psychosocial well-being, and reintegration in Nepal. Transcultural Psychiatry, 47(5), 727-753.  Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.  Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R. & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: linking practice and research. The Lancet, 378(9802), 1581-1591.    <a href="http://www.qmu.ac.uk/iihd/docs/2016/IGHD_PSI%20Flyer_2016-.pdf ">Please see here the flyer of this course.</a>	<br>Participants are required to present a 3,000 word programme proposal (in narrative form) for a psychosocial intervention which:    â€¢ summarises the objectives of the intervention (with respect to documented needs)   â€¢ outlines a conceptual framework for the proposed intervention   â€¢ provides a clear rationale for the chosen approach   â€¢ details key features of the proposed programme   â€¢ outlines a proposed strategy for monitoring and evaluation of the intervention    The assignment specification provided for students is attached at the end of this form. The assignment is the focus of a specific strand of discussion within the Discussion Board. Dialogue with students regarding  the assignment provides a basis for interpreting the assignment within the context of the broad Assessment Regulations that are provided for all students. This provides guidance (consistent across alll QMU modules) on the structured feedback provided onlassignments as a basis for awarded grades and opportunties to resubmit an assignment that has achieved a failing grade.	<br>Typically 20-28 students enrolled; no cap for TropEd participants	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS of 6.0 OR TOEFL 580 in paper test and 237 in computer based test.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module.   â€¢ Basic computer skills, including using the world-wide web.	<br>None	<br>720 GBP	None	<br>Alastair Ager and Rebecca Horn have succeeded Carola Eyber as module tutors. They have taken the opportunity to refresh material, particularly with regard to policy development and enhancement of the evidence base in the field in the last five years. Material thus features recent publications of the two tutors, alongside broader readings and other contemporary documentation. Objectives have been modestly revised to reflect developing practice in the field and the need for robust evaluation approaches. Learning methods have incorporated a broader range of materials including short video interviews with leading MHPSS practitioners, programme evaluations and documents and video presentations of humanitarian contexts and specific interventions. The assessment process has been simplified, with the Discussion Board fora within each unit serving as a formative basis for the single summative assessment which integrates module learning from across the units.	<br>The module has been very positive evaluated by students. In 2016 the module was the top-ranked IGHD/QMU module with  with100%  of students satisfied with the achievement of learning organization of the module, 100%  of students satisfied with the organization of the module (76% rating it excellent) and 90% of the class rating their interest in course material as excellent.	<br>Our offering of the module suggests that â€“ suitably structured and with good use made of vivid learning materials â€“ an online class of this nature can create a learning experience beyond what can be achieved in the regular classroom. With participants from across the world engaging in theoretical and practice reflection, we have been able to bring experienced psychosocial practitioners into dialogue with those just beginning to explore this area of specialism. In the most recent offering of the course, we were able to connect physicians engaged in response to the zika virus in Brazil, with nurses working on GBV prevent programmes in South Sudan, with psychologists working with migrants in Lampadusa. This diversity of experience provides rich material for class discussion of even greater benefit to those with limited exposure to psychosocial programming in humanitarian contexts to date.	<br>The content of the module will include:    Unit 1: The Developing Field of Mental Health and Psychosocial Support (MHPSS)  This unit provides an introduction to the field of mental health and psychosocial support (MHPSS), reviewing its development as a field of practice over the last two decades.    Unit 2: The MHPSS Guidelines  This unit addresses the role of the framework that has come to represent a shared approach to intervention across many agencies: the Inter-Agency Standing Committee Guideline on Mental Health and Psychosocial Support in Emergency Settings    Unit 3: Current Policy and Practice Developments  This unit builds on earlier units to review contemporary policy and practice in the MHPSS field, identifying emerging agendas that are likely to shape future practice. It includes consideration of debates reflected at the 2015 UNICEF-sponsored meeting at The Hague and at the 2016 World Humanitarian Summit.    Unit 4: Approaches to Psychosocial Support: Child Friendly Spaces  This unit considers one of the most widely-adopted strategies to provide psychosocial support to children in the context of humanitarian emergencies: child friendly spaces (or CFS).    Unit 5: Approaches to Psychosocial Support: Gender, Conflict and Displacement  This unit aims to draw attention to the gendered experiences of women and men affected by conflict and displacement.    Unit 6: Approaches to Psychosocial Support: Community-Based Approaches  In this unit, we will look at the community-based approach to psychosocial interventions.  The aims of this approach are to assist affected people to attain stable life and integrated functioning; and to restore hope, dignity, mental and social wellbeing and a sense of normality.    Unit 7: Approaches to Psychosocial Support: Mainstreaming into Other Sectors  This unit focuses on mainstreaming (or integrating) psychosocial approaches into other sectors, such as WASH, education, food security, livelihoods and health.     Unit 8: Approaches to Psychosocial Support: Humanitarian Staff Care  This unit considers the application of the principals of mental health and psychosocial support to the issue of staff care of humanitarian workers.    Unit 9: Design, Monitoring and Evaluation of Psychosocial Programming  The aim of this unit is to consider the role of evaluation of psychosocial programming, and how to integrate monitoring and evaluation into programme design.    Unit 10: Capacity Building for Psychosocial Support  This unit introduces some of the approaches currently being adopted to build capacity in psychosocial support in displacement settings.		Violence / war				
Psychosocial Interventions for Displaced Populations (Distance Learning)	<br>  On successful completion of the module the student will be able to:     â€¢ Demonstrate critical awareness of the nature of the threat to personal and social well-being posed by conflict and forced migration  â€¢ Conceptualise psychosocial needs - and interventions - with respect to relevant psychiatric, psychological, social and cultural frameworks and synthesise relevant insights  â€¢ Critique the roles of culture and identity in shaping the experience of conflict and forced migration  â€¢ Identify and critically appraise a variety of examples of psychosocial intervention with war-affected and forced migrant populations  â€¢ Effectively and coherently plan a psychosocial intervention sensitive to local circumstance  â€¢ Demonstrate critical awareness of relevant criteria and strategies for the effective evaluation of psychosocial programmes		1	ceyber@qmu.ac.uk	2012-01-14 02:12:26	2018-06-21	2020-12-15 14:04:47	troped	romy	0		Total number of weeks: 9 weeks: Pre-reading available 1 week in advance (does not count towards SIT) 6 weeks active learning programme	<br>Delivered electronically from IGHD, Edinburgh				2012-01-14 08:23:37	<br>150 SIT:   â€¢ Self-directed individual study of web-based materials and readings: 80 hours  â€¢ Participation on moderated discussion boards: 20 hours   â€¢ Assignment (development, defence and presentation of a programme proposal): 50 hours	2021-03-11	2021-04-09	<br>Accredited in September 2006 and re-accredited in May 2012 and February, 2017. This accreditation is valid until February 2022.	<br>Each unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, through narrated PowerPoints, to videos and podcasts, each accompanied by prompting   questions.   Participants have the option to document personal learning privately or, through use of the journal function, in a manner that allows course tutors to review and comment upon notes.   Additionally, participants spend approximately 2 hours per unit on reviewing and posting material on the Discussion Board, which is accessible to tutors and all participants. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback.   Additionally, a range of optional readings and other forms of activity are made available within each unit for participants who want to pursue deeper or wider learning on the topic, whether related to their chosen assignment focus or otherwise.	<br>Each unit has set readings assigned (both required and optional). The following core reading is illustrative of the range of sources used:    Ager, A. Ager, A, Ager, W, Stavrou, V. & Boothby, N. (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: UNICEF.  Ager, A., Akesson, B., Stark, L., Flouri, E., Okot, B., McCollister, F & Boothby, N. â€œThe impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Ugandaâ€. Journal of Child Psychology and Psychiatry, 2011, 52 (11), 1124â€“1133.  Eggerman, M., & Panter-Brick, C. (2010). Suffering, hope, and entrapment: Resilience and cultural values in Afghanistan. Social Science & Medicine, 71(1), 71-83.  Horn, R., Puffer, E. S., Roesch, E., & Lehmann, H. Women's perceptions of effects of war on intimate partner violence and gender roles in two post-conflict West African Countries: Consequences and unexpected opportunities. Conflict and Health, 2014, 8, 12. DOI: 10.1186/1752-1505-8-12.  Kohrt, B. A., Jordans, M. J., Tol, W. A., Perera, E., Karki, R., Koirala, S., & Upadhaya, N. (2010). Social ecology of child soldiers: Child, family, and community determinants of mental health, psychosocial well-being, and reintegration in Nepal. Transcultural Psychiatry, 47(5), 727-753.  Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.  Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R. & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: linking practice and research. The Lancet, 378(9802), 1581-1591.    <a href="http://www.qmu.ac.uk/iihd/docs/2016/IGHD_PSI%20Flyer_2016-.pdf ">Please see here the flyer of this course.</a>	<br>Participants are required to present a 3,000 word programme proposal (in narrative form) for a psychosocial intervention which:    â€¢ summarises the objectives of the intervention (with respect to documented needs)   â€¢ outlines a conceptual framework for the proposed intervention   â€¢ provides a clear rationale for the chosen approach   â€¢ details key features of the proposed programme   â€¢ outlines a proposed strategy for monitoring and evaluation of the intervention    The assignment specification provided for students is attached at the end of this form. The assignment is the focus of a specific strand of discussion within the Discussion Board. Dialogue with students regarding  the assignment provides a basis for interpreting the assignment within the context of the broad Assessment Regulations that are provided for all students. This provides guidance (consistent across alll QMU modules) on the structured feedback provided onlassignments as a basis for awarded grades and opportunties to resubmit an assignment that has achieved a failing grade.	<br>Typically 20-28 students enrolled; no cap for TropEd participants	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS of 6.0 OR TOEFL 580 in paper test and 237 in computer based test.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module.   â€¢ Basic computer skills, including using the world-wide web.	<br>None	<br>720 GBP	None	<br>Alastair Ager and Rebecca Horn have succeeded Carola Eyber as module tutors. They have taken the opportunity to refresh material, particularly with regard to policy development and enhancement of the evidence base in the field in the last five years. Material thus features recent publications of the two tutors, alongside broader readings and other contemporary documentation. Objectives have been modestly revised to reflect developing practice in the field and the need for robust evaluation approaches. Learning methods have incorporated a broader range of materials including short video interviews with leading MHPSS practitioners, programme evaluations and documents and video presentations of humanitarian contexts and specific interventions. The assessment process has been simplified, with the Discussion Board fora within each unit serving as a formative basis for the single summative assessment which integrates module learning from across the units.	<br>The module has been very positive evaluated by students. In 2016 the module was the top-ranked IGHD/QMU module with  with100%  of students satisfied with the achievement of learning organization of the module, 100%  of students satisfied with the organization of the module (76% rating it excellent) and 90% of the class rating their interest in course material as excellent.	<br>Our offering of the module suggests that â€“ suitably structured and with good use made of vivid learning materials â€“ an online class of this nature can create a learning experience beyond what can be achieved in the regular classroom. With participants from across the world engaging in theoretical and practice reflection, we have been able to bring experienced psychosocial practitioners into dialogue with those just beginning to explore this area of specialism. In the most recent offering of the course, we were able to connect physicians engaged in response to the zika virus in Brazil, with nurses working on GBV prevent programmes in South Sudan, with psychologists working with migrants in Lampadusa. This diversity of experience provides rich material for class discussion of even greater benefit to those with limited exposure to psychosocial programming in humanitarian contexts to date.	<br>The content of the module will include:    Unit 1: The Developing Field of Mental Health and Psychosocial Support (MHPSS)  This unit provides an introduction to the field of mental health and psychosocial support (MHPSS), reviewing its development as a field of practice over the last two decades.    Unit 2: The MHPSS Guidelines  This unit addresses the role of the framework that has come to represent a shared approach to intervention across many agencies: the Inter-Agency Standing Committee Guideline on Mental Health and Psychosocial Support in Emergency Settings    Unit 3: Current Policy and Practice Developments  This unit builds on earlier units to review contemporary policy and practice in the MHPSS field, identifying emerging agendas that are likely to shape future practice. It includes consideration of debates reflected at the 2015 UNICEF-sponsored meeting at The Hague and at the 2016 World Humanitarian Summit.    Unit 4: Approaches to Psychosocial Support: Child Friendly Spaces  This unit considers one of the most widely-adopted strategies to provide psychosocial support to children in the context of humanitarian emergencies: child friendly spaces (or CFS).    Unit 5: Approaches to Psychosocial Support: Gender, Conflict and Displacement  This unit aims to draw attention to the gendered experiences of women and men affected by conflict and displacement.    Unit 6: Approaches to Psychosocial Support: Community-Based Approaches  In this unit, we will look at the community-based approach to psychosocial interventions.  The aims of this approach are to assist affected people to attain stable life and integrated functioning; and to restore hope, dignity, mental and social wellbeing and a sense of normality.    Unit 7: Approaches to Psychosocial Support: Mainstreaming into Other Sectors  This unit focuses on mainstreaming (or integrating) psychosocial approaches into other sectors, such as WASH, education, food security, livelihoods and health.     Unit 8: Approaches to Psychosocial Support: Humanitarian Staff Care  This unit considers the application of the principals of mental health and psychosocial support to the issue of staff care of humanitarian workers.    Unit 9: Design, Monitoring and Evaluation of Psychosocial Programming  The aim of this unit is to consider the role of evaluation of psychosocial programming, and how to integrate monitoring and evaluation into programme design.    Unit 10: Capacity Building for Psychosocial Support  This unit introduces some of the approaches currently being adopted to build capacity in psychosocial support in displacement settings.						
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)	Oonagh O&rsquo;Brien       	English	advanced optional	2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges	United Kingdom	Men\'s health	Face to face		5 ECTS credits	
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0		The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges		Sexual & reproductive health				
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0		The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges		gender				
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0		The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges		human rights				
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0		The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges		international/global health				
Global Approaches to Gender and Health	<br>At the end of the module the students will be able to:    1. Contextualise and critically analyse the relationship between gender and health from a global perspective  2. Draw on relevant materials to develop knowledge around key principles in global approaches to gender and health within a historical and rights based framework  3. Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive analysis for health policy and practice  4. Demonstrate the ability to appraise the impact of diversity and cultural influences  5. Critically analyse and apply relevant theoretical perspectives (feminism, masculinities and intersectionality) to gendered perspectives of global health.  6. Evaluate, engage with and apply gender sensitive analysis and planning tools in global health interventions		1	CEyber@qmu.ac.uk	2012-01-14 02:48:59	2020-08-18	2020-11-25 09:48:57	troped	romy	0		The course runs from 2021-01-11 to 2021-02-12:  â— 2021-01-11 to 2021-01-22 Online  â— 2021-01-25 to 2021-02-05 Face to Face, Edinburgh â— 2021-02-08 to 2021-02-12 Online   â— Assignment submission for first part of assignment is 03.02.21 Assignment submission for second part of assignment is 05.03.21	2 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh, plus a final week online.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 09:05:19	150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours    150 hours SIT consisting of:    1. Online delivery of teaching materials, including power points, discussion boards, synchronous sessions, assignment preparation support  (50 hours)  2. Face-to-face class-based teaching - including lectures, practical exercises, film attendance, assignment preparation tutorials 40 hours  3. Assignment preparation 30 hours   4. Self directed study 30 hours  This will be arranged as follows:  Week 1: Online learning, including group work, online discussion, self-directed study  Week 2: Online learning, including group work, online discussion, self-directed study  Week 3: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase   Week 4: Face to face teaching on campus including group work, lectures and seminars. Assignment support starts during this campus based phase and the first part of the assignment will be submitted in this week.    Week 5: Online learning to finalise assignment preparation	2021-01-25	2021-02-19	Accredited in January, 2010. Re-accredited in January 2016 and at the GA Online, June 2020 (EC TelCo July 2020). This accreditation is valid until July 2025	<br>Learning methods will include:    Online teaching   Inputs such as short narrated PowerPoints, videos and podcasts, specified reading and use of online resources such as organisational web sites. Specific activities will be linked to these such as a series of questions, or an exercise that needs to be carried out individually or in small groups. Answers will be posted on line through discussion forums. These will be commented on by the module facilitator to give feedback to students. Some constructive peer commenting will also be encouraged.    Weekly synchronous online learning sessions will enable sharing of experience, picking up on any difficulties experienced with the learning materials and be an opportunity for the group to work together on a particular topic through set exercises and small group work.     Face to face learning will include sessions led by visiting lecturers, as well as in depth classes and exercises on theory and gender planning tools. Assignment preparation sessions for the written aspect of the assignment will also take place. All of these sessions will be highly interactive with short inputs and exercises and group work for students to ensure learning has taken place     General:   Throughout the module sharing of experiences around gender will be encouraged including sharing information about gender norms in the different societies and cultures that students come from, and how expectations around these norms impact on their life and work. Early on in the module there will be a discussion and agreement with students about how to do this safely and the module coordinator will carry out ongoing monitoring of how this is being carried out.     A series of feature films will be scheduled for watching either jointly and individually in Edinburgh as a voluntary extra for the module followed by a discussion on the gender aspects of the film.	<br>Abdool, S.N., GarcÃ­a-Moreno, C. and Avni Amin, A.  (2012). Gender Equality and International Health Policy Planning in The Palgrave Handbook of Gender and Healthcare, 2nd edition pp.36â€“55.   Anderson, E. and McCormack, M. (2016) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies Vol. 0, Iss. 0, 2016   Brush L and Miller E (2019) Trouble in Paradigm: â€œGender Transformativeâ€ Programming in Violence Prevention  Violence Against Women Volume: 25 issue: 14, page(s): 1635-1656 https://journals.sagepub.com/doi/10.1177/1077801219872551  Connell, R. W. and Messerschmidt, J W (2005) Hegemonic Masculinity: Rethinking the Concept Gender & Society 19; 829   Garcia-Moreno, C & Amin, (2019) Violence against women: where are we 25 years after ICPD and where do we need to go? Sexual and Reproductive Health Matters Vol 27:1, 346-348,   Greaves, L (2012) Why Put Gender and Sex into Health Research? Oliffe, J and Greaves, L Designing and Conducting Gender, Sex, & Health Research, Sage Publications, Thousand Oaks       Heise L, Greene ME , Opper N et al. 2019 Gender inequality and restrictive gender norms: framing the challenges to health. Lancet. 2019; Volume 393, Issue 10189  15-21 June 2019, Pages 2440-2454    Kapilashrami, A and  Hankivsky, O. (2019) Intersectionality and why it matters to global health  The Lancet Volume 391, Issue 1014030 Juneâ€“6 July 2018 Pages 2589-2591   Manandhar, M., Hawkes, S., Buse, K., Nosrati, E., Magar, V.  2018 Gender, health and the 2030 Agenda for sustainable development Bulletin of the World Health Organization 96(9), pp. 644-653   Morgan,  R, George, A, Ssali, S, Hawkins, K. Molyneux, S and Theobald, S (2016) How to do (or not to do)â€¦ gender analysis in health systems research in Health Policy and Planning Vol 31 (8) pp 1069-1078   Murphy,M.; Hess,T.; Casey,J. & Minchew,H. (2019) What works to prevent violence against women and girls in conflict and humanitarian crisis: Synthesis Brief What Works to Prevent Violence Against Women and Girls Programme (UK DfID)   Strang,A. and Oâ€™Brien, O. (2017), Who Can I Turn To? Mapping social connections, trust and problem solving among conflict-affected populations    Weber et al (2019) Gender norms and health: insights from global survey data The Lancet  Vol 393, ISSUE 10189, P2455-2468	<br>The overall assessment will take the form of developing a gender sensitive health proposal in relation to an existing health intervention. Students will be supported in the preparation of the assignment and guided to choose a suitable health topic according to their interests and experience.  This support will take place through assignment preparation tutorials as well as one to one support.     The assessment is divided into 2 parts.     1.      Individual description and justification of the choice of health topic through use of an online platform: for example a blog, a short film, or a narrated PowerPoint (20%).  This will be submitted to the discussion board.     Submission part 1: The first part of the assignment will be submitted during week 4, during the on-campus phase of teaching.  Feedback by the module coordinator will assist in the preparation of the second part.     2. Written assignment:  2500 +/- 10% word assignment: develop a proposal for a gender sensitive health intervention justified by a review of the literature (80%). The written assignment  will consist of three elements :  a. The intervention  b. A theoretical framework  c. The use of a practical gender analysis tool/methodology    Submission part 2: The second part of the assignment will be submitted 3 weeks after the end of the module on 05.03.21      Students receive electronic feedback and comments via the virtual learning platform (Blackboard).     If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. The mark of resubmissions is capped at 50%.    Note:  In order to pass the module, students must achieve a pass mark of 50% on all assignments.	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â€¢ General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  â€¢ Regular access to a computer and the internet (broadband) for the duration of the module as well as ability to watch videos.   â€¢ Basic computer skills, including carrying out internet searches    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>The title of the module has changed to reflect the global nature of the content. The broad outline of the module remains the same but content and objectives have shifted to take more account of the debate around specific health topics such as infectious diseases, NCDs and violence as well as gender fluidity and a greater emphasis on intersectionality as a theoretical perspective.  These have been included in the sessions on the impact of gendered norms on health.     The major change to the module is making it blended learning with a proportion of the module online. This module lends itself well to blended learning which will enable a wider section of people to access the module without the requirement for visas or to travel. Gender as a topic has been at the forefront of global health in recent years with much lively debate around contemporary online movements such as #MeToo as well as special issues of medical journals such as the Lancet focussing on gender.  Converting the module to blended learning gives the opportunity for a more global approach to teaching and learning    Additional changes have been made to the assignment by making it two parts. This is in response to student feedback saying clearly they do not want the marks of a module to depend on one sole assignment. Both assignments are linked so there is no additional subject matter, but by having two parts it should take the pressure off the students to some extent.	<br>Student evaluation is consistently very positive.  Many students comment on the fact that they had not appreciated how important gender is for global health and that the module has changed the way they think about health. They often comment on how much they relate the content of the module to their everyday life and experiences and that this generates many discussions outside the classroom. They appreciate the excellent quality of the visiting lecturers who are experts in their field and value the feature films that we watch together. These add a relaxed and informal aspect to the module for those who can attend.   Challenges include the pace of the work and amount of reading. However, students commented positively on the ease of access to materials and the support from the module coordinator when they face difficulties.  Students commented that they would like to be assessed in more than one summative assessment and this has now been addressed. From next academic year they will have two summative assessments.	<br>The pace and reading for the module has been reduced as much as is possible for a module of this level so despite this being a challenge for the students it is not the intention  to change this any further. Efforts are always made to help any student that is struggling through constant assessment of their progress so that difficulties can be picked up, and working with individuals and personal tutors.	<br>This module aims to provide participants with a critical approach to the analysis of gender and health in a global context.  Gendered norms are deeply entrenched in every society that we know about. In this module, the impact of these norms on the health of women, men, girls and boys as well as on people with non-binary and gender fluid identities will be explored. Gender will be taught as being relational rather than binary. Theoretical approaches including feminism, masculinities and intersectionality constitute a framework for examining the impact of gender as a social determinant of health. Current challenges, in particular the intersection of differing and fluid gender and sexual identities will be integrated throughout the module.     Practical sessions will introduce participants to some of the planning and gender analysis frameworks used in global health. These sessions will equip participants with the critical skills to assess the problems and challenges as well as the benefits of implementing the frameworks.     Content includes:     â— Principles and concepts: sex, gender, health and rights in global and historical perspective  â— The impact of sex and gender on health: conceptualising frameworks and examples from practice. These examples include infectious diseases and NCDs.  â— Impact of gender norms on women and girls  â— Menâ€™s health and masculinities  â— Understanding Theory: Feminist theories, Masculinities and Intersectionality  â— Exploring Sexual orientation and gender identities (SOGI) in  global contexts   â— Gender based violence, a global perspective   â— Female genital Mutilation (FGM), a rights - based approach  â— Gender analysis: putting gender into policy and practice  â— Gender and Intimate Partner Violence (IPV) in Settings of Conflict and Displacement  â— Gender: the current political context and future challenges						
Project Design and Management (PDM)	<br>On successful completion of the module the student will be able to:  â— critically evaluate problems and challenges in the application of project design approaches to development and health work   â— apply and defend the principles of project cycle management and frameworks such as the Logical Framework and the Results Framework in structuring health and development interventions  â— construct project memoranda linking situational analysis, project rationale and project appraisals (from a range of disciplinary perspectives) in a coherent manner  â— develop detailed project implementation plans   â— develop coherent strategies for the monitoring and evaluation of projects, and the management of project staff, in a manner aligned with project objectives and environmental constraints  â— deploy effective presentational, team-working, conflict resolution and task management skills in a context of time pressure and resource limitations		1	ceyber@qmu.ac.uk	2012-01-14 08:00:25	2017-07-20	2020-11-25 09:47:14	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	Five weeks, including submission of final assignment at end of week 5 (Monday 15th February 2021).	<br>2 weeks class-based  at Queen Margaret University, Edinburgh, 3 weeks online     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)	Dr Carola Eyber 	English	advanced optional	2020-06-30 10:05:09	<br>150 hours SIT:  â— 24 hours in class teaching  â— 6 hours of tutorials (in class)  â— 12 hours of group work (6 hours face-to-face and 6 hours online)  â— 4 hours online lectures  â— 12 hours practical online exercises   â— 42 hours self-directed study  â— 50 hours assignment preparation	2021-01-11	2021-02-12	<br>Accredited in Heidelberg June 2016. Reaccredited at GA Online Meeting (Hamburg), June 11-12, 2020. This accreditation is valid until June 2025.	<br>The module will engage the student in the following types of learning experiences:   â— Face-to-face delivery of classes at Queen Margaret University (Edinburgh) for 2 weeks: Lectures, practical exercises & group work  â— Online engagement with content for 3 weeks (e.g. annotated and narrated PowerPoints, mini-lectures, online reflection and discussion; videos etc.). The virtual learning platform used is Blackboard which will be used for all synchronous and asynchronous teachingand learning experiences.   â— Self-directed study (reading materials provided online)     Students will be encouraged to provide critical peer support through group work; will obtain feedback from tutors on discussion posts, homework tasks and formative mini-assignments, and feedback on outlines of their assignments.	Participants receive a module handbook identifying relevant journals, web resources and â€“ for specific fields of project development.   The two major texts used are both reference and workbooks based on the DFID approach to project design (Logical Framework) and the USAID approach (Results Framework).     In addition, we will be using a series of case studies, exemplifying the two different approaches to project design that we will be studying.	<br>There are three components to the assessment:  â— Rationale and stakeholder analysis for proposed project design. This component will be completed during the face-to-face period individually. Length of assignment 1,500 words). Counts for 20%  â— Results/Logical Framework completion exercise (group work). This component will be completed during the face-to-face period in groups and will be presented as a PowerPoint face-to-face. Counts for 20%  â— Critical analysis of a project proposal. This component will be completed during the final online component of the module individually. Length of assignment 2,000 words). Counts for 60%    If a component is failed, the student may resubmit it within an agreed time period. The mark will be capped at 50% for resubmissions that pass. For the group work component the group will rework and improve the PP slides only and these will then be marked.	<br>Maximum number of students is 30 (no limit on number of TropEd students) and a minimum number of 8 students.	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) and capacity to stream videos for the duration of the module.   â— Basic computer skills, including using the world-wide web    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None		<br>Students give consistently positive feedback about the content and learning methodologies of the module. They appreciate the opportunity to learn the skills needed to engage in critical project design as well as to evaluate ownership, partnerships and accountability as part of the process of design and management. Group work was highly appreciated by most students but some students found this challenging, saying that not all participants do their share of the workload. In order to rectify this we have changed the allocation of percentage to individual and group sections so that only 20% of the mark is now obtained through group work. This will reduce the stress where group work is not functioning at optimal level.	<br>Reducing the proportion of the mark that is obtained via group work and increasing the proportion obtained through individual work reduces the stress of group work.	<br>â— Projects as vehicles for development assistance, the project cycle and frameworks  â— Problem analysis and stakeholder analysis: concepts of community, partnership and accountability  â— The Logical Framework: concepts, structure and purpose  â— The Results Framework: design & processes  â— Applying a Project design framework: critical discussion of strengths and weaknesses  â— Donor approaches & requirements to project designs and proposals   â— Theory of Change  â— Identifying indicators   â— Assumptions & risk mitigation  â— Developing the project memorandum: institutional and technical assessments & DFID Business Case/Value For Money  â— Project management â€“ people, time, and material resources  â— Leadership in project management: theory and practice   â— Monitoring, evaluation and Learning processes (including Output to Purpose Reviews)	United Kingdom	Health indicators	Blended-learning		5 ECTS credits	
Project Design and Management (PDM)	<br>On successful completion of the module the student will be able to:  â— critically evaluate problems and challenges in the application of project design approaches to development and health work   â— apply and defend the principles of project cycle management and frameworks such as the Logical Framework and the Results Framework in structuring health and development interventions  â— construct project memoranda linking situational analysis, project rationale and project appraisals (from a range of disciplinary perspectives) in a coherent manner  â— develop detailed project implementation plans   â— develop coherent strategies for the monitoring and evaluation of projects, and the management of project staff, in a manner aligned with project objectives and environmental constraints  â— deploy effective presentational, team-working, conflict resolution and task management skills in a context of time pressure and resource limitations		1	ceyber@qmu.ac.uk	2012-01-14 08:00:25	2017-07-20	2020-11-25 09:47:14	troped	romy	0		Five weeks, including submission of final assignment at end of week 5 (Monday 15th February 2021).	<br>2 weeks class-based  at Queen Margaret University, Edinburgh, 3 weeks online     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2020-06-30 10:05:09	<br>150 hours SIT:  â— 24 hours in class teaching  â— 6 hours of tutorials (in class)  â— 12 hours of group work (6 hours face-to-face and 6 hours online)  â— 4 hours online lectures  â— 12 hours practical online exercises   â— 42 hours self-directed study  â— 50 hours assignment preparation	2021-01-11	2021-02-12	<br>Accredited in Heidelberg June 2016. Reaccredited at GA Online Meeting (Hamburg), June 11-12, 2020. This accreditation is valid until June 2025.	<br>The module will engage the student in the following types of learning experiences:   â— Face-to-face delivery of classes at Queen Margaret University (Edinburgh) for 2 weeks: Lectures, practical exercises & group work  â— Online engagement with content for 3 weeks (e.g. annotated and narrated PowerPoints, mini-lectures, online reflection and discussion; videos etc.). The virtual learning platform used is Blackboard which will be used for all synchronous and asynchronous teachingand learning experiences.   â— Self-directed study (reading materials provided online)     Students will be encouraged to provide critical peer support through group work; will obtain feedback from tutors on discussion posts, homework tasks and formative mini-assignments, and feedback on outlines of their assignments.	Participants receive a module handbook identifying relevant journals, web resources and â€“ for specific fields of project development.   The two major texts used are both reference and workbooks based on the DFID approach to project design (Logical Framework) and the USAID approach (Results Framework).     In addition, we will be using a series of case studies, exemplifying the two different approaches to project design that we will be studying.	<br>There are three components to the assessment:  â— Rationale and stakeholder analysis for proposed project design. This component will be completed during the face-to-face period individually. Length of assignment 1,500 words). Counts for 20%  â— Results/Logical Framework completion exercise (group work). This component will be completed during the face-to-face period in groups and will be presented as a PowerPoint face-to-face. Counts for 20%  â— Critical analysis of a project proposal. This component will be completed during the final online component of the module individually. Length of assignment 2,000 words). Counts for 60%    If a component is failed, the student may resubmit it within an agreed time period. The mark will be capped at 50% for resubmissions that pass. For the group work component the group will rework and improve the PP slides only and these will then be marked.	<br>Maximum number of students is 30 (no limit on number of TropEd students) and a minimum number of 8 students.	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) and capacity to stream videos for the duration of the module.   â— Basic computer skills, including using the world-wide web    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None		<br>Students give consistently positive feedback about the content and learning methodologies of the module. They appreciate the opportunity to learn the skills needed to engage in critical project design as well as to evaluate ownership, partnerships and accountability as part of the process of design and management. Group work was highly appreciated by most students but some students found this challenging, saying that not all participants do their share of the workload. In order to rectify this we have changed the allocation of percentage to individual and group sections so that only 20% of the mark is now obtained through group work. This will reduce the stress where group work is not functioning at optimal level.	<br>Reducing the proportion of the mark that is obtained via group work and increasing the proportion obtained through individual work reduces the stress of group work.	<br>â— Projects as vehicles for development assistance, the project cycle and frameworks  â— Problem analysis and stakeholder analysis: concepts of community, partnership and accountability  â— The Logical Framework: concepts, structure and purpose  â— The Results Framework: design & processes  â— Applying a Project design framework: critical discussion of strengths and weaknesses  â— Donor approaches & requirements to project designs and proposals   â— Theory of Change  â— Identifying indicators   â— Assumptions & risk mitigation  â— Developing the project memorandum: institutional and technical assessments & DFID Business Case/Value For Money  â— Project management â€“ people, time, and material resources  â— Leadership in project management: theory and practice   â— Monitoring, evaluation and Learning processes (including Output to Purpose Reviews)		Management/leadership				
Project Design and Management (PDM)	<br>On successful completion of the module the student will be able to:  â— critically evaluate problems and challenges in the application of project design approaches to development and health work   â— apply and defend the principles of project cycle management and frameworks such as the Logical Framework and the Results Framework in structuring health and development interventions  â— construct project memoranda linking situational analysis, project rationale and project appraisals (from a range of disciplinary perspectives) in a coherent manner  â— develop detailed project implementation plans   â— develop coherent strategies for the monitoring and evaluation of projects, and the management of project staff, in a manner aligned with project objectives and environmental constraints  â— deploy effective presentational, team-working, conflict resolution and task management skills in a context of time pressure and resource limitations		1	ceyber@qmu.ac.uk	2012-01-14 08:00:25	2017-07-20	2020-11-25 09:47:14	troped	romy	0		Five weeks, including submission of final assignment at end of week 5 (Monday 15th February 2021).	<br>2 weeks class-based  at Queen Margaret University, Edinburgh, 3 weeks online     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2020-06-30 10:05:09	<br>150 hours SIT:  â— 24 hours in class teaching  â— 6 hours of tutorials (in class)  â— 12 hours of group work (6 hours face-to-face and 6 hours online)  â— 4 hours online lectures  â— 12 hours practical online exercises   â— 42 hours self-directed study  â— 50 hours assignment preparation	2021-01-11	2021-02-12	<br>Accredited in Heidelberg June 2016. Reaccredited at GA Online Meeting (Hamburg), June 11-12, 2020. This accreditation is valid until June 2025.	<br>The module will engage the student in the following types of learning experiences:   â— Face-to-face delivery of classes at Queen Margaret University (Edinburgh) for 2 weeks: Lectures, practical exercises & group work  â— Online engagement with content for 3 weeks (e.g. annotated and narrated PowerPoints, mini-lectures, online reflection and discussion; videos etc.). The virtual learning platform used is Blackboard which will be used for all synchronous and asynchronous teachingand learning experiences.   â— Self-directed study (reading materials provided online)     Students will be encouraged to provide critical peer support through group work; will obtain feedback from tutors on discussion posts, homework tasks and formative mini-assignments, and feedback on outlines of their assignments.	Participants receive a module handbook identifying relevant journals, web resources and â€“ for specific fields of project development.   The two major texts used are both reference and workbooks based on the DFID approach to project design (Logical Framework) and the USAID approach (Results Framework).     In addition, we will be using a series of case studies, exemplifying the two different approaches to project design that we will be studying.	<br>There are three components to the assessment:  â— Rationale and stakeholder analysis for proposed project design. This component will be completed during the face-to-face period individually. Length of assignment 1,500 words). Counts for 20%  â— Results/Logical Framework completion exercise (group work). This component will be completed during the face-to-face period in groups and will be presented as a PowerPoint face-to-face. Counts for 20%  â— Critical analysis of a project proposal. This component will be completed during the final online component of the module individually. Length of assignment 2,000 words). Counts for 60%    If a component is failed, the student may resubmit it within an agreed time period. The mark will be capped at 50% for resubmissions that pass. For the group work component the group will rework and improve the PP slides only and these will then be marked.	<br>Maximum number of students is 30 (no limit on number of TropEd students) and a minimum number of 8 students.	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) and capacity to stream videos for the duration of the module.   â— Basic computer skills, including using the world-wide web    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None		<br>Students give consistently positive feedback about the content and learning methodologies of the module. They appreciate the opportunity to learn the skills needed to engage in critical project design as well as to evaluate ownership, partnerships and accountability as part of the process of design and management. Group work was highly appreciated by most students but some students found this challenging, saying that not all participants do their share of the workload. In order to rectify this we have changed the allocation of percentage to individual and group sections so that only 20% of the mark is now obtained through group work. This will reduce the stress where group work is not functioning at optimal level.	<br>Reducing the proportion of the mark that is obtained via group work and increasing the proportion obtained through individual work reduces the stress of group work.	<br>â— Projects as vehicles for development assistance, the project cycle and frameworks  â— Problem analysis and stakeholder analysis: concepts of community, partnership and accountability  â— The Logical Framework: concepts, structure and purpose  â— The Results Framework: design & processes  â— Applying a Project design framework: critical discussion of strengths and weaknesses  â— Donor approaches & requirements to project designs and proposals   â— Theory of Change  â— Identifying indicators   â— Assumptions & risk mitigation  â— Developing the project memorandum: institutional and technical assessments & DFID Business Case/Value For Money  â— Project management â€“ people, time, and material resources  â— Leadership in project management: theory and practice   â— Monitoring, evaluation and Learning processes (including Output to Purpose Reviews)		Planning and programming (incl.. budgeting and evaluation)				
Project Design and Management (PDM)	<br>On successful completion of the module the student will be able to:  â— critically evaluate problems and challenges in the application of project design approaches to development and health work   â— apply and defend the principles of project cycle management and frameworks such as the Logical Framework and the Results Framework in structuring health and development interventions  â— construct project memoranda linking situational analysis, project rationale and project appraisals (from a range of disciplinary perspectives) in a coherent manner  â— develop detailed project implementation plans   â— develop coherent strategies for the monitoring and evaluation of projects, and the management of project staff, in a manner aligned with project objectives and environmental constraints  â— deploy effective presentational, team-working, conflict resolution and task management skills in a context of time pressure and resource limitations		1	ceyber@qmu.ac.uk	2012-01-14 08:00:25	2017-07-20	2020-11-25 09:47:14	troped	romy	0		Five weeks, including submission of final assignment at end of week 5 (Monday 15th February 2021).	<br>2 weeks class-based  at Queen Margaret University, Edinburgh, 3 weeks online     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2020-06-30 10:05:09	<br>150 hours SIT:  â— 24 hours in class teaching  â— 6 hours of tutorials (in class)  â— 12 hours of group work (6 hours face-to-face and 6 hours online)  â— 4 hours online lectures  â— 12 hours practical online exercises   â— 42 hours self-directed study  â— 50 hours assignment preparation	2021-01-11	2021-02-12	<br>Accredited in Heidelberg June 2016. Reaccredited at GA Online Meeting (Hamburg), June 11-12, 2020. This accreditation is valid until June 2025.	<br>The module will engage the student in the following types of learning experiences:   â— Face-to-face delivery of classes at Queen Margaret University (Edinburgh) for 2 weeks: Lectures, practical exercises & group work  â— Online engagement with content for 3 weeks (e.g. annotated and narrated PowerPoints, mini-lectures, online reflection and discussion; videos etc.). The virtual learning platform used is Blackboard which will be used for all synchronous and asynchronous teachingand learning experiences.   â— Self-directed study (reading materials provided online)     Students will be encouraged to provide critical peer support through group work; will obtain feedback from tutors on discussion posts, homework tasks and formative mini-assignments, and feedback on outlines of their assignments.	Participants receive a module handbook identifying relevant journals, web resources and â€“ for specific fields of project development.   The two major texts used are both reference and workbooks based on the DFID approach to project design (Logical Framework) and the USAID approach (Results Framework).     In addition, we will be using a series of case studies, exemplifying the two different approaches to project design that we will be studying.	<br>There are three components to the assessment:  â— Rationale and stakeholder analysis for proposed project design. This component will be completed during the face-to-face period individually. Length of assignment 1,500 words). Counts for 20%  â— Results/Logical Framework completion exercise (group work). This component will be completed during the face-to-face period in groups and will be presented as a PowerPoint face-to-face. Counts for 20%  â— Critical analysis of a project proposal. This component will be completed during the final online component of the module individually. Length of assignment 2,000 words). Counts for 60%    If a component is failed, the student may resubmit it within an agreed time period. The mark will be capped at 50% for resubmissions that pass. For the group work component the group will rework and improve the PP slides only and these will then be marked.	<br>Maximum number of students is 30 (no limit on number of TropEd students) and a minimum number of 8 students.	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) and capacity to stream videos for the duration of the module.   â— Basic computer skills, including using the world-wide web    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course is due to start.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None		<br>Students give consistently positive feedback about the content and learning methodologies of the module. They appreciate the opportunity to learn the skills needed to engage in critical project design as well as to evaluate ownership, partnerships and accountability as part of the process of design and management. Group work was highly appreciated by most students but some students found this challenging, saying that not all participants do their share of the workload. In order to rectify this we have changed the allocation of percentage to individual and group sections so that only 20% of the mark is now obtained through group work. This will reduce the stress where group work is not functioning at optimal level.	<br>Reducing the proportion of the mark that is obtained via group work and increasing the proportion obtained through individual work reduces the stress of group work.	<br>â— Projects as vehicles for development assistance, the project cycle and frameworks  â— Problem analysis and stakeholder analysis: concepts of community, partnership and accountability  â— The Logical Framework: concepts, structure and purpose  â— The Results Framework: design & processes  â— Applying a Project design framework: critical discussion of strengths and weaknesses  â— Donor approaches & requirements to project designs and proposals   â— Theory of Change  â— Identifying indicators   â— Assumptions & risk mitigation  â— Developing the project memorandum: institutional and technical assessments & DFID Business Case/Value For Money  â— Project management â€“ people, time, and material resources  â— Leadership in project management: theory and practice   â— Monitoring, evaluation and Learning processes (including Output to Purpose Reviews)						
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)	Georgina Pearson	English	advanced optional	2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.	United Kingdom	Gender & health	Blended-learning		5 ECTS credits	
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0		Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.		Health Policy (incl. advocacy)				
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0		Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.		International Health				
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0		Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.		Sexual & reproductive health				
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0		Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.		human rights				
Sexual Health and Rights: Policy and Programming in Practice	<br>At the end of the module the student should be able to:   - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights;  - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being;  - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights;   - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence;   - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict;  - Critically engage with contemporary political debates on sexuality, sexual health and rights.		1	CEyber@qmu.ac.uk	2012-01-14 08:23:46	2018-06-21	2020-11-25 09:47:59	troped	romy	0		Five weeks, with submission of the final assignment on Tuesday 6th April 2021	3 weeks online, 2 weeks face-to-face at Queen Margaret University, Edinburgh.     Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/ighd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-14 14:33:52	150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.	2021-02-01	2021-03-05	<br>Re-accredited in January, 2010 in Heidelberg;in April 2015, in June 2020 (Online GA). This accreditation is valid until July 2025.New module for 2021.	<br>Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to â€˜put theory into practiceâ€™ and apply academic skills to â€˜real-lifeâ€™ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged).  Where this is not possible, students will be assigned a group project by the module coordinator.  The module will engage the student through a blended-learning format (2 weeks online â€“ 2 weeks face to face â€˜in practiceâ€™ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used:  â€¢ Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites;  â€¢ Practical online exercises, including online reflection and discussion and synchronous group work;  â€¢ Project-based learning, including reflective practice and mentor meetings with module team;  â€¢ Self-directed study;  â€¢ Assignment preparation.    Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means    Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.	Key reading:  Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246.  Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge.  Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press.   Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progressâ€”sexual and reproductive health and rights for all: report of the Guttmacherâ€“Lancet Commission. The Lancet, 391(10140), 2642-2692.  Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s  Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56.  World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization.  Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. HistÃ³ria, CiÃªncias, SaÃºde-Manguinhos, 23(1), 19-36.	<br>There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%).     1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health.    2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice.    In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module.    Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report).     For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment.     For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission.       Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.	Maximum number of students is 30 (no limit on number of TropEd students).	<br>â— â— General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5;   â— Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos.   â— Basic computer skills, including using the world-wide web.  â— Studied an advanced module in Gender and health and/or Sexual and reproductive health.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>No specific selection criteria apply â€“ first come first served principle.	<br> Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620-	None	<br>N/A	<br>N/A	<br>N/A	<br>Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice.        Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed.  Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice.     Taught content will include:  â€¢ Context and history of approaches to sexual health prioritisation, programming and policies.  â€¢ Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory.  â€¢ Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.)  â€¢ Sexual health priorities in different populations, including marginalised groups.   â€¢ Rights-based approaches to sexual health issues - realisations and limitations.  â€¢ Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses.  Experiential learning content:  â€¢ Practical skills for sexual health policy and programming, e.g. making an effective â€˜pitchâ€™, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.						
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks		Y.S. van den Berg, MD, MPH 	English	advanced optional	2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).	Netherlands	Equity	Face to face		3 ECTS credits	
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0		2 weeks					2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).		Financing				
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0		2 weeks					2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).		Health Policy (incl. advocacy)				
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0		2 weeks					2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).		Health reform				
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0		2 weeks					2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).		Health systems				
Universal Health Coverage (UHC): - Current challenges in Health Sector Reforms	<br>  At the end of the module the student should be able to:    â€¢ Critically discuss the concept, and broad aims of â€˜universal health coverageâ€™.  â€¢ Appraise the relative importance of financing and funding constraints to organizational, political, human resources, sociocultural and gender-based barriers to universal access.   â€¢ Compare and discuss the challenges of the various financing modalities for health systems in LMIC, including those of external aid. Appraise opportunities and feasibility for raising additional resources.  â€¢ Identify major sources of inefficiencies within health systems, and formulate strategies to reduce them.  â€¢ Discuss positive and negative incentives  of provider payment systems and contracting arrangements on performance of health systems and on provider behaviour.  â€¢ Appraise a country situation in terms of progress towards the different dimensions of UHC.		0	F.Maldonado@kit.nl	2012-01-14 08:30:57	2016-07-05	2018-03-25 07:35:55	troped	troped	0		2 weeks					2012-01-14 15:20:08	84 Student Investment Hours   54 contact hours, 6 hours group work, 24 hours self-study	2017-08-14	2017-08-25	The Health Sector Reform and Financing course was accredited in Amsterdam in 2003, then reaccredited in Paris in May 2008. In 2013, the course was resubmitted as a revised version of the earlier course, with a particular focus on health reforms and their relation to the current paradigm of Universal Health Coverage (UHC); therefore the title was changed the present submission is a further revision, in which the title also reflects this focus. Re-accreditation  in February 2016, Yogyakarta. The accreditation is valid until February 2021.	<br>  Lectures (54 hours), group work (6 hours), self-study (24 hours).      Introductory interactive lectures; exercises and (country) case studies. Critical reading of articles (guided by sets of questions) that discuss various country experiences and challenges.	<a href="http://www.kit.nl/health/training/advanced-course-health-sector-reforms-financing-towards-achieving-universal-health-coverage/">online application</a>	<br>A written open book: assignment to be elaborated in 3 hours, on a case scenario (a country case study of around 10 pages, that will be given one day in advance); a set of questions related to this case study will be given at the start of the exam, and will cover the various challenges in relation to UHC.   (readers and course materials may be used). Resit can be done one month after the course. Participants will receive the material through email and have to send it back within a specific time frame.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5	<br>  â€¢ Postgraduate course on public health or international health, diploma or MSc level  â€¢ Basic health economics  â€¢ At least 3 years professional experience, preferably working or going to work at the national level in a developing country on topics mentioned under contents  â€¢ Working for MoH, donor agency, international or local NGO or private consultant.  â€¢ English level TOEFL 550 or equivalent, or IELTS 6.0 (academic version)	<br>See under prerequisites; in case there are more eligible applicants than the maximum number, the principle of â€˜first come, first servedâ€™ will apply.  Those who have taken the Health Policy and Financing course can benefit as this course is at a more advanced level.	EUR 2600, tropEd 1570.	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>The learning objectives have been further revised to reflect the particular emphasis on UHC. The title has been adapted. Otherwise the framework of this module has not changed. The programme is updated yearly to reflect recent developments.	<br>Over the years the module was evaluated very well with ratings well over 4 on a scale of 1 to 5, with 5 being the most positive score on relevance and presentation. The high level of facilitators and the sharing of experiences of professionals working in higher levels of health care organisations were the basis for the good evaluations. We have run this course for 10 years now, and there has been a continued demand for it.   In 2013, the course has been organised in Ghana, and not in Amsterdam; in 2014 due to internal reasons, the course has been cancelled.	<br>Over the years, more emphasis has been given to participants reviewing their own country situation in the light of the various sessions, over the course of the two weeks building up to a comprehensive assessment and finally a presentation on their countriesâ€™ situation, progress and challenges on UHC policies and practice.	<br>  The focus of this course is clarifying the paradigm of UHC, linking it to broader health systems strengthening and related health reforms.     Program highlights:   â€¢ Introduction to concepts of  universal health coverage (UHC), relating it to other health sector reforms and paradigms (PHC, HSS, HiAP/SDOH, HRH, SDG-agenda, etc).  â€¢ Comparative (dis)advantages of different modalities to health systems financing: insurance, external aid, general & earmarked taxes interpreting NHA data;   â€¢ Demand side barriers to UHC: sociocultural issues, gender relations, perceptions on cost and quality; supply side barriers: service availability and readiness, HRH issues, organizational issues (decentralisation, integration, public and private provision)    â€¢ Quality of care and Universal Health Coverage; the role of Basic Benefit Packages and their costing; breadth, depth and height dimensions of UHC;  â€¢ Provider payment Mechanisms, contractual arrangements and Results-based Financing (P4P); resource allocation versus purchasing; rationing as an implicit or explicit choice;  â€¢ The policy process and UHC; Measuring progress towards UHC, including their equity dimensions; Voice and accountability: how are the people involved in governance issues around UHC?   â€¢ Presenting and debating own countries progress and challenges on various dimensions of UHC and Health System Strengthening (not assessed).						
Control Strategies for Communicable and Non-Communicable Diseases	<br>The student is required to attend at least 90% of the zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.		1	l.gerstel@kit.nl	2012-01-14 09:17:10	2018-07-18	2020-09-22 11:51:21	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3 weeks	Royal Tropical Institute  KIT Health and Education  PO Box 95001, Amsterdam   The Netherlands   Tel: +31-20-5688256  Website: www.kit.nl  tropEd representative: Lisanne Gerstel L.Gerstel@kit.nl	Lisanne Gerstel	English	advanced optional	2012-01-14 15:27:55	135 Student Investment Hours   Contact hours via Zoom software: 52 hours (including 2 hr open book exam)   Self-study hours: 83 hours	2021-04-12	2021-05-03	<br>Accreditation in 2004; re-accredited in 2007,  in October 2011 and in February 2017. This accreditation is valid until February 2022.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (using Zoom software) reflection students own experiences, case studies (60hrs)written assignments  â€¢ peer feedback (online in the virtual learning environment)  â€¢ group work (via Zoom groups)  â€¢ Quizzes (online)  â€¢ Background reading materials     The educational approach is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the participants as a starting point.   â€¢ Is problem oriented and is focused on the practical application of the course content.   â€¢ Is competency based: it is aimed at improving the competencies of participants to implement and evaluate context specific approaches to address health problems.	<br>Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation.   This course is designed to help you retain the strengths of your disease control programmes while considering more integrated and sector-wide approaches.  This course can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health program.    <a href="http://www.kit.nl/health/training/control-strategies-communicable-non-communicable-diseases/">online application</a>	<br>The student is required to attend at least 90% of zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.	<br>Maximum number of students: 27  Maximum number of tropEd students: 5	<br>â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in developing countries  â€¢ the participant should be able to use a computer with good internet connection (use own email and the web). They should have a working-level understanding of Microsoft Office software (e.g. Word, PowerPoint) and Adobe (PDF). Students will be introduced to the e-learning platform and Zoom software.  â€¢ Proficiency in spoken and written English (TOEFL 550 or academic IELTS 6.0)	<br>First come first served principle	<br> 2.210â‚¬	<br>Scholarships are available through Nuffic:   specifically: http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>This course was accredited in February 2016. Because of changes in the national MPH programme the duration and number of ECTS has been reduced (from 5 to 4,5 ECTS). The objectives have been slightly changed to place more emphasis in advocacy and communication. These topics have received more emphasis in the course, and in the exam and as such deserve more emphasis in the objectives.  Emphasis on specific health problems is decreased to save classroom time as well as give room to place emphasis on the broader principles of disease control in the introductory session, online exercises and tutorial.     The course now runs on a new more user friendly e-learning platform for the online components. Feedback from students helped us in improving the environment.	<br>The module ran once since the last accreditation.   Sessions were all very well evaluated, as well as the training/practice on the news release. Teachers were of high quality. The new e-learning environment was appreciated though there were some minor start up issues.  Some students were losing sight of the broader principles of strategies for disease control while focusing too much on specific diseases	<br>The diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience.	<br>This module will use disease control strategies for specific diseases as a starting points. These diseases are selected based on specific target populations (young, old, refugees), duration of the disease (chronic, acute), focus on different control strategies (primary, secondary, tertiary prevention).     The first part of the course has emphasis on NCDâ€™s, the second part more on CDâ€™s. Based on these disease focused examples similarities and differences between approaches to control strategies for communicable and non-communicable diseases will be discussed. (LO1 LO2) partly in tutorials and partly online.    Each session will offer some refresher on basic concepts like trends, high-risk populations, behavioural risk factors, transmission patterns, epidemic-endemic, infection-disease, etc. (LO1)    Some sessions will be suitable to discuss screening/case finding and case management, vaccination,  environmental interventions, health promotion. Others will be used to discuss the role of monitoring & evaluation, surveillance, advocacy,  legislation/regulation, the health system perspective or policy context. (LO2)  A news release training is organised to learn specific skills for communication to the public while feedback to peers will be trained and assessed also online(LO 3).  Towards the end of the module sessions focus more on overarching issues that are essential to formulation of strategies such as human rights perspectives, priority setting between diseases (LO3).Advocacy for different control programmes. Analysis and design of control programs both at the level of health services and intersectorally, for both CDs & NCDs.    An example schedule is attached below: The session names give some idea of the link between the disease and the LOs, however each session will cover various learning objectives.	Netherlands	Communicable diseases (in general)	Distance-based		4.5 ECTS credits	
Control Strategies for Communicable and Non-Communicable Diseases	<br>The student is required to attend at least 90% of the zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.		1	l.gerstel@kit.nl	2012-01-14 09:17:10	2018-07-18	2020-09-22 11:51:21	troped	troped	0		3 weeks	Royal Tropical Institute  KIT Health and Education  PO Box 95001, Amsterdam   The Netherlands   Tel: +31-20-5688256  Website: www.kit.nl  tropEd representative: Lisanne Gerstel L.Gerstel@kit.nl				2012-01-14 15:27:55	135 Student Investment Hours   Contact hours via Zoom software: 52 hours (including 2 hr open book exam)   Self-study hours: 83 hours	2021-04-12	2021-05-03	<br>Accreditation in 2004; re-accredited in 2007,  in October 2011 and in February 2017. This accreditation is valid until February 2022.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (using Zoom software) reflection students own experiences, case studies (60hrs)written assignments  â€¢ peer feedback (online in the virtual learning environment)  â€¢ group work (via Zoom groups)  â€¢ Quizzes (online)  â€¢ Background reading materials     The educational approach is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the participants as a starting point.   â€¢ Is problem oriented and is focused on the practical application of the course content.   â€¢ Is competency based: it is aimed at improving the competencies of participants to implement and evaluate context specific approaches to address health problems.	<br>Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation.   This course is designed to help you retain the strengths of your disease control programmes while considering more integrated and sector-wide approaches.  This course can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health program.    <a href="http://www.kit.nl/health/training/control-strategies-communicable-non-communicable-diseases/">online application</a>	<br>The student is required to attend at least 90% of zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.	<br>Maximum number of students: 27  Maximum number of tropEd students: 5	<br>â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in developing countries  â€¢ the participant should be able to use a computer with good internet connection (use own email and the web). They should have a working-level understanding of Microsoft Office software (e.g. Word, PowerPoint) and Adobe (PDF). Students will be introduced to the e-learning platform and Zoom software.  â€¢ Proficiency in spoken and written English (TOEFL 550 or academic IELTS 6.0)	<br>First come first served principle	<br> 2.210â‚¬	<br>Scholarships are available through Nuffic:   specifically: http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>This course was accredited in February 2016. Because of changes in the national MPH programme the duration and number of ECTS has been reduced (from 5 to 4,5 ECTS). The objectives have been slightly changed to place more emphasis in advocacy and communication. These topics have received more emphasis in the course, and in the exam and as such deserve more emphasis in the objectives.  Emphasis on specific health problems is decreased to save classroom time as well as give room to place emphasis on the broader principles of disease control in the introductory session, online exercises and tutorial.     The course now runs on a new more user friendly e-learning platform for the online components. Feedback from students helped us in improving the environment.	<br>The module ran once since the last accreditation.   Sessions were all very well evaluated, as well as the training/practice on the news release. Teachers were of high quality. The new e-learning environment was appreciated though there were some minor start up issues.  Some students were losing sight of the broader principles of strategies for disease control while focusing too much on specific diseases	<br>The diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience.	<br>This module will use disease control strategies for specific diseases as a starting points. These diseases are selected based on specific target populations (young, old, refugees), duration of the disease (chronic, acute), focus on different control strategies (primary, secondary, tertiary prevention).     The first part of the course has emphasis on NCDâ€™s, the second part more on CDâ€™s. Based on these disease focused examples similarities and differences between approaches to control strategies for communicable and non-communicable diseases will be discussed. (LO1 LO2) partly in tutorials and partly online.    Each session will offer some refresher on basic concepts like trends, high-risk populations, behavioural risk factors, transmission patterns, epidemic-endemic, infection-disease, etc. (LO1)    Some sessions will be suitable to discuss screening/case finding and case management, vaccination,  environmental interventions, health promotion. Others will be used to discuss the role of monitoring & evaluation, surveillance, advocacy,  legislation/regulation, the health system perspective or policy context. (LO2)  A news release training is organised to learn specific skills for communication to the public while feedback to peers will be trained and assessed also online(LO 3).  Towards the end of the module sessions focus more on overarching issues that are essential to formulation of strategies such as human rights perspectives, priority setting between diseases (LO3).Advocacy for different control programmes. Analysis and design of control programs both at the level of health services and intersectorally, for both CDs & NCDs.    An example schedule is attached below: The session names give some idea of the link between the disease and the LOs, however each session will cover various learning objectives.		Disease prevention & control				
Control Strategies for Communicable and Non-Communicable Diseases	<br>The student is required to attend at least 90% of the zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.		1	l.gerstel@kit.nl	2012-01-14 09:17:10	2018-07-18	2020-09-22 11:51:21	troped	troped	0		3 weeks	Royal Tropical Institute  KIT Health and Education  PO Box 95001, Amsterdam   The Netherlands   Tel: +31-20-5688256  Website: www.kit.nl  tropEd representative: Lisanne Gerstel L.Gerstel@kit.nl				2012-01-14 15:27:55	135 Student Investment Hours   Contact hours via Zoom software: 52 hours (including 2 hr open book exam)   Self-study hours: 83 hours	2021-04-12	2021-05-03	<br>Accreditation in 2004; re-accredited in 2007,  in October 2011 and in February 2017. This accreditation is valid until February 2022.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (using Zoom software) reflection students own experiences, case studies (60hrs)written assignments  â€¢ peer feedback (online in the virtual learning environment)  â€¢ group work (via Zoom groups)  â€¢ Quizzes (online)  â€¢ Background reading materials     The educational approach is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the participants as a starting point.   â€¢ Is problem oriented and is focused on the practical application of the course content.   â€¢ Is competency based: it is aimed at improving the competencies of participants to implement and evaluate context specific approaches to address health problems.	<br>Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation.   This course is designed to help you retain the strengths of your disease control programmes while considering more integrated and sector-wide approaches.  This course can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health program.    <a href="http://www.kit.nl/health/training/control-strategies-communicable-non-communicable-diseases/">online application</a>	<br>The student is required to attend at least 90% of zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.	<br>Maximum number of students: 27  Maximum number of tropEd students: 5	<br>â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in developing countries  â€¢ the participant should be able to use a computer with good internet connection (use own email and the web). They should have a working-level understanding of Microsoft Office software (e.g. Word, PowerPoint) and Adobe (PDF). Students will be introduced to the e-learning platform and Zoom software.  â€¢ Proficiency in spoken and written English (TOEFL 550 or academic IELTS 6.0)	<br>First come first served principle	<br> 2.210â‚¬	<br>Scholarships are available through Nuffic:   specifically: http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>This course was accredited in February 2016. Because of changes in the national MPH programme the duration and number of ECTS has been reduced (from 5 to 4,5 ECTS). The objectives have been slightly changed to place more emphasis in advocacy and communication. These topics have received more emphasis in the course, and in the exam and as such deserve more emphasis in the objectives.  Emphasis on specific health problems is decreased to save classroom time as well as give room to place emphasis on the broader principles of disease control in the introductory session, online exercises and tutorial.     The course now runs on a new more user friendly e-learning platform for the online components. Feedback from students helped us in improving the environment.	<br>The module ran once since the last accreditation.   Sessions were all very well evaluated, as well as the training/practice on the news release. Teachers were of high quality. The new e-learning environment was appreciated though there were some minor start up issues.  Some students were losing sight of the broader principles of strategies for disease control while focusing too much on specific diseases	<br>The diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience.	<br>This module will use disease control strategies for specific diseases as a starting points. These diseases are selected based on specific target populations (young, old, refugees), duration of the disease (chronic, acute), focus on different control strategies (primary, secondary, tertiary prevention).     The first part of the course has emphasis on NCDâ€™s, the second part more on CDâ€™s. Based on these disease focused examples similarities and differences between approaches to control strategies for communicable and non-communicable diseases will be discussed. (LO1 LO2) partly in tutorials and partly online.    Each session will offer some refresher on basic concepts like trends, high-risk populations, behavioural risk factors, transmission patterns, epidemic-endemic, infection-disease, etc. (LO1)    Some sessions will be suitable to discuss screening/case finding and case management, vaccination,  environmental interventions, health promotion. Others will be used to discuss the role of monitoring & evaluation, surveillance, advocacy,  legislation/regulation, the health system perspective or policy context. (LO2)  A news release training is organised to learn specific skills for communication to the public while feedback to peers will be trained and assessed also online(LO 3).  Towards the end of the module sessions focus more on overarching issues that are essential to formulation of strategies such as human rights perspectives, priority setting between diseases (LO3).Advocacy for different control programmes. Analysis and design of control programs both at the level of health services and intersectorally, for both CDs & NCDs.    An example schedule is attached below: The session names give some idea of the link between the disease and the LOs, however each session will cover various learning objectives.		Non-communicable diseases (in general)				
Control Strategies for Communicable and Non-Communicable Diseases	<br>The student is required to attend at least 90% of the zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.		1	l.gerstel@kit.nl	2012-01-14 09:17:10	2018-07-18	2020-09-22 11:51:21	troped	troped	0		3 weeks	Royal Tropical Institute  KIT Health and Education  PO Box 95001, Amsterdam   The Netherlands   Tel: +31-20-5688256  Website: www.kit.nl  tropEd representative: Lisanne Gerstel L.Gerstel@kit.nl				2012-01-14 15:27:55	135 Student Investment Hours   Contact hours via Zoom software: 52 hours (including 2 hr open book exam)   Self-study hours: 83 hours	2021-04-12	2021-05-03	<br>Accreditation in 2004; re-accredited in 2007,  in October 2011 and in February 2017. This accreditation is valid until February 2022.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (using Zoom software) reflection students own experiences, case studies (60hrs)written assignments  â€¢ peer feedback (online in the virtual learning environment)  â€¢ group work (via Zoom groups)  â€¢ Quizzes (online)  â€¢ Background reading materials     The educational approach is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the participants as a starting point.   â€¢ Is problem oriented and is focused on the practical application of the course content.   â€¢ Is competency based: it is aimed at improving the competencies of participants to implement and evaluate context specific approaches to address health problems.	<br>Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation.   This course is designed to help you retain the strengths of your disease control programmes while considering more integrated and sector-wide approaches.  This course can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health program.    <a href="http://www.kit.nl/health/training/control-strategies-communicable-non-communicable-diseases/">online application</a>	<br>The student is required to attend at least 90% of zoom sessions, complete the online quizzes and participate in the group work.    The final mark will be based on three assessments:  â€¢ Written paper (news release for general public on an NCD, 500 words): 50% (LO1 and LO3)  â€¢ Constructive feedback to peers on the news release: 20%(LO3 mostly)  â€¢ Final online examination: this 2hr examination is open book using multiple choice and short answer questions: (30%)(LO1 and LO2)    Students receive feedback for these examinations in the form of a personal feedback sheet (news release and written paper) and directly online (after the open book exam the correct answers will be displayed).  Students that fail can resit the paper and/or the final examination.	<br>Maximum number of students: 27  Maximum number of tropEd students: 5	<br>â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in developing countries  â€¢ the participant should be able to use a computer with good internet connection (use own email and the web). They should have a working-level understanding of Microsoft Office software (e.g. Word, PowerPoint) and Adobe (PDF). Students will be introduced to the e-learning platform and Zoom software.  â€¢ Proficiency in spoken and written English (TOEFL 550 or academic IELTS 6.0)	<br>First come first served principle	<br> 2.210â‚¬	<br>Scholarships are available through Nuffic:   specifically: http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>This course was accredited in February 2016. Because of changes in the national MPH programme the duration and number of ECTS has been reduced (from 5 to 4,5 ECTS). The objectives have been slightly changed to place more emphasis in advocacy and communication. These topics have received more emphasis in the course, and in the exam and as such deserve more emphasis in the objectives.  Emphasis on specific health problems is decreased to save classroom time as well as give room to place emphasis on the broader principles of disease control in the introductory session, online exercises and tutorial.     The course now runs on a new more user friendly e-learning platform for the online components. Feedback from students helped us in improving the environment.	<br>The module ran once since the last accreditation.   Sessions were all very well evaluated, as well as the training/practice on the news release. Teachers were of high quality. The new e-learning environment was appreciated though there were some minor start up issues.  Some students were losing sight of the broader principles of strategies for disease control while focusing too much on specific diseases	<br>The diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience.	<br>This module will use disease control strategies for specific diseases as a starting points. These diseases are selected based on specific target populations (young, old, refugees), duration of the disease (chronic, acute), focus on different control strategies (primary, secondary, tertiary prevention).     The first part of the course has emphasis on NCDâ€™s, the second part more on CDâ€™s. Based on these disease focused examples similarities and differences between approaches to control strategies for communicable and non-communicable diseases will be discussed. (LO1 LO2) partly in tutorials and partly online.    Each session will offer some refresher on basic concepts like trends, high-risk populations, behavioural risk factors, transmission patterns, epidemic-endemic, infection-disease, etc. (LO1)    Some sessions will be suitable to discuss screening/case finding and case management, vaccination,  environmental interventions, health promotion. Others will be used to discuss the role of monitoring & evaluation, surveillance, advocacy,  legislation/regulation, the health system perspective or policy context. (LO2)  A news release training is organised to learn specific skills for communication to the public while feedback to peers will be trained and assessed also online(LO 3).  Towards the end of the module sessions focus more on overarching issues that are essential to formulation of strategies such as human rights perspectives, priority setting between diseases (LO3).Advocacy for different control programmes. Analysis and design of control programs both at the level of health services and intersectorally, for both CDs & NCDs.    An example schedule is attached below: The session names give some idea of the link between the disease and the LOs, however each session will cover various learning objectives.						
Dynamics of the HIV and AIDS epidemics and effective responses	<br>At the end of the module the participants should be able to:  â€¢ Explain and present the global epidemiological trends of HIV and AIDS, explain surveillance systems, including how to translate epidemiological information at local and national levels into priorities for planning.  â€¢ Analyse the dynamics of the epidemic â€“ locally, nationally and internationally  â€¢ Identify and discuss the principles of context specific good practice in evidence informed combination prevention, and treatment and care  in HIV.   â€¢ Critically discuss the principles of HIV responses and the range of interventions involved in responding to HIV: In key populations and  General Population.		0	F.Maldonado@kit.nl	2012-01-14 09:24:53	2015-10-09	2018-03-25 07:31:43	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3 weeks	KIT Amsterdam	Pam Baatsen, MA	English	advanced optional	2012-01-14 15:35:33	135 hours  Contact hours: 65 hours (39 interactive lectures and 26 guided group work)  Self-study hours: 70 hours (12 hours unguided group work, 32 hours reading and 26 hours for writing a paper)	2016-03-14	2016-04-01	<br>Accreditated in London, September 2009. Re-accredited in May 2014. This accreditation is valid until May 2019.	<br>This is a face to face module with some elements of e-learning. We use:  â€¢ Interactive teaching,    â€¢ group work,   â€¢ tutorials   â€¢ individual exercises  through e-learning (using the moodle based elevate platform)  The modes of delivery complement each other and the learning process underlying the approach used draws upon the didactical principles of social constructivist learning.	<a href="http://www.kit.nl/health/training/analysing-dynamics-hiv-aids-epidemics-prevention/  ">online application</a>	<br>An individual paper summarizing the current state of the epidemic (s) in the participants country or country of choice. The paper should critically analyse the existing information (research, surveillance data), identify trends, gaps, and, use this information to formulate two specific HIV and AIDS research questions for responses and argue for two specific strategies for intervention.  2000 words. When students fail, they are allowed to resubmit the paper. However, the maximum score in that case is a 6 (out of 10).	<br>max. 24 students; max of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country  â€¢ English level TOEFL 550, 79 webbased or IELTS 6.0 (academic version)  â€¢ Students need to bring a laptop computer or tablet, no special software is necessary.	<br>first come, first served.	2010.- EUR	Nuffic, to be found at www.nuffic.nl/nfp, NFP application period :  1 September  â€“  20 October  2015	<br>No major changes in content have been made since the last submission, although a session on gender-based violence has been introduced. To expand the learning methods, some homework assignments are done through e-learning.	<br>The evaluations showed that the students really appreciated the module. Various students remarked that especially the epidemiological sessions helped them to understand the dynamics of HIV in a much more comprehensive and structured manner. The evaluation also showed a desire to expand the time for HIV prevention in the module as this was seen as a core topic.	<br>The HIV prevention sessions need to be expanded in line with the expressed desire of the students. The e-learning that was introduced for the home work assignments as mentioned earlier provide additional challenges and requires a good introduction of the learning environment (Elevate platform) to the students.	<br>â€¢ Epidemiology of HIV and AIDS. Using epidemiology at local and national levels   â€¢ Surveillance systems and surveillance data  â€¢ Dynamics of the epidemic:  a. Socio economic, legal and cultural contexts  b. Gender   c. Behavioural and bio-medical factors   â€¢ Stigma and discrimination  â€¢ Principles and approaches for effective HIV prevention, treatment, and  care and support   â€¢ Strategies for reaching different groups   a. Vulnerabilities  b. Needs   c. Rights  â€¢ Assessing Risk Behaviour. Strategies for motivating behavioural change	Netherlands	Epidemiology	Face to face		4.5 ECTS credits	
Dynamics of the HIV and AIDS epidemics and effective responses	<br>At the end of the module the participants should be able to:  â€¢ Explain and present the global epidemiological trends of HIV and AIDS, explain surveillance systems, including how to translate epidemiological information at local and national levels into priorities for planning.  â€¢ Analyse the dynamics of the epidemic â€“ locally, nationally and internationally  â€¢ Identify and discuss the principles of context specific good practice in evidence informed combination prevention, and treatment and care  in HIV.   â€¢ Critically discuss the principles of HIV responses and the range of interventions involved in responding to HIV: In key populations and  General Population.		0	F.Maldonado@kit.nl	2012-01-14 09:24:53	2015-10-09	2018-03-25 07:31:43	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 15:35:33	135 hours  Contact hours: 65 hours (39 interactive lectures and 26 guided group work)  Self-study hours: 70 hours (12 hours unguided group work, 32 hours reading and 26 hours for writing a paper)	2016-03-14	2016-04-01	<br>Accreditated in London, September 2009. Re-accredited in May 2014. This accreditation is valid until May 2019.	<br>This is a face to face module with some elements of e-learning. We use:  â€¢ Interactive teaching,    â€¢ group work,   â€¢ tutorials   â€¢ individual exercises  through e-learning (using the moodle based elevate platform)  The modes of delivery complement each other and the learning process underlying the approach used draws upon the didactical principles of social constructivist learning.	<a href="http://www.kit.nl/health/training/analysing-dynamics-hiv-aids-epidemics-prevention/  ">online application</a>	<br>An individual paper summarizing the current state of the epidemic (s) in the participants country or country of choice. The paper should critically analyse the existing information (research, surveillance data), identify trends, gaps, and, use this information to formulate two specific HIV and AIDS research questions for responses and argue for two specific strategies for intervention.  2000 words. When students fail, they are allowed to resubmit the paper. However, the maximum score in that case is a 6 (out of 10).	<br>max. 24 students; max of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country  â€¢ English level TOEFL 550, 79 webbased or IELTS 6.0 (academic version)  â€¢ Students need to bring a laptop computer or tablet, no special software is necessary.	<br>first come, first served.	2010.- EUR	Nuffic, to be found at www.nuffic.nl/nfp, NFP application period :  1 September  â€“  20 October  2015	<br>No major changes in content have been made since the last submission, although a session on gender-based violence has been introduced. To expand the learning methods, some homework assignments are done through e-learning.	<br>The evaluations showed that the students really appreciated the module. Various students remarked that especially the epidemiological sessions helped them to understand the dynamics of HIV in a much more comprehensive and structured manner. The evaluation also showed a desire to expand the time for HIV prevention in the module as this was seen as a core topic.	<br>The HIV prevention sessions need to be expanded in line with the expressed desire of the students. The e-learning that was introduced for the home work assignments as mentioned earlier provide additional challenges and requires a good introduction of the learning environment (Elevate platform) to the students.	<br>â€¢ Epidemiology of HIV and AIDS. Using epidemiology at local and national levels   â€¢ Surveillance systems and surveillance data  â€¢ Dynamics of the epidemic:  a. Socio economic, legal and cultural contexts  b. Gender   c. Behavioural and bio-medical factors   â€¢ Stigma and discrimination  â€¢ Principles and approaches for effective HIV prevention, treatment, and  care and support   â€¢ Strategies for reaching different groups   a. Vulnerabilities  b. Needs   c. Rights  â€¢ Assessing Risk Behaviour. Strategies for motivating behavioural change		HIV/AIDS				
Dynamics of the HIV and AIDS epidemics and effective responses	<br>At the end of the module the participants should be able to:  â€¢ Explain and present the global epidemiological trends of HIV and AIDS, explain surveillance systems, including how to translate epidemiological information at local and national levels into priorities for planning.  â€¢ Analyse the dynamics of the epidemic â€“ locally, nationally and internationally  â€¢ Identify and discuss the principles of context specific good practice in evidence informed combination prevention, and treatment and care  in HIV.   â€¢ Critically discuss the principles of HIV responses and the range of interventions involved in responding to HIV: In key populations and  General Population.		0	F.Maldonado@kit.nl	2012-01-14 09:24:53	2015-10-09	2018-03-25 07:31:43	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 15:35:33	135 hours  Contact hours: 65 hours (39 interactive lectures and 26 guided group work)  Self-study hours: 70 hours (12 hours unguided group work, 32 hours reading and 26 hours for writing a paper)	2016-03-14	2016-04-01	<br>Accreditated in London, September 2009. Re-accredited in May 2014. This accreditation is valid until May 2019.	<br>This is a face to face module with some elements of e-learning. We use:  â€¢ Interactive teaching,    â€¢ group work,   â€¢ tutorials   â€¢ individual exercises  through e-learning (using the moodle based elevate platform)  The modes of delivery complement each other and the learning process underlying the approach used draws upon the didactical principles of social constructivist learning.	<a href="http://www.kit.nl/health/training/analysing-dynamics-hiv-aids-epidemics-prevention/  ">online application</a>	<br>An individual paper summarizing the current state of the epidemic (s) in the participants country or country of choice. The paper should critically analyse the existing information (research, surveillance data), identify trends, gaps, and, use this information to formulate two specific HIV and AIDS research questions for responses and argue for two specific strategies for intervention.  2000 words. When students fail, they are allowed to resubmit the paper. However, the maximum score in that case is a 6 (out of 10).	<br>max. 24 students; max of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country  â€¢ English level TOEFL 550, 79 webbased or IELTS 6.0 (academic version)  â€¢ Students need to bring a laptop computer or tablet, no special software is necessary.	<br>first come, first served.	2010.- EUR	Nuffic, to be found at www.nuffic.nl/nfp, NFP application period :  1 September  â€“  20 October  2015	<br>No major changes in content have been made since the last submission, although a session on gender-based violence has been introduced. To expand the learning methods, some homework assignments are done through e-learning.	<br>The evaluations showed that the students really appreciated the module. Various students remarked that especially the epidemiological sessions helped them to understand the dynamics of HIV in a much more comprehensive and structured manner. The evaluation also showed a desire to expand the time for HIV prevention in the module as this was seen as a core topic.	<br>The HIV prevention sessions need to be expanded in line with the expressed desire of the students. The e-learning that was introduced for the home work assignments as mentioned earlier provide additional challenges and requires a good introduction of the learning environment (Elevate platform) to the students.	<br>â€¢ Epidemiology of HIV and AIDS. Using epidemiology at local and national levels   â€¢ Surveillance systems and surveillance data  â€¢ Dynamics of the epidemic:  a. Socio economic, legal and cultural contexts  b. Gender   c. Behavioural and bio-medical factors   â€¢ Stigma and discrimination  â€¢ Principles and approaches for effective HIV prevention, treatment, and  care and support   â€¢ Strategies for reaching different groups   a. Vulnerabilities  b. Needs   c. Rights  â€¢ Assessing Risk Behaviour. Strategies for motivating behavioural change		Vulnerable groups (in general)				
Dynamics of the HIV and AIDS epidemics and effective responses	<br>At the end of the module the participants should be able to:  â€¢ Explain and present the global epidemiological trends of HIV and AIDS, explain surveillance systems, including how to translate epidemiological information at local and national levels into priorities for planning.  â€¢ Analyse the dynamics of the epidemic â€“ locally, nationally and internationally  â€¢ Identify and discuss the principles of context specific good practice in evidence informed combination prevention, and treatment and care  in HIV.   â€¢ Critically discuss the principles of HIV responses and the range of interventions involved in responding to HIV: In key populations and  General Population.		0	F.Maldonado@kit.nl	2012-01-14 09:24:53	2015-10-09	2018-03-25 07:31:43	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 15:35:33	135 hours  Contact hours: 65 hours (39 interactive lectures and 26 guided group work)  Self-study hours: 70 hours (12 hours unguided group work, 32 hours reading and 26 hours for writing a paper)	2016-03-14	2016-04-01	<br>Accreditated in London, September 2009. Re-accredited in May 2014. This accreditation is valid until May 2019.	<br>This is a face to face module with some elements of e-learning. We use:  â€¢ Interactive teaching,    â€¢ group work,   â€¢ tutorials   â€¢ individual exercises  through e-learning (using the moodle based elevate platform)  The modes of delivery complement each other and the learning process underlying the approach used draws upon the didactical principles of social constructivist learning.	<a href="http://www.kit.nl/health/training/analysing-dynamics-hiv-aids-epidemics-prevention/  ">online application</a>	<br>An individual paper summarizing the current state of the epidemic (s) in the participants country or country of choice. The paper should critically analyse the existing information (research, surveillance data), identify trends, gaps, and, use this information to formulate two specific HIV and AIDS research questions for responses and argue for two specific strategies for intervention.  2000 words. When students fail, they are allowed to resubmit the paper. However, the maximum score in that case is a 6 (out of 10).	<br>max. 24 students; max of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country  â€¢ English level TOEFL 550, 79 webbased or IELTS 6.0 (academic version)  â€¢ Students need to bring a laptop computer or tablet, no special software is necessary.	<br>first come, first served.	2010.- EUR	Nuffic, to be found at www.nuffic.nl/nfp, NFP application period :  1 September  â€“  20 October  2015	<br>No major changes in content have been made since the last submission, although a session on gender-based violence has been introduced. To expand the learning methods, some homework assignments are done through e-learning.	<br>The evaluations showed that the students really appreciated the module. Various students remarked that especially the epidemiological sessions helped them to understand the dynamics of HIV in a much more comprehensive and structured manner. The evaluation also showed a desire to expand the time for HIV prevention in the module as this was seen as a core topic.	<br>The HIV prevention sessions need to be expanded in line with the expressed desire of the students. The e-learning that was introduced for the home work assignments as mentioned earlier provide additional challenges and requires a good introduction of the learning environment (Elevate platform) to the students.	<br>â€¢ Epidemiology of HIV and AIDS. Using epidemiology at local and national levels   â€¢ Surveillance systems and surveillance data  â€¢ Dynamics of the epidemic:  a. Socio economic, legal and cultural contexts  b. Gender   c. Behavioural and bio-medical factors   â€¢ Stigma and discrimination  â€¢ Principles and approaches for effective HIV prevention, treatment, and  care and support   â€¢ Strategies for reaching different groups   a. Vulnerabilities  b. Needs   c. Rights  â€¢ Assessing Risk Behaviour. Strategies for motivating behavioural change						
Gender, Rights  and Health	<br>At the end of the module the participants should be able to:    -  Describe gender concepts, tools and gender analysis  -  Apply â€˜gender and health&rsquo; analysis frameworks to analyze and critique health programmes, health policies     and health research.   -  Critically analyse the development of global health policies and programmes from a gender, equity and rights perspective  -  Analyse health problems and diseases from a gender and rights perspective    -  Appraise the current state of health governance at national and local level from a gender equity perspective   -  Design an evidence based health policy or improve a communicable disease control program from a gender and rights perspective		0	F.Maldonado@kit.nl	2012-01-14 09:32:24	2013-11-18	2018-03-25 07:35:37	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	10 weeks	Virtual	Renu Khanna, MBA	English	advanced optional	2012-01-14 15:52:07	120 hours  Average 12 hours a week. Nr of contact hours on the web per week 3 hours: 1 hour as group tutorial, 2 hours group feedback (30 hours in total). 2 hours in group discussions per week not-guided (20 Hours in total). Self-directed learning 70 hours	2015-11-02	2016-01-22	<br>Accredited in March 2010 and re-accredited in March 2012. This accreditation is valid until March 2017.	<br>   -  Group Tutorials (1 hour per week)  -  online group feedback and guidance from tutor (2 hours per week)  -  1 Lecture for the duration of the course  -  Online Group Discussions (2 hour per week â€“ not guided or moderated by tutor)  -  On line reading of Handouts and  Web based resources,  viewing power point Presentations,   -  Exercises like quizzes and case studies on-line  -  Individual learning   -  All in a Virtual Learning Community â€“ a web-based e-learning environment	<br>Renu Khanna (MBA) worked closely with the Bombay Municipal Corporation from 1992 to 2003. From 1992 to 1997, she coordinated the social aspects of a study on Pelvic Inflammatory Disease amongst Slum Women. In the second phase, Renu was one of the three Co-Investigators of the Women Centred Health Project to mainstream gender in a public health system. Renu has also been a Gender, Rights and Health trainer for senior health officers of the Government of India and State Health Departments. She has coordinated an interdisciplinary group to draft a Public Health Act for the state of Gujarat.    Maitrayee Mukhopadhyay, Ph.D, is a social anthropologist specialized in social development with a focus on gender and development. She has expertise in social and institutional analysis, citizenship and rights in development and integration of equity concerns across sectors in policy development, programme and project planning, monitoring and evaluation. She has extensive experience and skills in applied and action-oriented research, development education and training and has several publications in her fields of expertise.    Netsayi Noris Mudege (PhD) is a social anthropologist trained in the field of development. Her fields of expertise include gender studies as well as health studies (with a particular focus on HIV/AIDS). She has also carried out a number of studies on SRH&R related issues. She has several internationally peer-reviewed publications that investigate the implications of gender roles in a variety of development fields including education, health and access to resources. Netsayi also has experience teaching both at undergraduate and graduate levels.	<br>Assignment: an evidence based health policy  or a communicable disease programme plan from a gender and rights perspective, starting in week 6 with ongoing formative feedback for the group and submission in week 10 (2000 words) 70 % and individual feedback on the final assessment.    Exercises every week which include quizzes and case study analysis: 30 %.    In case of failure students are allowed to rewrite the assignment.	20 participants, max number of tropEd students:10	<br> -  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area which must include public health management and planning, in a low or middle income country   -  English level TOEFL 550 or IELTS 6.0 (academic version)  -  Access to internet connection	See prerequisites above	1200,- Euro	None	<br>As a result of student course evaluation as well as practical experiences during the course we decide to improve the course content and structure by revising the following:    (a) Adding the topic of sexual minorities to course content.    (b) Course now consists of weekly exercises instead of exercises only in weeks 2, 4 and 6. Since this is mostly a self study course with some guidance from tutors, weekly exercises will ensure that course participants go through the weekly material to gain a deeper understanding of issues related to gender rights and health.    (c) As a result of phrasing in the previous course brochure course participants expected individual feedback on each and every comment and weekly assignments. This expectation was difficult to meet as it was not built into the course coordination. As a result of this, revised course brochures and accreditation documents state clearly that only group feedback instead of individual feedback will be offered to course participants for the weekly assignment. Individual feedback on the final assignment will be provided.	<br>Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received:    90% of course participants agreed that the course met their needs and expectations. The two major assignments were popular among participants because they allowed them to apply concepts and theories they learnt during the course to real life situations.    There was disappointment that there was no thorough discussion of issues that affect sexual minorities, masculinities and factors that affect men&rsquo;s health were not explored in depth in the handouts and reading  Students were often enthusiastic and spent a lot of time online. However some of the students visited the Virtual Learning Community often but did not attempt learning activities.	<br>- increase of frequency of assignments to encourage participation  - clarity regarding feedback provision	<br>  1. Introduction to the Virtual Learning Community: functions and options       2. Gender concepts, gender analysis  a. Social Relations of Gender  b. Institutional Production and Reproduction of Gender   c. Tools for Gender Analysis    3. Gender and health analysis frameworks and how to apply a gender analysis to health    4. Gender, Rights and Health  a. Health equity, Gender equity and Gender equality  b. Human Rights and Women&rsquo;s Rights  c. Right to Health and Health Care    5. Gender, Health and Global Policies  a. Global milestones in development of gender discourse: (i) Women&rsquo;s health movement, (ii). International policy initiatives   b. international agencies and Gender: WHO, World Bank,    6. Gender analysis of health problems and diseases  a. Communicable diseases (e.g. TB, HIV/AIDS)  b. Urban Health  c. Maternal Health  d. Coronary vascular diseases    7. Neglected issues  a. Sexual Rights and Health  b. Gender Based Violence   c. Sexual minorities    8. Health governance and gender  a. Health systems (including Human Resources)   b. Decentralisation  c. Accountability  d. Quality assurance  e. Public private provision and regulation    A number of case studies will be used	Netherlands	Gender & health	Distance-based		4 ECTS credits	
Gender, Rights  and Health	<br>At the end of the module the participants should be able to:    -  Describe gender concepts, tools and gender analysis  -  Apply â€˜gender and health&rsquo; analysis frameworks to analyze and critique health programmes, health policies     and health research.   -  Critically analyse the development of global health policies and programmes from a gender, equity and rights perspective  -  Analyse health problems and diseases from a gender and rights perspective    -  Appraise the current state of health governance at national and local level from a gender equity perspective   -  Design an evidence based health policy or improve a communicable disease control program from a gender and rights perspective		0	F.Maldonado@kit.nl	2012-01-14 09:32:24	2013-11-18	2018-03-25 07:35:37	troped	troped	0		10 weeks	Virtual				2012-01-14 15:52:07	120 hours  Average 12 hours a week. Nr of contact hours on the web per week 3 hours: 1 hour as group tutorial, 2 hours group feedback (30 hours in total). 2 hours in group discussions per week not-guided (20 Hours in total). Self-directed learning 70 hours	2015-11-02	2016-01-22	<br>Accredited in March 2010 and re-accredited in March 2012. This accreditation is valid until March 2017.	<br>   -  Group Tutorials (1 hour per week)  -  online group feedback and guidance from tutor (2 hours per week)  -  1 Lecture for the duration of the course  -  Online Group Discussions (2 hour per week â€“ not guided or moderated by tutor)  -  On line reading of Handouts and  Web based resources,  viewing power point Presentations,   -  Exercises like quizzes and case studies on-line  -  Individual learning   -  All in a Virtual Learning Community â€“ a web-based e-learning environment	<br>Renu Khanna (MBA) worked closely with the Bombay Municipal Corporation from 1992 to 2003. From 1992 to 1997, she coordinated the social aspects of a study on Pelvic Inflammatory Disease amongst Slum Women. In the second phase, Renu was one of the three Co-Investigators of the Women Centred Health Project to mainstream gender in a public health system. Renu has also been a Gender, Rights and Health trainer for senior health officers of the Government of India and State Health Departments. She has coordinated an interdisciplinary group to draft a Public Health Act for the state of Gujarat.    Maitrayee Mukhopadhyay, Ph.D, is a social anthropologist specialized in social development with a focus on gender and development. She has expertise in social and institutional analysis, citizenship and rights in development and integration of equity concerns across sectors in policy development, programme and project planning, monitoring and evaluation. She has extensive experience and skills in applied and action-oriented research, development education and training and has several publications in her fields of expertise.    Netsayi Noris Mudege (PhD) is a social anthropologist trained in the field of development. Her fields of expertise include gender studies as well as health studies (with a particular focus on HIV/AIDS). She has also carried out a number of studies on SRH&R related issues. She has several internationally peer-reviewed publications that investigate the implications of gender roles in a variety of development fields including education, health and access to resources. Netsayi also has experience teaching both at undergraduate and graduate levels.	<br>Assignment: an evidence based health policy  or a communicable disease programme plan from a gender and rights perspective, starting in week 6 with ongoing formative feedback for the group and submission in week 10 (2000 words) 70 % and individual feedback on the final assessment.    Exercises every week which include quizzes and case study analysis: 30 %.    In case of failure students are allowed to rewrite the assignment.	20 participants, max number of tropEd students:10	<br> -  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area which must include public health management and planning, in a low or middle income country   -  English level TOEFL 550 or IELTS 6.0 (academic version)  -  Access to internet connection	See prerequisites above	1200,- Euro	None	<br>As a result of student course evaluation as well as practical experiences during the course we decide to improve the course content and structure by revising the following:    (a) Adding the topic of sexual minorities to course content.    (b) Course now consists of weekly exercises instead of exercises only in weeks 2, 4 and 6. Since this is mostly a self study course with some guidance from tutors, weekly exercises will ensure that course participants go through the weekly material to gain a deeper understanding of issues related to gender rights and health.    (c) As a result of phrasing in the previous course brochure course participants expected individual feedback on each and every comment and weekly assignments. This expectation was difficult to meet as it was not built into the course coordination. As a result of this, revised course brochures and accreditation documents state clearly that only group feedback instead of individual feedback will be offered to course participants for the weekly assignment. Individual feedback on the final assignment will be provided.	<br>Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received:    90% of course participants agreed that the course met their needs and expectations. The two major assignments were popular among participants because they allowed them to apply concepts and theories they learnt during the course to real life situations.    There was disappointment that there was no thorough discussion of issues that affect sexual minorities, masculinities and factors that affect men&rsquo;s health were not explored in depth in the handouts and reading  Students were often enthusiastic and spent a lot of time online. However some of the students visited the Virtual Learning Community often but did not attempt learning activities.	<br>- increase of frequency of assignments to encourage participation  - clarity regarding feedback provision	<br>  1. Introduction to the Virtual Learning Community: functions and options       2. Gender concepts, gender analysis  a. Social Relations of Gender  b. Institutional Production and Reproduction of Gender   c. Tools for Gender Analysis    3. Gender and health analysis frameworks and how to apply a gender analysis to health    4. Gender, Rights and Health  a. Health equity, Gender equity and Gender equality  b. Human Rights and Women&rsquo;s Rights  c. Right to Health and Health Care    5. Gender, Health and Global Policies  a. Global milestones in development of gender discourse: (i) Women&rsquo;s health movement, (ii). International policy initiatives   b. international agencies and Gender: WHO, World Bank,    6. Gender analysis of health problems and diseases  a. Communicable diseases (e.g. TB, HIV/AIDS)  b. Urban Health  c. Maternal Health  d. Coronary vascular diseases    7. Neglected issues  a. Sexual Rights and Health  b. Gender Based Violence   c. Sexual minorities    8. Health governance and gender  a. Health systems (including Human Resources)   b. Decentralisation  c. Accountability  d. Quality assurance  e. Public private provision and regulation    A number of case studies will be used		Health Policy (incl. advocacy)				
Gender, Rights  and Health	<br>At the end of the module the participants should be able to:    -  Describe gender concepts, tools and gender analysis  -  Apply â€˜gender and health&rsquo; analysis frameworks to analyze and critique health programmes, health policies     and health research.   -  Critically analyse the development of global health policies and programmes from a gender, equity and rights perspective  -  Analyse health problems and diseases from a gender and rights perspective    -  Appraise the current state of health governance at national and local level from a gender equity perspective   -  Design an evidence based health policy or improve a communicable disease control program from a gender and rights perspective		0	F.Maldonado@kit.nl	2012-01-14 09:32:24	2013-11-18	2018-03-25 07:35:37	troped	troped	0		10 weeks	Virtual				2012-01-14 15:52:07	120 hours  Average 12 hours a week. Nr of contact hours on the web per week 3 hours: 1 hour as group tutorial, 2 hours group feedback (30 hours in total). 2 hours in group discussions per week not-guided (20 Hours in total). Self-directed learning 70 hours	2015-11-02	2016-01-22	<br>Accredited in March 2010 and re-accredited in March 2012. This accreditation is valid until March 2017.	<br>   -  Group Tutorials (1 hour per week)  -  online group feedback and guidance from tutor (2 hours per week)  -  1 Lecture for the duration of the course  -  Online Group Discussions (2 hour per week â€“ not guided or moderated by tutor)  -  On line reading of Handouts and  Web based resources,  viewing power point Presentations,   -  Exercises like quizzes and case studies on-line  -  Individual learning   -  All in a Virtual Learning Community â€“ a web-based e-learning environment	<br>Renu Khanna (MBA) worked closely with the Bombay Municipal Corporation from 1992 to 2003. From 1992 to 1997, she coordinated the social aspects of a study on Pelvic Inflammatory Disease amongst Slum Women. In the second phase, Renu was one of the three Co-Investigators of the Women Centred Health Project to mainstream gender in a public health system. Renu has also been a Gender, Rights and Health trainer for senior health officers of the Government of India and State Health Departments. She has coordinated an interdisciplinary group to draft a Public Health Act for the state of Gujarat.    Maitrayee Mukhopadhyay, Ph.D, is a social anthropologist specialized in social development with a focus on gender and development. She has expertise in social and institutional analysis, citizenship and rights in development and integration of equity concerns across sectors in policy development, programme and project planning, monitoring and evaluation. She has extensive experience and skills in applied and action-oriented research, development education and training and has several publications in her fields of expertise.    Netsayi Noris Mudege (PhD) is a social anthropologist trained in the field of development. Her fields of expertise include gender studies as well as health studies (with a particular focus on HIV/AIDS). She has also carried out a number of studies on SRH&R related issues. She has several internationally peer-reviewed publications that investigate the implications of gender roles in a variety of development fields including education, health and access to resources. Netsayi also has experience teaching both at undergraduate and graduate levels.	<br>Assignment: an evidence based health policy  or a communicable disease programme plan from a gender and rights perspective, starting in week 6 with ongoing formative feedback for the group and submission in week 10 (2000 words) 70 % and individual feedback on the final assessment.    Exercises every week which include quizzes and case study analysis: 30 %.    In case of failure students are allowed to rewrite the assignment.	20 participants, max number of tropEd students:10	<br> -  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area which must include public health management and planning, in a low or middle income country   -  English level TOEFL 550 or IELTS 6.0 (academic version)  -  Access to internet connection	See prerequisites above	1200,- Euro	None	<br>As a result of student course evaluation as well as practical experiences during the course we decide to improve the course content and structure by revising the following:    (a) Adding the topic of sexual minorities to course content.    (b) Course now consists of weekly exercises instead of exercises only in weeks 2, 4 and 6. Since this is mostly a self study course with some guidance from tutors, weekly exercises will ensure that course participants go through the weekly material to gain a deeper understanding of issues related to gender rights and health.    (c) As a result of phrasing in the previous course brochure course participants expected individual feedback on each and every comment and weekly assignments. This expectation was difficult to meet as it was not built into the course coordination. As a result of this, revised course brochures and accreditation documents state clearly that only group feedback instead of individual feedback will be offered to course participants for the weekly assignment. Individual feedback on the final assignment will be provided.	<br>Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received:    90% of course participants agreed that the course met their needs and expectations. The two major assignments were popular among participants because they allowed them to apply concepts and theories they learnt during the course to real life situations.    There was disappointment that there was no thorough discussion of issues that affect sexual minorities, masculinities and factors that affect men&rsquo;s health were not explored in depth in the handouts and reading  Students were often enthusiastic and spent a lot of time online. However some of the students visited the Virtual Learning Community often but did not attempt learning activities.	<br>- increase of frequency of assignments to encourage participation  - clarity regarding feedback provision	<br>  1. Introduction to the Virtual Learning Community: functions and options       2. Gender concepts, gender analysis  a. Social Relations of Gender  b. Institutional Production and Reproduction of Gender   c. Tools for Gender Analysis    3. Gender and health analysis frameworks and how to apply a gender analysis to health    4. Gender, Rights and Health  a. Health equity, Gender equity and Gender equality  b. Human Rights and Women&rsquo;s Rights  c. Right to Health and Health Care    5. Gender, Health and Global Policies  a. Global milestones in development of gender discourse: (i) Women&rsquo;s health movement, (ii). International policy initiatives   b. international agencies and Gender: WHO, World Bank,    6. Gender analysis of health problems and diseases  a. Communicable diseases (e.g. TB, HIV/AIDS)  b. Urban Health  c. Maternal Health  d. Coronary vascular diseases    7. Neglected issues  a. Sexual Rights and Health  b. Gender Based Violence   c. Sexual minorities    8. Health governance and gender  a. Health systems (including Human Resources)   b. Decentralisation  c. Accountability  d. Quality assurance  e. Public private provision and regulation    A number of case studies will be used		Vulnerable groups (in general)				
Gender, Rights  and Health	<br>At the end of the module the participants should be able to:    -  Describe gender concepts, tools and gender analysis  -  Apply â€˜gender and health&rsquo; analysis frameworks to analyze and critique health programmes, health policies     and health research.   -  Critically analyse the development of global health policies and programmes from a gender, equity and rights perspective  -  Analyse health problems and diseases from a gender and rights perspective    -  Appraise the current state of health governance at national and local level from a gender equity perspective   -  Design an evidence based health policy or improve a communicable disease control program from a gender and rights perspective		0	F.Maldonado@kit.nl	2012-01-14 09:32:24	2013-11-18	2018-03-25 07:35:37	troped	troped	0		10 weeks	Virtual				2012-01-14 15:52:07	120 hours  Average 12 hours a week. Nr of contact hours on the web per week 3 hours: 1 hour as group tutorial, 2 hours group feedback (30 hours in total). 2 hours in group discussions per week not-guided (20 Hours in total). Self-directed learning 70 hours	2015-11-02	2016-01-22	<br>Accredited in March 2010 and re-accredited in March 2012. This accreditation is valid until March 2017.	<br>   -  Group Tutorials (1 hour per week)  -  online group feedback and guidance from tutor (2 hours per week)  -  1 Lecture for the duration of the course  -  Online Group Discussions (2 hour per week â€“ not guided or moderated by tutor)  -  On line reading of Handouts and  Web based resources,  viewing power point Presentations,   -  Exercises like quizzes and case studies on-line  -  Individual learning   -  All in a Virtual Learning Community â€“ a web-based e-learning environment	<br>Renu Khanna (MBA) worked closely with the Bombay Municipal Corporation from 1992 to 2003. From 1992 to 1997, she coordinated the social aspects of a study on Pelvic Inflammatory Disease amongst Slum Women. In the second phase, Renu was one of the three Co-Investigators of the Women Centred Health Project to mainstream gender in a public health system. Renu has also been a Gender, Rights and Health trainer for senior health officers of the Government of India and State Health Departments. She has coordinated an interdisciplinary group to draft a Public Health Act for the state of Gujarat.    Maitrayee Mukhopadhyay, Ph.D, is a social anthropologist specialized in social development with a focus on gender and development. She has expertise in social and institutional analysis, citizenship and rights in development and integration of equity concerns across sectors in policy development, programme and project planning, monitoring and evaluation. She has extensive experience and skills in applied and action-oriented research, development education and training and has several publications in her fields of expertise.    Netsayi Noris Mudege (PhD) is a social anthropologist trained in the field of development. Her fields of expertise include gender studies as well as health studies (with a particular focus on HIV/AIDS). She has also carried out a number of studies on SRH&R related issues. She has several internationally peer-reviewed publications that investigate the implications of gender roles in a variety of development fields including education, health and access to resources. Netsayi also has experience teaching both at undergraduate and graduate levels.	<br>Assignment: an evidence based health policy  or a communicable disease programme plan from a gender and rights perspective, starting in week 6 with ongoing formative feedback for the group and submission in week 10 (2000 words) 70 % and individual feedback on the final assessment.    Exercises every week which include quizzes and case study analysis: 30 %.    In case of failure students are allowed to rewrite the assignment.	20 participants, max number of tropEd students:10	<br> -  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area which must include public health management and planning, in a low or middle income country   -  English level TOEFL 550 or IELTS 6.0 (academic version)  -  Access to internet connection	See prerequisites above	1200,- Euro	None	<br>As a result of student course evaluation as well as practical experiences during the course we decide to improve the course content and structure by revising the following:    (a) Adding the topic of sexual minorities to course content.    (b) Course now consists of weekly exercises instead of exercises only in weeks 2, 4 and 6. Since this is mostly a self study course with some guidance from tutors, weekly exercises will ensure that course participants go through the weekly material to gain a deeper understanding of issues related to gender rights and health.    (c) As a result of phrasing in the previous course brochure course participants expected individual feedback on each and every comment and weekly assignments. This expectation was difficult to meet as it was not built into the course coordination. As a result of this, revised course brochures and accreditation documents state clearly that only group feedback instead of individual feedback will be offered to course participants for the weekly assignment. Individual feedback on the final assignment will be provided.	<br>Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received:    90% of course participants agreed that the course met their needs and expectations. The two major assignments were popular among participants because they allowed them to apply concepts and theories they learnt during the course to real life situations.    There was disappointment that there was no thorough discussion of issues that affect sexual minorities, masculinities and factors that affect men&rsquo;s health were not explored in depth in the handouts and reading  Students were often enthusiastic and spent a lot of time online. However some of the students visited the Virtual Learning Community often but did not attempt learning activities.	<br>- increase of frequency of assignments to encourage participation  - clarity regarding feedback provision	<br>  1. Introduction to the Virtual Learning Community: functions and options       2. Gender concepts, gender analysis  a. Social Relations of Gender  b. Institutional Production and Reproduction of Gender   c. Tools for Gender Analysis    3. Gender and health analysis frameworks and how to apply a gender analysis to health    4. Gender, Rights and Health  a. Health equity, Gender equity and Gender equality  b. Human Rights and Women&rsquo;s Rights  c. Right to Health and Health Care    5. Gender, Health and Global Policies  a. Global milestones in development of gender discourse: (i) Women&rsquo;s health movement, (ii). International policy initiatives   b. international agencies and Gender: WHO, World Bank,    6. Gender analysis of health problems and diseases  a. Communicable diseases (e.g. TB, HIV/AIDS)  b. Urban Health  c. Maternal Health  d. Coronary vascular diseases    7. Neglected issues  a. Sexual Rights and Health  b. Gender Based Violence   c. Sexual minorities    8. Health governance and gender  a. Health systems (including Human Resources)   b. Decentralisation  c. Accountability  d. Quality assurance  e. Public private provision and regulation    A number of case studies will be used						
HIV: Organising Effective Responses (HIV Resp)	<br>At the end of the module the participants should be able to:    â€¢ Identify challenges and utilize opportunities presented by the HIV programmes to establish synergies and to strengthen the existing health system.  â€¢ Critically discuss the impact of the epidemic on the health system and formulate responses. E.g. Through mainstreaming HIV i.e Workplace policies.  â€¢ Critically analyse existing services from the perspective of addressing the empowerment of the poor, vulnerable groups and communities.  â€¢ Appraise the current state of the art in HIV programming and recommend context appropriate programs and interventions (VCT, PMTCT, ART, TB-HIV, etc.).  â€¢ Communicate HIV/AIDS related issues effectively with the media and with lay audiences.		0	F.Maldonado@kit.nl	2012-01-14 09:57:19	2016-07-05	2018-03-25 07:37:57	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3 weeks	KIT Amsterdam	S. Kane, MD MPH	English	advanced optional	2012-01-14 16:10:14	112 Student Investment Hours  Contact hours: 54 hours; of which lectures 36 hours, guided group work 6 hours, tutorials 8 hours, journal club4 hours.  Self-study hours (including exam): 58 hours	2017-05-15	2017-06-01	<br>Accreditated in London, September 2009. Re-accredited in October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Presentations, case studies, group work, role play	<a href="http://www.kit.nl/health/training/health-sector-responses-to-hiv-innovations-and-synergies/">online application</a>	<br>Open-book written examination for three hours with short essay questions which counts for 75%. Participants also need to write a news release on a specific topic (1000 words, + 10%) on a specific topic (counts for 25% marks). Participants are allowed one resit. The total mark will be a weighted average of both marks.  Participants can resit both components. One month after the course they can resubmit the news release; the questions will be send per email; test will be organised at mutually agreeable venue and questions will have to be answered within a specific time.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first admitted.	1870,- Euro	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This increase is in view of the reorganisation of the 3 advanced modules which constitute the HIV track. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover the wide range of innovative approaches involved in the health sectorâ€™s responses to the HIV/AIDS epidemic.  We also recognised that a key aspect of the health sector response to HIV is to be able to engage productively with the media and to communicate with lay audiences about HIV/AIDS. We have added a skills session on writing â€˜press releasesâ€™ and engaging with the media.   This has been reflected in the change in the assessment of the module. Students are now required to write a press release as a part of their assessment, this accounts for 25% marks.	<br>Students have evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics [eg. Integration of HIV and other services] and also to include some topics [eg. Engaging with the media and lay audiences]. We have incorporated these findings in restructuring the module.		<br>â€¢ Evolving roles and responsibilities of the health sector in responding to HIV.  â€¢ Innovations for health systems strengthening through HIV programming (Service delivery, Human resources, Health information system, Financing, Stewardship, Resource mobilisation).  â€¢ Aspects of integration: e.g sexual and reproductive health and rights and issues, Continuum of Care models.  â€¢ Key aspects of programmes, eg: (V)CT services, PMTCT services, ART services, , Infection control, TB-HIV, Adolescent-friendly health services.   â€¢ Mainstreaming HIV in the health sector (ie workplace policies)  â€¢ Reducing stigma and discrimination.  â€¢ Writing a press release. Communicating with lay audiences.	Netherlands	Actors / stakeholders	Face to face		4 ECTS credits	
HIV: Organising Effective Responses (HIV Resp)	<br>At the end of the module the participants should be able to:    â€¢ Identify challenges and utilize opportunities presented by the HIV programmes to establish synergies and to strengthen the existing health system.  â€¢ Critically discuss the impact of the epidemic on the health system and formulate responses. E.g. Through mainstreaming HIV i.e Workplace policies.  â€¢ Critically analyse existing services from the perspective of addressing the empowerment of the poor, vulnerable groups and communities.  â€¢ Appraise the current state of the art in HIV programming and recommend context appropriate programs and interventions (VCT, PMTCT, ART, TB-HIV, etc.).  â€¢ Communicate HIV/AIDS related issues effectively with the media and with lay audiences.		0	F.Maldonado@kit.nl	2012-01-14 09:57:19	2016-07-05	2018-03-25 07:37:57	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 16:10:14	112 Student Investment Hours  Contact hours: 54 hours; of which lectures 36 hours, guided group work 6 hours, tutorials 8 hours, journal club4 hours.  Self-study hours (including exam): 58 hours	2017-05-15	2017-06-01	<br>Accreditated in London, September 2009. Re-accredited in October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Presentations, case studies, group work, role play	<a href="http://www.kit.nl/health/training/health-sector-responses-to-hiv-innovations-and-synergies/">online application</a>	<br>Open-book written examination for three hours with short essay questions which counts for 75%. Participants also need to write a news release on a specific topic (1000 words, + 10%) on a specific topic (counts for 25% marks). Participants are allowed one resit. The total mark will be a weighted average of both marks.  Participants can resit both components. One month after the course they can resubmit the news release; the questions will be send per email; test will be organised at mutually agreeable venue and questions will have to be answered within a specific time.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first admitted.	1870,- Euro	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This increase is in view of the reorganisation of the 3 advanced modules which constitute the HIV track. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover the wide range of innovative approaches involved in the health sectorâ€™s responses to the HIV/AIDS epidemic.  We also recognised that a key aspect of the health sector response to HIV is to be able to engage productively with the media and to communicate with lay audiences about HIV/AIDS. We have added a skills session on writing â€˜press releasesâ€™ and engaging with the media.   This has been reflected in the change in the assessment of the module. Students are now required to write a press release as a part of their assessment, this accounts for 25% marks.	<br>Students have evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics [eg. Integration of HIV and other services] and also to include some topics [eg. Engaging with the media and lay audiences]. We have incorporated these findings in restructuring the module.		<br>â€¢ Evolving roles and responsibilities of the health sector in responding to HIV.  â€¢ Innovations for health systems strengthening through HIV programming (Service delivery, Human resources, Health information system, Financing, Stewardship, Resource mobilisation).  â€¢ Aspects of integration: e.g sexual and reproductive health and rights and issues, Continuum of Care models.  â€¢ Key aspects of programmes, eg: (V)CT services, PMTCT services, ART services, , Infection control, TB-HIV, Adolescent-friendly health services.   â€¢ Mainstreaming HIV in the health sector (ie workplace policies)  â€¢ Reducing stigma and discrimination.  â€¢ Writing a press release. Communicating with lay audiences.		HIV/AIDS				
HIV: Organising Effective Responses (HIV Resp)	<br>At the end of the module the participants should be able to:    â€¢ Identify challenges and utilize opportunities presented by the HIV programmes to establish synergies and to strengthen the existing health system.  â€¢ Critically discuss the impact of the epidemic on the health system and formulate responses. E.g. Through mainstreaming HIV i.e Workplace policies.  â€¢ Critically analyse existing services from the perspective of addressing the empowerment of the poor, vulnerable groups and communities.  â€¢ Appraise the current state of the art in HIV programming and recommend context appropriate programs and interventions (VCT, PMTCT, ART, TB-HIV, etc.).  â€¢ Communicate HIV/AIDS related issues effectively with the media and with lay audiences.		0	F.Maldonado@kit.nl	2012-01-14 09:57:19	2016-07-05	2018-03-25 07:37:57	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 16:10:14	112 Student Investment Hours  Contact hours: 54 hours; of which lectures 36 hours, guided group work 6 hours, tutorials 8 hours, journal club4 hours.  Self-study hours (including exam): 58 hours	2017-05-15	2017-06-01	<br>Accreditated in London, September 2009. Re-accredited in October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Presentations, case studies, group work, role play	<a href="http://www.kit.nl/health/training/health-sector-responses-to-hiv-innovations-and-synergies/">online application</a>	<br>Open-book written examination for three hours with short essay questions which counts for 75%. Participants also need to write a news release on a specific topic (1000 words, + 10%) on a specific topic (counts for 25% marks). Participants are allowed one resit. The total mark will be a weighted average of both marks.  Participants can resit both components. One month after the course they can resubmit the news release; the questions will be send per email; test will be organised at mutually agreeable venue and questions will have to be answered within a specific time.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first admitted.	1870,- Euro	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This increase is in view of the reorganisation of the 3 advanced modules which constitute the HIV track. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover the wide range of innovative approaches involved in the health sectorâ€™s responses to the HIV/AIDS epidemic.  We also recognised that a key aspect of the health sector response to HIV is to be able to engage productively with the media and to communicate with lay audiences about HIV/AIDS. We have added a skills session on writing â€˜press releasesâ€™ and engaging with the media.   This has been reflected in the change in the assessment of the module. Students are now required to write a press release as a part of their assessment, this accounts for 25% marks.	<br>Students have evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics [eg. Integration of HIV and other services] and also to include some topics [eg. Engaging with the media and lay audiences]. We have incorporated these findings in restructuring the module.		<br>â€¢ Evolving roles and responsibilities of the health sector in responding to HIV.  â€¢ Innovations for health systems strengthening through HIV programming (Service delivery, Human resources, Health information system, Financing, Stewardship, Resource mobilisation).  â€¢ Aspects of integration: e.g sexual and reproductive health and rights and issues, Continuum of Care models.  â€¢ Key aspects of programmes, eg: (V)CT services, PMTCT services, ART services, , Infection control, TB-HIV, Adolescent-friendly health services.   â€¢ Mainstreaming HIV in the health sector (ie workplace policies)  â€¢ Reducing stigma and discrimination.  â€¢ Writing a press release. Communicating with lay audiences.		Health Policy (incl. advocacy)				
HIV: Organising Effective Responses (HIV Resp)	<br>At the end of the module the participants should be able to:    â€¢ Identify challenges and utilize opportunities presented by the HIV programmes to establish synergies and to strengthen the existing health system.  â€¢ Critically discuss the impact of the epidemic on the health system and formulate responses. E.g. Through mainstreaming HIV i.e Workplace policies.  â€¢ Critically analyse existing services from the perspective of addressing the empowerment of the poor, vulnerable groups and communities.  â€¢ Appraise the current state of the art in HIV programming and recommend context appropriate programs and interventions (VCT, PMTCT, ART, TB-HIV, etc.).  â€¢ Communicate HIV/AIDS related issues effectively with the media and with lay audiences.		0	F.Maldonado@kit.nl	2012-01-14 09:57:19	2016-07-05	2018-03-25 07:37:57	troped	troped	0		3 weeks	KIT Amsterdam				2012-01-14 16:10:14	112 Student Investment Hours  Contact hours: 54 hours; of which lectures 36 hours, guided group work 6 hours, tutorials 8 hours, journal club4 hours.  Self-study hours (including exam): 58 hours	2017-05-15	2017-06-01	<br>Accreditated in London, September 2009. Re-accredited in October 2011 and in April 2016. This accreditation is valid until April 2021.	<br>Presentations, case studies, group work, role play	<a href="http://www.kit.nl/health/training/health-sector-responses-to-hiv-innovations-and-synergies/">online application</a>	<br>Open-book written examination for three hours with short essay questions which counts for 75%. Participants also need to write a news release on a specific topic (1000 words, + 10%) on a specific topic (counts for 25% marks). Participants are allowed one resit. The total mark will be a weighted average of both marks.  Participants can resit both components. One month after the course they can resubmit the news release; the questions will be send per email; test will be organised at mutually agreeable venue and questions will have to be answered within a specific time.	<br>25 max. number of students; max. of 5 tropEd students	<br>â€¢ Academic training or a professional qualification in a relevant area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area including public health management and planning, in a low income country   â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	<br>See prerequisites above, first come first admitted.	1870,- Euro	Nuffic: www.nuffic.nl  http://www.nuffic.nl/international-students/scholarships/grantfinder	<br>Increase in the number of ECTS credits from 3.0 to 4.0. This increase is in view of the reorganisation of the 3 advanced modules which constitute the HIV track. This reorganisation has been done in response to the feedback we have received from participants and facilitators. We recognised that more time was needed to cover the wide range of innovative approaches involved in the health sectorâ€™s responses to the HIV/AIDS epidemic.  We also recognised that a key aspect of the health sector response to HIV is to be able to engage productively with the media and to communicate with lay audiences about HIV/AIDS. We have added a skills session on writing â€˜press releasesâ€™ and engaging with the media.   This has been reflected in the change in the assessment of the module. Students are now required to write a press release as a part of their assessment, this accounts for 25% marks.	<br>Students have evaluated the content and the depth of the coverage of this content as being very good. They however have clearly expressed the need to have more time on some topics [eg. Integration of HIV and other services] and also to include some topics [eg. Engaging with the media and lay audiences]. We have incorporated these findings in restructuring the module.		<br>â€¢ Evolving roles and responsibilities of the health sector in responding to HIV.  â€¢ Innovations for health systems strengthening through HIV programming (Service delivery, Human resources, Health information system, Financing, Stewardship, Resource mobilisation).  â€¢ Aspects of integration: e.g sexual and reproductive health and rights and issues, Continuum of Care models.  â€¢ Key aspects of programmes, eg: (V)CT services, PMTCT services, ART services, , Infection control, TB-HIV, Adolescent-friendly health services.   â€¢ Mainstreaming HIV in the health sector (ie workplace policies)  â€¢ Reducing stigma and discrimination.  â€¢ Writing a press release. Communicating with lay audiences.						
AIDS: Transmission Diagnosis and Control	<br>  This module aims to provide students with a more advanced level of knowledge of  AIDS than is possible in the core course. It is intended for students with a basic understanding of the scientific background of AIDS (such as provided by the tropEd core course or equivalent) who wish to broaden their perspective of the various subject areas relating to AIDS.     The module covers a comprehensive range of topics on the human immunodeficiency viruses (HIV) and the acquired immune deficiency syndrome (AIDS), and is intended to be applicable in a wide variety of settings. It is anticipated that by the end of this module students should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact effectively with colleagues with different expertise and areas of research interests.    By the end of this module students should be able to:    -  Identify and explain key issues relating to the biological science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS;     -  Explain the routes of transmission of HIV;     -  Compare and contrast global patterns of transmission and identify consequences for prevention and treatment;     -  Discuss the nature and course of HIV infection, including HIV disease and AIDS;     -  Evaluate laboratory investigations used in the diagnosis and treatment of HIV infection and HIV disease;     -  Identify the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections, and critically evaluate their management;     -  Explore and assess a range of different interventions and programmes for prevention of HIV;     -  Critically appraise societal and structural issues that facilitate the HIV pandemic.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:11:27	2016-10-10	2017-10-10 16:07:01	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM	Dr Steve  Lawn 	English	advanced optional	2012-01-16 02:23:58	<br>  The module has a Student Investment Time of 150 hours, consisting of: 60 hours contact time, 70 hours self-directed learning, and 20 hours assessment, review and revision.   (but see also Remarks below).	2017-04-26	2017-05-26	<br>  Accredited in Berlin 1998, re-accredited in May 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (30%), group work (40%) and guided literature review for group presentations (30%).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The module is assessed by means of an assignment. The assignment is a combination of group work aimed at providing  a country profile (accounting for 30% of the total marks for the assignment) and an individual piece of work aimed at providing a one-page (400 word) proposal to reduce the HIV burden in that country (accounting for 70% of the total marks for the assignment).	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     Dr Steve Lawn has taken over from Professor Peter Godfrey-Faussett as lead course coordinator for the module. Substantial adjustments have been made to the content of the module in the light of recent progress in a range of fields including reproductive health, gender issues, prevention and control.	<br>  The feedback from 2010-11 was extremely positive, with improvements in all the quantitative feedback parameters. Scores of â€˜good&rsquo; or â€˜very good&rsquo; were received as follows:    Overall opinion of module: 94%. Quality of notes and reading materials: 85%. Teaching quality (lectures): 100%. Teaching quality (practicals and seminars): 73%. There was considerably less angst regarding the assessment this year, possibly as a result of spending more time explaining and answering questions about this early on and towards the end of the module. It was suggested that if the lecture on the Global Fund was done earlier in the course rather than right at the end this would also help. The debate on â€˜Test and Treat&rsquo; was a great success.The breadth of the course was appreciated.     Various logistical issues were commented on: short breaks between lectures; time for discussion at the end of talks; hand-outs being ready ahead of time. Some felt the course too intensive, possibly due to loss of teaching time with bank holidays.	<br>  Following earlier feedback it was agreed that the assessment should be more clearly outlined and a session on proposal structure included. This was done and there were far fewer negative comments about assessment than in previous years.  The content and structure appear to remain a successful formula for those students attending the module. They will be reviewed during 2011/12 following changes to MSc courses.	<br>  This module will examine in depth issues relating to the science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS. It will cover the following topics:    1. Refrescher the nature and biology of human immunodeficiency viruses (HIVs), the cause of AIDS, will be covered as an introduction to the pathogenesis, laboratory diagnosis and treatment of HIV infections.     2. These are fundamental to understanding the natural history of AIDS, a disease the progression of which is profoundly affected by opportunistic infections (viral, bacterial, fungal and parasitic infections) that may be acquired sexually or by other routes.     3. The differences in the endemicity of these infections in various geographical regions of the world, and the interactions of these infections with HIV, provide the basis for comparative epidemiology of AIDS worldwide.     4. Economic impact of AIDS, social determinants that are relevant to the spread and control of HIV and counselling and ethical issues, and in-depth discussion of HIV epidemiology and prevention.	United Kingdom	Communicable diseases (in general)	Face to face		5 ECTS credits	
AIDS: Transmission Diagnosis and Control	<br>  This module aims to provide students with a more advanced level of knowledge of  AIDS than is possible in the core course. It is intended for students with a basic understanding of the scientific background of AIDS (such as provided by the tropEd core course or equivalent) who wish to broaden their perspective of the various subject areas relating to AIDS.     The module covers a comprehensive range of topics on the human immunodeficiency viruses (HIV) and the acquired immune deficiency syndrome (AIDS), and is intended to be applicable in a wide variety of settings. It is anticipated that by the end of this module students should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact effectively with colleagues with different expertise and areas of research interests.    By the end of this module students should be able to:    -  Identify and explain key issues relating to the biological science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS;     -  Explain the routes of transmission of HIV;     -  Compare and contrast global patterns of transmission and identify consequences for prevention and treatment;     -  Discuss the nature and course of HIV infection, including HIV disease and AIDS;     -  Evaluate laboratory investigations used in the diagnosis and treatment of HIV infection and HIV disease;     -  Identify the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections, and critically evaluate their management;     -  Explore and assess a range of different interventions and programmes for prevention of HIV;     -  Critically appraise societal and structural issues that facilitate the HIV pandemic.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:11:27	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM	Professor Peter Godfrey-Faussett 			2012-01-16 02:23:58	<br>  The module has a Student Investment Time of 150 hours, consisting of: 60 hours contact time, 70 hours self-directed learning, and 20 hours assessment, review and revision.   (but see also Remarks below).	2017-04-26	2017-05-26	<br>  Accredited in Berlin 1998, re-accredited in May 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (30%), group work (40%) and guided literature review for group presentations (30%).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The module is assessed by means of an assignment. The assignment is a combination of group work aimed at providing  a country profile (accounting for 30% of the total marks for the assignment) and an individual piece of work aimed at providing a one-page (400 word) proposal to reduce the HIV burden in that country (accounting for 70% of the total marks for the assignment).	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     Dr Steve Lawn has taken over from Professor Peter Godfrey-Faussett as lead course coordinator for the module. Substantial adjustments have been made to the content of the module in the light of recent progress in a range of fields including reproductive health, gender issues, prevention and control.	<br>  The feedback from 2010-11 was extremely positive, with improvements in all the quantitative feedback parameters. Scores of â€˜good&rsquo; or â€˜very good&rsquo; were received as follows:    Overall opinion of module: 94%. Quality of notes and reading materials: 85%. Teaching quality (lectures): 100%. Teaching quality (practicals and seminars): 73%. There was considerably less angst regarding the assessment this year, possibly as a result of spending more time explaining and answering questions about this early on and towards the end of the module. It was suggested that if the lecture on the Global Fund was done earlier in the course rather than right at the end this would also help. The debate on â€˜Test and Treat&rsquo; was a great success.The breadth of the course was appreciated.     Various logistical issues were commented on: short breaks between lectures; time for discussion at the end of talks; hand-outs being ready ahead of time. Some felt the course too intensive, possibly due to loss of teaching time with bank holidays.	<br>  Following earlier feedback it was agreed that the assessment should be more clearly outlined and a session on proposal structure included. This was done and there were far fewer negative comments about assessment than in previous years.  The content and structure appear to remain a successful formula for those students attending the module. They will be reviewed during 2011/12 following changes to MSc courses.	<br>  This module will examine in depth issues relating to the science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS. It will cover the following topics:    1. Refrescher the nature and biology of human immunodeficiency viruses (HIVs), the cause of AIDS, will be covered as an introduction to the pathogenesis, laboratory diagnosis and treatment of HIV infections.     2. These are fundamental to understanding the natural history of AIDS, a disease the progression of which is profoundly affected by opportunistic infections (viral, bacterial, fungal and parasitic infections) that may be acquired sexually or by other routes.     3. The differences in the endemicity of these infections in various geographical regions of the world, and the interactions of these infections with HIV, provide the basis for comparative epidemiology of AIDS worldwide.     4. Economic impact of AIDS, social determinants that are relevant to the spread and control of HIV and counselling and ethical issues, and in-depth discussion of HIV epidemiology and prevention.		HIV/AIDS				
AIDS: Transmission Diagnosis and Control	<br>  This module aims to provide students with a more advanced level of knowledge of  AIDS than is possible in the core course. It is intended for students with a basic understanding of the scientific background of AIDS (such as provided by the tropEd core course or equivalent) who wish to broaden their perspective of the various subject areas relating to AIDS.     The module covers a comprehensive range of topics on the human immunodeficiency viruses (HIV) and the acquired immune deficiency syndrome (AIDS), and is intended to be applicable in a wide variety of settings. It is anticipated that by the end of this module students should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact effectively with colleagues with different expertise and areas of research interests.    By the end of this module students should be able to:    -  Identify and explain key issues relating to the biological science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS;     -  Explain the routes of transmission of HIV;     -  Compare and contrast global patterns of transmission and identify consequences for prevention and treatment;     -  Discuss the nature and course of HIV infection, including HIV disease and AIDS;     -  Evaluate laboratory investigations used in the diagnosis and treatment of HIV infection and HIV disease;     -  Identify the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections, and critically evaluate their management;     -  Explore and assess a range of different interventions and programmes for prevention of HIV;     -  Critically appraise societal and structural issues that facilitate the HIV pandemic.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:11:27	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 02:23:58	<br>  The module has a Student Investment Time of 150 hours, consisting of: 60 hours contact time, 70 hours self-directed learning, and 20 hours assessment, review and revision.   (but see also Remarks below).	2017-04-26	2017-05-26	<br>  Accredited in Berlin 1998, re-accredited in May 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (30%), group work (40%) and guided literature review for group presentations (30%).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The module is assessed by means of an assignment. The assignment is a combination of group work aimed at providing  a country profile (accounting for 30% of the total marks for the assignment) and an individual piece of work aimed at providing a one-page (400 word) proposal to reduce the HIV burden in that country (accounting for 70% of the total marks for the assignment).	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     Dr Steve Lawn has taken over from Professor Peter Godfrey-Faussett as lead course coordinator for the module. Substantial adjustments have been made to the content of the module in the light of recent progress in a range of fields including reproductive health, gender issues, prevention and control.	<br>  The feedback from 2010-11 was extremely positive, with improvements in all the quantitative feedback parameters. Scores of â€˜good&rsquo; or â€˜very good&rsquo; were received as follows:    Overall opinion of module: 94%. Quality of notes and reading materials: 85%. Teaching quality (lectures): 100%. Teaching quality (practicals and seminars): 73%. There was considerably less angst regarding the assessment this year, possibly as a result of spending more time explaining and answering questions about this early on and towards the end of the module. It was suggested that if the lecture on the Global Fund was done earlier in the course rather than right at the end this would also help. The debate on â€˜Test and Treat&rsquo; was a great success.The breadth of the course was appreciated.     Various logistical issues were commented on: short breaks between lectures; time for discussion at the end of talks; hand-outs being ready ahead of time. Some felt the course too intensive, possibly due to loss of teaching time with bank holidays.	<br>  Following earlier feedback it was agreed that the assessment should be more clearly outlined and a session on proposal structure included. This was done and there were far fewer negative comments about assessment than in previous years.  The content and structure appear to remain a successful formula for those students attending the module. They will be reviewed during 2011/12 following changes to MSc courses.	<br>  This module will examine in depth issues relating to the science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS. It will cover the following topics:    1. Refrescher the nature and biology of human immunodeficiency viruses (HIVs), the cause of AIDS, will be covered as an introduction to the pathogenesis, laboratory diagnosis and treatment of HIV infections.     2. These are fundamental to understanding the natural history of AIDS, a disease the progression of which is profoundly affected by opportunistic infections (viral, bacterial, fungal and parasitic infections) that may be acquired sexually or by other routes.     3. The differences in the endemicity of these infections in various geographical regions of the world, and the interactions of these infections with HIV, provide the basis for comparative epidemiology of AIDS worldwide.     4. Economic impact of AIDS, social determinants that are relevant to the spread and control of HIV and counselling and ethical issues, and in-depth discussion of HIV epidemiology and prevention.		Sexuality				
AIDS: Transmission Diagnosis and Control	<br>  This module aims to provide students with a more advanced level of knowledge of  AIDS than is possible in the core course. It is intended for students with a basic understanding of the scientific background of AIDS (such as provided by the tropEd core course or equivalent) who wish to broaden their perspective of the various subject areas relating to AIDS.     The module covers a comprehensive range of topics on the human immunodeficiency viruses (HIV) and the acquired immune deficiency syndrome (AIDS), and is intended to be applicable in a wide variety of settings. It is anticipated that by the end of this module students should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact effectively with colleagues with different expertise and areas of research interests.    By the end of this module students should be able to:    -  Identify and explain key issues relating to the biological science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS;     -  Explain the routes of transmission of HIV;     -  Compare and contrast global patterns of transmission and identify consequences for prevention and treatment;     -  Discuss the nature and course of HIV infection, including HIV disease and AIDS;     -  Evaluate laboratory investigations used in the diagnosis and treatment of HIV infection and HIV disease;     -  Identify the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections, and critically evaluate their management;     -  Explore and assess a range of different interventions and programmes for prevention of HIV;     -  Critically appraise societal and structural issues that facilitate the HIV pandemic.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:11:27	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 02:23:58	<br>  The module has a Student Investment Time of 150 hours, consisting of: 60 hours contact time, 70 hours self-directed learning, and 20 hours assessment, review and revision.   (but see also Remarks below).	2017-04-26	2017-05-26	<br>  Accredited in Berlin 1998, re-accredited in May 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (30%), group work (40%) and guided literature review for group presentations (30%).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The module is assessed by means of an assignment. The assignment is a combination of group work aimed at providing  a country profile (accounting for 30% of the total marks for the assignment) and an individual piece of work aimed at providing a one-page (400 word) proposal to reduce the HIV burden in that country (accounting for 70% of the total marks for the assignment).	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     Dr Steve Lawn has taken over from Professor Peter Godfrey-Faussett as lead course coordinator for the module. Substantial adjustments have been made to the content of the module in the light of recent progress in a range of fields including reproductive health, gender issues, prevention and control.	<br>  The feedback from 2010-11 was extremely positive, with improvements in all the quantitative feedback parameters. Scores of â€˜good&rsquo; or â€˜very good&rsquo; were received as follows:    Overall opinion of module: 94%. Quality of notes and reading materials: 85%. Teaching quality (lectures): 100%. Teaching quality (practicals and seminars): 73%. There was considerably less angst regarding the assessment this year, possibly as a result of spending more time explaining and answering questions about this early on and towards the end of the module. It was suggested that if the lecture on the Global Fund was done earlier in the course rather than right at the end this would also help. The debate on â€˜Test and Treat&rsquo; was a great success.The breadth of the course was appreciated.     Various logistical issues were commented on: short breaks between lectures; time for discussion at the end of talks; hand-outs being ready ahead of time. Some felt the course too intensive, possibly due to loss of teaching time with bank holidays.	<br>  Following earlier feedback it was agreed that the assessment should be more clearly outlined and a session on proposal structure included. This was done and there were far fewer negative comments about assessment than in previous years.  The content and structure appear to remain a successful formula for those students attending the module. They will be reviewed during 2011/12 following changes to MSc courses.	<br>  This module will examine in depth issues relating to the science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS. It will cover the following topics:    1. Refrescher the nature and biology of human immunodeficiency viruses (HIVs), the cause of AIDS, will be covered as an introduction to the pathogenesis, laboratory diagnosis and treatment of HIV infections.     2. These are fundamental to understanding the natural history of AIDS, a disease the progression of which is profoundly affected by opportunistic infections (viral, bacterial, fungal and parasitic infections) that may be acquired sexually or by other routes.     3. The differences in the endemicity of these infections in various geographical regions of the world, and the interactions of these infections with HIV, provide the basis for comparative epidemiology of AIDS worldwide.     4. Economic impact of AIDS, social determinants that are relevant to the spread and control of HIV and counselling and ethical issues, and in-depth discussion of HIV epidemiology and prevention.		Viral				
AIDS: Transmission Diagnosis and Control	<br>  This module aims to provide students with a more advanced level of knowledge of  AIDS than is possible in the core course. It is intended for students with a basic understanding of the scientific background of AIDS (such as provided by the tropEd core course or equivalent) who wish to broaden their perspective of the various subject areas relating to AIDS.     The module covers a comprehensive range of topics on the human immunodeficiency viruses (HIV) and the acquired immune deficiency syndrome (AIDS), and is intended to be applicable in a wide variety of settings. It is anticipated that by the end of this module students should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact effectively with colleagues with different expertise and areas of research interests.    By the end of this module students should be able to:    -  Identify and explain key issues relating to the biological science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS;     -  Explain the routes of transmission of HIV;     -  Compare and contrast global patterns of transmission and identify consequences for prevention and treatment;     -  Discuss the nature and course of HIV infection, including HIV disease and AIDS;     -  Evaluate laboratory investigations used in the diagnosis and treatment of HIV infection and HIV disease;     -  Identify the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections, and critically evaluate their management;     -  Explore and assess a range of different interventions and programmes for prevention of HIV;     -  Critically appraise societal and structural issues that facilitate the HIV pandemic.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:11:27	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 02:23:58	<br>  The module has a Student Investment Time of 150 hours, consisting of: 60 hours contact time, 70 hours self-directed learning, and 20 hours assessment, review and revision.   (but see also Remarks below).	2017-04-26	2017-05-26	<br>  Accredited in Berlin 1998, re-accredited in May 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (30%), group work (40%) and guided literature review for group presentations (30%).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The module is assessed by means of an assignment. The assignment is a combination of group work aimed at providing  a country profile (accounting for 30% of the total marks for the assignment) and an individual piece of work aimed at providing a one-page (400 word) proposal to reduce the HIV burden in that country (accounting for 70% of the total marks for the assignment).	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     Dr Steve Lawn has taken over from Professor Peter Godfrey-Faussett as lead course coordinator for the module. Substantial adjustments have been made to the content of the module in the light of recent progress in a range of fields including reproductive health, gender issues, prevention and control.	<br>  The feedback from 2010-11 was extremely positive, with improvements in all the quantitative feedback parameters. Scores of â€˜good&rsquo; or â€˜very good&rsquo; were received as follows:    Overall opinion of module: 94%. Quality of notes and reading materials: 85%. Teaching quality (lectures): 100%. Teaching quality (practicals and seminars): 73%. There was considerably less angst regarding the assessment this year, possibly as a result of spending more time explaining and answering questions about this early on and towards the end of the module. It was suggested that if the lecture on the Global Fund was done earlier in the course rather than right at the end this would also help. The debate on â€˜Test and Treat&rsquo; was a great success.The breadth of the course was appreciated.     Various logistical issues were commented on: short breaks between lectures; time for discussion at the end of talks; hand-outs being ready ahead of time. Some felt the course too intensive, possibly due to loss of teaching time with bank holidays.	<br>  Following earlier feedback it was agreed that the assessment should be more clearly outlined and a session on proposal structure included. This was done and there were far fewer negative comments about assessment than in previous years.  The content and structure appear to remain a successful formula for those students attending the module. They will be reviewed during 2011/12 following changes to MSc courses.	<br>  This module will examine in depth issues relating to the science, clinical medicine, epidemiology, social science and prevention of HIV/AIDS. It will cover the following topics:    1. Refrescher the nature and biology of human immunodeficiency viruses (HIVs), the cause of AIDS, will be covered as an introduction to the pathogenesis, laboratory diagnosis and treatment of HIV infections.     2. These are fundamental to understanding the natural history of AIDS, a disease the progression of which is profoundly affected by opportunistic infections (viral, bacterial, fungal and parasitic infections) that may be acquired sexually or by other routes.     3. The differences in the endemicity of these infections in various geographical regions of the world, and the interactions of these infections with HIV, provide the basis for comparative epidemiology of AIDS worldwide.     4. Economic impact of AIDS, social determinants that are relevant to the spread and control of HIV and counselling and ethical issues, and in-depth discussion of HIV epidemiology and prevention.						
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks,  Monday to Wednesday mid-day	London SHTM	Greg Reilly 	English	advanced optional	2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.	United Kingdom	Communicable diseases (in general)	Face to face		5 ECTS credits	
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.		Disease prevention & control				
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.		Outbreaks				
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.		Parasitic				
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.		Worm infections				
Communicable Disease Control in  Developed and Middle Income  Countries	<br>  This module is designed for students who wish to practise, or who have some responsibility for, communicable disease control. Although most of the examples used in the teaching are taken from the UK, the module aims to provide students with an understanding of the control of communicable disease in any country with a reasonably well-developed public health infrastructure.     It addresses in part the communicable disease syllabus for the Part 1 examination of the UK Membership of the Faculty of Public Health Medicine. Tropical infections are not covered.    By the end of this module students should be able to:  -  Describe and evaluate the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness,   -  Apply the principles of surveillance to disease control;   -  Evaluate the main policies and programmes used in the control of important infectious diseases,   -  Discuss the issues involved in the implementation and evaluation of the main policies and programmes;   -  Apply epidemiological methods to the investigation and management of outbreaks;   -  Critically appraise the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;   -  Apply and adapt the knowledge gained on the course to their own country or situation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:21:11	2012-03-29	2017-10-10 16:07:01	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 02:35:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 48 hours contact time, 82 hours self-directed study, and 20 hours assessment, review and revision.     (see also Remarks below).	2012-02-20	2012-03-21	<br>  Re-accreditation Lausanne Sept 2005 and March 2012. This accreditation is valid until March 2017.	<br>  Teaching will be carried out by a mixture of practical sessions (50%), seminars (30%)and lectures (20%), mostly led by epidemiologists and scientists working at the Health Protection Agency. Most of the practical sessions will be carried out in small groups. Methods will be illustrated using data of particular relevance to current issues in communicable disease control with examples drawn from existing surveillance systems at local, national and international levels and from well-documented outbreaks and vaccine issues.     Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  This module component will be assessed in the following ways: Submission of a Problem-based learning (PBL) folio at the end of the course (60%) following on from small PBL groups (5-6 students), using a PBL scenario based on a realistic outbreak situation, and progressing over four weeks. The PBL-folio will use a standardized template that requires weekly documentation and reflection of: Group role / participation; Group discussions; Individual contribution (e.g. retrieval of external resources); Critical reflection. In addition, students will be required to include an end-of module personal performance evaluation.    A final group presentation (40%).   Each group will be allocated, in advance, a topic for presentation in relation to their ongoing group discussions. Potential topics relate to a component of outbreak investigation. Groups will be provided with in-class time for preparation. The final presentations will be evaluated by a panel of experts from the HPA and LSHTM.          Non-assessed components.  Students will be provided with the opportunity to take a mid-term quiz that will assess core concepts in relation to communicable disease control. While this is a non-assessed component (i.e. not counting toward the final grade) the feedback will be beneficial in benchmarking the students&rsquo; knowledge in relation to concepts that are central to the course.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.    Basic prior knowledge of the epidemiology and microbiology of the major communicable diseases in Europe is recommended for students to gain full benefit from this module.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600  (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Greg Reilly has taken over as course coordinator.   There have been some adjustments to learning objectives, content, learning methods, and assessment procedures in response to student feedback.	<br>  Thirty-nine out of 43 taught sessions (91%) had an overall score of â€˜good&rsquo; or â€˜very good&rsquo; (average score >3.5, median score >=4). Most sessions were well-evaluated (good/very good), but there were some comments on high volume of lecture material and reading.     The sessions on healthcare-associated infection, influenza rated and the vaccine-efficacy practical scored less well. Problem-based learning was generally well-evaluated, although there were critical comments from a few students. There were minor comments on the clarity of the printing of handouts of lecture materials.	<br>  The organisation of the Communicable Disease Control in Developed and Middle Income Countries module has been brought fully in-house at LSHTM, to facilitate making substantial changes to the course syllabus. The Health Protection Agency will continue to provide support to the joint module organiser, deliver some of the lecture sessions, and facilitate some of the Practice Based Learning groups. No other major changes are planned at present.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of communicable disease.     Titles of the lecture and seminar sessions are:  1. Introduction to the module and practice-based learning;   2. Communicable disease surveillance;  3. Designing surveillance systems;  4. Communicable disease investigation and analysis;  5. Vaccinations and communicable disease control;  6. Vaccine efficiency and delivery;  7. Ethics and communicable disease control;  8. Communicable disease control in selected populations;  9. Principles of respiratory transmission;   10. Respiratory transmission in focus: influenza;  11. Principles of environmental transmission and control;   12. Environmental transmission in focus: food-borne illness;  13. Principles of sexual transmission and control;   14. Sexual transmission in focus: HIV;  15. Communication strategies;  16. Principles of blood-borne transmission and control;   17. Blood-borne transmission in focus: HBV and HCV;  18. Principles of vector-borne transmission and control;   19. Emerging infectious diseases.						
Global Mental Health	<br>  This module is intended for those interested in the relevance of mental health to epidemiology, global public health and health policy.  It is equally suitable for students with or without a background in mental health.    This module aims to acquaint students with the public health significance of mental illness in the global context, with a particular focus on low- and middle-income countries.    By the end of the module, students should be able to:    -  Describe the broad classification of major mental illnesses;     -  Explain the public health significance of mental illness from a global perspective,     -  Apply epidemiological research methods to the study of global mental health;     -  Critically assess the influence of historical factors, cultural factors, socio-economic factors, conflict and discrimination on mental illness;     -  Evaluate how mental health policies are made; and     -  Compare and contrast the principles of primary and community mental health care models.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:32:38	2012-01-15	2017-10-10 16:07:01	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, Wednesday mid-day to Friday	London SHTM	Dr Alex Cohen	English	advanced optional	2012-01-16 02:45:37	<br>  The module has a Student Investment Time of 150 hours, consisting of: 45 hours contact time, 57 hours self-directed learning, and 48 hours assessment, review and revision.   (see also Remarks below).	2012-02-22	2012-03-23	<br>  Accredited in Lausanne in September 2005. Re-accredited in January 2012. This accreditation is valid until January 2017.	<br>  This module uses a range of teaching methods. These  include:  essential reading materials; established measures of psychiatric morbidity; small group practicals; and Powerpoint based lectures.    Teaching faculty will be drawn from the Centre for Global Mental Health of the LSHTM and the Institute of Psychiatry (King's Health Partners).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment will be based on a choice of one of two essay questions relating to mental health epidemiology and/or health services and policy, completed at the end of the module. Maximum length of essay is 2,500 words.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600 (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  This module was previously run under the title â€˜International Mental Health&rsquo;. The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     In response to a suggestion from students, an entire day of lectures is now devote to the case for scaling-up services; to packages of care for mental, neurological, and substance abuse disorders; and to community mental health care. We are making additional services available for students who have disclosed they have a disability, including continuing to record lectures and post PowerPoint presentations on BlackBoard.    The topic of evaluation of mental health services is touched upon in the lectures on scaling-up and community mental health, but more time will devoted to it next year.	<br>  Students were unhappy with two aspects of the organisation of the course. First, many Institute of Psychiatry students could not get access to the LSHTM BlackBoard. The LSHTM Teaching Support Office has been in contact with IoP to work on this problem. Lecturers do not always give the students presentations in a timely manner. This year, each lecturer was contacted well in advance and urged to supply presentations.	<br>  We will urge lecturers to plan for group work and practicals. We will urge lecturers to plan more time for in-class discussion. We do not wish to limit the number of students who can take the module. However, larger class size will likely be addressed with the organisation of more small group work.	<br>  This module covers the following topics:    1. Basic concepts:   What is mental illness? How are mental illnesses classified? What are the major types of mental illnesses, and what is their impact?    2. How do concepts of mental illness vary across cultures?  What are the challenges in assessing mental illness in cross-cultural comparative research, and how have these been met?      3. The public health significance of mental illness in a rapidly developing world: Why are mental disorders of global public health significance?    How is mental health relevant to factors promoting and delaying human development â€“ poverty, literacy, gender bias, urbanization, migration, conflict?  What are the experiences of discrimination and stigma associated with mental illness?     4. Application of epidemiological methods to the study of global mental health:  How can epidemiology research assist in raising awareness and informing policy and practice? What are the issues to be considered when applying research methods across cultures?      5. How are mental health policies made in the global context?     6. What is the treatment gap?  How can this be reduced, for e.g. by integration of mental health care within routine health care systems?  What models of primary care and community care are effective and acceptable?	United Kingdom	Globalisation	Face to face		5 ECTS credits	
Global Mental Health	<br>  This module is intended for those interested in the relevance of mental health to epidemiology, global public health and health policy.  It is equally suitable for students with or without a background in mental health.    This module aims to acquaint students with the public health significance of mental illness in the global context, with a particular focus on low- and middle-income countries.    By the end of the module, students should be able to:    -  Describe the broad classification of major mental illnesses;     -  Explain the public health significance of mental illness from a global perspective,     -  Apply epidemiological research methods to the study of global mental health;     -  Critically assess the influence of historical factors, cultural factors, socio-economic factors, conflict and discrimination on mental illness;     -  Evaluate how mental health policies are made; and     -  Compare and contrast the principles of primary and community mental health care models.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:32:38	2012-01-15	2017-10-10 16:07:01	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM	Dr Mary De Silva			2012-01-16 02:45:37	<br>  The module has a Student Investment Time of 150 hours, consisting of: 45 hours contact time, 57 hours self-directed learning, and 48 hours assessment, review and revision.   (see also Remarks below).	2012-02-22	2012-03-23	<br>  Accredited in Lausanne in September 2005. Re-accredited in January 2012. This accreditation is valid until January 2017.	<br>  This module uses a range of teaching methods. These  include:  essential reading materials; established measures of psychiatric morbidity; small group practicals; and Powerpoint based lectures.    Teaching faculty will be drawn from the Centre for Global Mental Health of the LSHTM and the Institute of Psychiatry (King's Health Partners).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment will be based on a choice of one of two essay questions relating to mental health epidemiology and/or health services and policy, completed at the end of the module. Maximum length of essay is 2,500 words.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600 (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  This module was previously run under the title â€˜International Mental Health&rsquo;. The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     In response to a suggestion from students, an entire day of lectures is now devote to the case for scaling-up services; to packages of care for mental, neurological, and substance abuse disorders; and to community mental health care. We are making additional services available for students who have disclosed they have a disability, including continuing to record lectures and post PowerPoint presentations on BlackBoard.    The topic of evaluation of mental health services is touched upon in the lectures on scaling-up and community mental health, but more time will devoted to it next year.	<br>  Students were unhappy with two aspects of the organisation of the course. First, many Institute of Psychiatry students could not get access to the LSHTM BlackBoard. The LSHTM Teaching Support Office has been in contact with IoP to work on this problem. Lecturers do not always give the students presentations in a timely manner. This year, each lecturer was contacted well in advance and urged to supply presentations.	<br>  We will urge lecturers to plan for group work and practicals. We will urge lecturers to plan more time for in-class discussion. We do not wish to limit the number of students who can take the module. However, larger class size will likely be addressed with the organisation of more small group work.	<br>  This module covers the following topics:    1. Basic concepts:   What is mental illness? How are mental illnesses classified? What are the major types of mental illnesses, and what is their impact?    2. How do concepts of mental illness vary across cultures?  What are the challenges in assessing mental illness in cross-cultural comparative research, and how have these been met?      3. The public health significance of mental illness in a rapidly developing world: Why are mental disorders of global public health significance?    How is mental health relevant to factors promoting and delaying human development â€“ poverty, literacy, gender bias, urbanization, migration, conflict?  What are the experiences of discrimination and stigma associated with mental illness?     4. Application of epidemiological methods to the study of global mental health:  How can epidemiology research assist in raising awareness and informing policy and practice? What are the issues to be considered when applying research methods across cultures?      5. How are mental health policies made in the global context?     6. What is the treatment gap?  How can this be reduced, for e.g. by integration of mental health care within routine health care systems?  What models of primary care and community care are effective and acceptable?		International / global				
Global Mental Health	<br>  This module is intended for those interested in the relevance of mental health to epidemiology, global public health and health policy.  It is equally suitable for students with or without a background in mental health.    This module aims to acquaint students with the public health significance of mental illness in the global context, with a particular focus on low- and middle-income countries.    By the end of the module, students should be able to:    -  Describe the broad classification of major mental illnesses;     -  Explain the public health significance of mental illness from a global perspective,     -  Apply epidemiological research methods to the study of global mental health;     -  Critically assess the influence of historical factors, cultural factors, socio-economic factors, conflict and discrimination on mental illness;     -  Evaluate how mental health policies are made; and     -  Compare and contrast the principles of primary and community mental health care models.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:32:38	2012-01-15	2017-10-10 16:07:01	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM	Professor Vikram Patel			2012-01-16 02:45:37	<br>  The module has a Student Investment Time of 150 hours, consisting of: 45 hours contact time, 57 hours self-directed learning, and 48 hours assessment, review and revision.   (see also Remarks below).	2012-02-22	2012-03-23	<br>  Accredited in Lausanne in September 2005. Re-accredited in January 2012. This accreditation is valid until January 2017.	<br>  This module uses a range of teaching methods. These  include:  essential reading materials; established measures of psychiatric morbidity; small group practicals; and Powerpoint based lectures.    Teaching faculty will be drawn from the Centre for Global Mental Health of the LSHTM and the Institute of Psychiatry (King's Health Partners).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment will be based on a choice of one of two essay questions relating to mental health epidemiology and/or health services and policy, completed at the end of the module. Maximum length of essay is 2,500 words.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600 (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  This module was previously run under the title â€˜International Mental Health&rsquo;. The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     In response to a suggestion from students, an entire day of lectures is now devote to the case for scaling-up services; to packages of care for mental, neurological, and substance abuse disorders; and to community mental health care. We are making additional services available for students who have disclosed they have a disability, including continuing to record lectures and post PowerPoint presentations on BlackBoard.    The topic of evaluation of mental health services is touched upon in the lectures on scaling-up and community mental health, but more time will devoted to it next year.	<br>  Students were unhappy with two aspects of the organisation of the course. First, many Institute of Psychiatry students could not get access to the LSHTM BlackBoard. The LSHTM Teaching Support Office has been in contact with IoP to work on this problem. Lecturers do not always give the students presentations in a timely manner. This year, each lecturer was contacted well in advance and urged to supply presentations.	<br>  We will urge lecturers to plan for group work and practicals. We will urge lecturers to plan more time for in-class discussion. We do not wish to limit the number of students who can take the module. However, larger class size will likely be addressed with the organisation of more small group work.	<br>  This module covers the following topics:    1. Basic concepts:   What is mental illness? How are mental illnesses classified? What are the major types of mental illnesses, and what is their impact?    2. How do concepts of mental illness vary across cultures?  What are the challenges in assessing mental illness in cross-cultural comparative research, and how have these been met?      3. The public health significance of mental illness in a rapidly developing world: Why are mental disorders of global public health significance?    How is mental health relevant to factors promoting and delaying human development â€“ poverty, literacy, gender bias, urbanization, migration, conflict?  What are the experiences of discrimination and stigma associated with mental illness?     4. Application of epidemiological methods to the study of global mental health:  How can epidemiology research assist in raising awareness and informing policy and practice? What are the issues to be considered when applying research methods across cultures?      5. How are mental health policies made in the global context?     6. What is the treatment gap?  How can this be reduced, for e.g. by integration of mental health care within routine health care systems?  What models of primary care and community care are effective and acceptable?		Mental health problems				
Global Mental Health	<br>  This module is intended for those interested in the relevance of mental health to epidemiology, global public health and health policy.  It is equally suitable for students with or without a background in mental health.    This module aims to acquaint students with the public health significance of mental illness in the global context, with a particular focus on low- and middle-income countries.    By the end of the module, students should be able to:    -  Describe the broad classification of major mental illnesses;     -  Explain the public health significance of mental illness from a global perspective,     -  Apply epidemiological research methods to the study of global mental health;     -  Critically assess the influence of historical factors, cultural factors, socio-economic factors, conflict and discrimination on mental illness;     -  Evaluate how mental health policies are made; and     -  Compare and contrast the principles of primary and community mental health care models.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:32:38	2012-01-15	2017-10-10 16:07:01	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM				2012-01-16 02:45:37	<br>  The module has a Student Investment Time of 150 hours, consisting of: 45 hours contact time, 57 hours self-directed learning, and 48 hours assessment, review and revision.   (see also Remarks below).	2012-02-22	2012-03-23	<br>  Accredited in Lausanne in September 2005. Re-accredited in January 2012. This accreditation is valid until January 2017.	<br>  This module uses a range of teaching methods. These  include:  essential reading materials; established measures of psychiatric morbidity; small group practicals; and Powerpoint based lectures.    Teaching faculty will be drawn from the Centre for Global Mental Health of the LSHTM and the Institute of Psychiatry (King's Health Partners).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment will be based on a choice of one of two essay questions relating to mental health epidemiology and/or health services and policy, completed at the end of the module. Maximum length of essay is 2,500 words.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600 (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  This module was previously run under the title â€˜International Mental Health&rsquo;. The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     In response to a suggestion from students, an entire day of lectures is now devote to the case for scaling-up services; to packages of care for mental, neurological, and substance abuse disorders; and to community mental health care. We are making additional services available for students who have disclosed they have a disability, including continuing to record lectures and post PowerPoint presentations on BlackBoard.    The topic of evaluation of mental health services is touched upon in the lectures on scaling-up and community mental health, but more time will devoted to it next year.	<br>  Students were unhappy with two aspects of the organisation of the course. First, many Institute of Psychiatry students could not get access to the LSHTM BlackBoard. The LSHTM Teaching Support Office has been in contact with IoP to work on this problem. Lecturers do not always give the students presentations in a timely manner. This year, each lecturer was contacted well in advance and urged to supply presentations.	<br>  We will urge lecturers to plan for group work and practicals. We will urge lecturers to plan more time for in-class discussion. We do not wish to limit the number of students who can take the module. However, larger class size will likely be addressed with the organisation of more small group work.	<br>  This module covers the following topics:    1. Basic concepts:   What is mental illness? How are mental illnesses classified? What are the major types of mental illnesses, and what is their impact?    2. How do concepts of mental illness vary across cultures?  What are the challenges in assessing mental illness in cross-cultural comparative research, and how have these been met?      3. The public health significance of mental illness in a rapidly developing world: Why are mental disorders of global public health significance?    How is mental health relevant to factors promoting and delaying human development â€“ poverty, literacy, gender bias, urbanization, migration, conflict?  What are the experiences of discrimination and stigma associated with mental illness?     4. Application of epidemiological methods to the study of global mental health:  How can epidemiology research assist in raising awareness and informing policy and practice? What are the issues to be considered when applying research methods across cultures?      5. How are mental health policies made in the global context?     6. What is the treatment gap?  How can this be reduced, for e.g. by integration of mental health care within routine health care systems?  What models of primary care and community care are effective and acceptable?		Psychosomatics & stress				
Global Mental Health	<br>  This module is intended for those interested in the relevance of mental health to epidemiology, global public health and health policy.  It is equally suitable for students with or without a background in mental health.    This module aims to acquaint students with the public health significance of mental illness in the global context, with a particular focus on low- and middle-income countries.    By the end of the module, students should be able to:    -  Describe the broad classification of major mental illnesses;     -  Explain the public health significance of mental illness from a global perspective,     -  Apply epidemiological research methods to the study of global mental health;     -  Critically assess the influence of historical factors, cultural factors, socio-economic factors, conflict and discrimination on mental illness;     -  Evaluate how mental health policies are made; and     -  Compare and contrast the principles of primary and community mental health care models.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:32:38	2012-01-15	2017-10-10 16:07:01	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM				2012-01-16 02:45:37	<br>  The module has a Student Investment Time of 150 hours, consisting of: 45 hours contact time, 57 hours self-directed learning, and 48 hours assessment, review and revision.   (see also Remarks below).	2012-02-22	2012-03-23	<br>  Accredited in Lausanne in September 2005. Re-accredited in January 2012. This accreditation is valid until January 2017.	<br>  This module uses a range of teaching methods. These  include:  essential reading materials; established measures of psychiatric morbidity; small group practicals; and Powerpoint based lectures.    Teaching faculty will be drawn from the Centre for Global Mental Health of the LSHTM and the Institute of Psychiatry (King's Health Partners).	<br>  Important Note: Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment will be based on a choice of one of two essay questions relating to mental health epidemiology and/or health services and policy, completed at the end of the module. Maximum length of essay is 2,500 words.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,600 â€“ Non EEC Country: GBP 1,600 (approx. 1,950 Euro, 2011-12 rates)	None available	<br>  This module was previously run under the title â€˜International Mental Health&rsquo;. The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     In response to a suggestion from students, an entire day of lectures is now devote to the case for scaling-up services; to packages of care for mental, neurological, and substance abuse disorders; and to community mental health care. We are making additional services available for students who have disclosed they have a disability, including continuing to record lectures and post PowerPoint presentations on BlackBoard.    The topic of evaluation of mental health services is touched upon in the lectures on scaling-up and community mental health, but more time will devoted to it next year.	<br>  Students were unhappy with two aspects of the organisation of the course. First, many Institute of Psychiatry students could not get access to the LSHTM BlackBoard. The LSHTM Teaching Support Office has been in contact with IoP to work on this problem. Lecturers do not always give the students presentations in a timely manner. This year, each lecturer was contacted well in advance and urged to supply presentations.	<br>  We will urge lecturers to plan for group work and practicals. We will urge lecturers to plan more time for in-class discussion. We do not wish to limit the number of students who can take the module. However, larger class size will likely be addressed with the organisation of more small group work.	<br>  This module covers the following topics:    1. Basic concepts:   What is mental illness? How are mental illnesses classified? What are the major types of mental illnesses, and what is their impact?    2. How do concepts of mental illness vary across cultures?  What are the challenges in assessing mental illness in cross-cultural comparative research, and how have these been met?      3. The public health significance of mental illness in a rapidly developing world: Why are mental disorders of global public health significance?    How is mental health relevant to factors promoting and delaying human development â€“ poverty, literacy, gender bias, urbanization, migration, conflict?  What are the experiences of discrimination and stigma associated with mental illness?     4. Application of epidemiological methods to the study of global mental health:  How can epidemiology research assist in raising awareness and informing policy and practice? What are the issues to be considered when applying research methods across cultures?      5. How are mental health policies made in the global context?     6. What is the treatment gap?  How can this be reduced, for e.g. by integration of mental health care within routine health care systems?  What models of primary care and community care are effective and acceptable?						
Tropical Environmental Health: Hygiene, Water and Sanitation Interventions	<br>  This module aims to empower students to contribute usefully to discussion with other professionals regarding health impacts, technology choice and policy aspects of water supply, excreta disposal and other environmental interventions affecting health in developing countries.    By the end of this module students should be able to:    -  Evaluate the main tools available for the assessment of hygiene behaviour.    -  Describe the principles of hygiene promotion.     -  Explain the classification of diseases in relation to water and health.    -  Critically appraise health impact measurement and its alternatives.     -  Evaluate techniques for the assessment of water quality and standards, including microbiological quality, and chemical quality standards.     -  Describe the main components of water supply technology and policy.     -  Compare and contrast different arrangements for rural water supplies, including water treatment and rural water policy.    -  Debate the merits and drawbacks of the use of tariffs and willingness-to-pay.     -  Explain key issues regarding sanitation, including excreta-related infections, low-cost technology options, system choice and implementation issues.     -  Assess key factors regarding the safe disposal of sewage, including effluent quality standards, wastewater treatment and waste re-use.     -  Explain other environmental issues including solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, and wastewater re-use.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:42:39	2016-10-10	2017-10-10 16:07:01	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Dr Jeroen Ensink 	English	advanced optional	2012-01-16 02:53:15	<br>  The module has a Student Investment Time of 150 hours, consisting of: 68 hours contact time, 35 hours self-directed learning, and 47 hours assessment, review and revision.  (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Jan. 2005 in Berlin and in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Knowledge and understanding of the basic material will be derived from lectures (15%) and assigned reading (25%). The ability to apply this knowledge in a real context will be developed through discussion of case studies (30%) and set assignments, incluidng revision (30%). There will be ample room for discussion. Site visits to water and sewage treatment works can be arranged if there is sufficient demand.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a brief critique of a real water supply, sanitation and/or hygiene promotion project from the public health point of view (maximum 2,500 words).	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Minor changes have been made to the content (an indoor air-pollution lecture was added) and all lecture and case studies have been updated. The course coordinator and lecturers are unchanged and minor adjustments have been made to learning objectives, learning methods, and assessment procedures.	<br>  This module has been consistently well received by students.  Overall, the good things about this teaching module were the breadth of information, the field trip, the lecturers, the straight forward approach taken, and particularly practical aspects such as the inclusion of many examples from developing countries.       Students felt there was room for improvement in the structure of the hygiene week; they would liek to see more practicals in the hygiene behaviour week, and they thought that the sewage works trip should be open to everybody.	<br>  A need was identified to provide better guidance around the assessment; a special session was provided and students who wanted some further guidance were seen in person. An introduction on broad environmental health was added. In addition a session on indoor air pollution was included, and students were offered vector control as a option in the fourth week. Hygiene week has been redesigned with the help of an outside consultant.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of water and sanitation related communicable disease.    The main topics covered in this module are:     a) Hygiene behaviour assessment and hygiene promotion.    b) Water and health; classification of diseases, case studies, health impact measurement and its alternatives.    c) Water quality and standards; microbiological quality, chemical quality standards.    d)   Water supply technology and policy; rural water supplies, water treatment, rural water policy, tariffs, willingness-to-pay.    e) Sanitation; excreta-related infections, low-cost technology options, system choice, implementation issues.    f)   Sewage disposal; effluent quality standards, wastewater treatment, waste re-use.    g)  Other environmental issues: solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, wastewater re-use.	United Kingdom	Behavioral aspects (in gen.)	Face to face		5 ECTS credits	
Tropical Environmental Health: Hygiene, Water and Sanitation Interventions	<br>  This module aims to empower students to contribute usefully to discussion with other professionals regarding health impacts, technology choice and policy aspects of water supply, excreta disposal and other environmental interventions affecting health in developing countries.    By the end of this module students should be able to:    -  Evaluate the main tools available for the assessment of hygiene behaviour.    -  Describe the principles of hygiene promotion.     -  Explain the classification of diseases in relation to water and health.    -  Critically appraise health impact measurement and its alternatives.     -  Evaluate techniques for the assessment of water quality and standards, including microbiological quality, and chemical quality standards.     -  Describe the main components of water supply technology and policy.     -  Compare and contrast different arrangements for rural water supplies, including water treatment and rural water policy.    -  Debate the merits and drawbacks of the use of tariffs and willingness-to-pay.     -  Explain key issues regarding sanitation, including excreta-related infections, low-cost technology options, system choice and implementation issues.     -  Assess key factors regarding the safe disposal of sewage, including effluent quality standards, wastewater treatment and waste re-use.     -  Explain other environmental issues including solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, and wastewater re-use.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:42:39	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Professor Sandy Cairncross 			2012-01-16 02:53:15	<br>  The module has a Student Investment Time of 150 hours, consisting of: 68 hours contact time, 35 hours self-directed learning, and 47 hours assessment, review and revision.  (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Jan. 2005 in Berlin and in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Knowledge and understanding of the basic material will be derived from lectures (15%) and assigned reading (25%). The ability to apply this knowledge in a real context will be developed through discussion of case studies (30%) and set assignments, incluidng revision (30%). There will be ample room for discussion. Site visits to water and sewage treatment works can be arranged if there is sufficient demand.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a brief critique of a real water supply, sanitation and/or hygiene promotion project from the public health point of view (maximum 2,500 words).	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Minor changes have been made to the content (an indoor air-pollution lecture was added) and all lecture and case studies have been updated. The course coordinator and lecturers are unchanged and minor adjustments have been made to learning objectives, learning methods, and assessment procedures.	<br>  This module has been consistently well received by students.  Overall, the good things about this teaching module were the breadth of information, the field trip, the lecturers, the straight forward approach taken, and particularly practical aspects such as the inclusion of many examples from developing countries.       Students felt there was room for improvement in the structure of the hygiene week; they would liek to see more practicals in the hygiene behaviour week, and they thought that the sewage works trip should be open to everybody.	<br>  A need was identified to provide better guidance around the assessment; a special session was provided and students who wanted some further guidance were seen in person. An introduction on broad environmental health was added. In addition a session on indoor air pollution was included, and students were offered vector control as a option in the fourth week. Hygiene week has been redesigned with the help of an outside consultant.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of water and sanitation related communicable disease.    The main topics covered in this module are:     a) Hygiene behaviour assessment and hygiene promotion.    b) Water and health; classification of diseases, case studies, health impact measurement and its alternatives.    c) Water quality and standards; microbiological quality, chemical quality standards.    d)   Water supply technology and policy; rural water supplies, water treatment, rural water policy, tariffs, willingness-to-pay.    e) Sanitation; excreta-related infections, low-cost technology options, system choice, implementation issues.    f)   Sewage disposal; effluent quality standards, wastewater treatment, waste re-use.    g)  Other environmental issues: solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, wastewater re-use.		Disease prevention & control				
Tropical Environmental Health: Hygiene, Water and Sanitation Interventions	<br>  This module aims to empower students to contribute usefully to discussion with other professionals regarding health impacts, technology choice and policy aspects of water supply, excreta disposal and other environmental interventions affecting health in developing countries.    By the end of this module students should be able to:    -  Evaluate the main tools available for the assessment of hygiene behaviour.    -  Describe the principles of hygiene promotion.     -  Explain the classification of diseases in relation to water and health.    -  Critically appraise health impact measurement and its alternatives.     -  Evaluate techniques for the assessment of water quality and standards, including microbiological quality, and chemical quality standards.     -  Describe the main components of water supply technology and policy.     -  Compare and contrast different arrangements for rural water supplies, including water treatment and rural water policy.    -  Debate the merits and drawbacks of the use of tariffs and willingness-to-pay.     -  Explain key issues regarding sanitation, including excreta-related infections, low-cost technology options, system choice and implementation issues.     -  Assess key factors regarding the safe disposal of sewage, including effluent quality standards, wastewater treatment and waste re-use.     -  Explain other environmental issues including solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, and wastewater re-use.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:42:39	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 02:53:15	<br>  The module has a Student Investment Time of 150 hours, consisting of: 68 hours contact time, 35 hours self-directed learning, and 47 hours assessment, review and revision.  (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Jan. 2005 in Berlin and in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Knowledge and understanding of the basic material will be derived from lectures (15%) and assigned reading (25%). The ability to apply this knowledge in a real context will be developed through discussion of case studies (30%) and set assignments, incluidng revision (30%). There will be ample room for discussion. Site visits to water and sewage treatment works can be arranged if there is sufficient demand.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a brief critique of a real water supply, sanitation and/or hygiene promotion project from the public health point of view (maximum 2,500 words).	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Minor changes have been made to the content (an indoor air-pollution lecture was added) and all lecture and case studies have been updated. The course coordinator and lecturers are unchanged and minor adjustments have been made to learning objectives, learning methods, and assessment procedures.	<br>  This module has been consistently well received by students.  Overall, the good things about this teaching module were the breadth of information, the field trip, the lecturers, the straight forward approach taken, and particularly practical aspects such as the inclusion of many examples from developing countries.       Students felt there was room for improvement in the structure of the hygiene week; they would liek to see more practicals in the hygiene behaviour week, and they thought that the sewage works trip should be open to everybody.	<br>  A need was identified to provide better guidance around the assessment; a special session was provided and students who wanted some further guidance were seen in person. An introduction on broad environmental health was added. In addition a session on indoor air pollution was included, and students were offered vector control as a option in the fourth week. Hygiene week has been redesigned with the help of an outside consultant.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of water and sanitation related communicable disease.    The main topics covered in this module are:     a) Hygiene behaviour assessment and hygiene promotion.    b) Water and health; classification of diseases, case studies, health impact measurement and its alternatives.    c) Water quality and standards; microbiological quality, chemical quality standards.    d)   Water supply technology and policy; rural water supplies, water treatment, rural water policy, tariffs, willingness-to-pay.    e) Sanitation; excreta-related infections, low-cost technology options, system choice, implementation issues.    f)   Sewage disposal; effluent quality standards, wastewater treatment, waste re-use.    g)  Other environmental issues: solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, wastewater re-use.		Sanitation				
Tropical Environmental Health: Hygiene, Water and Sanitation Interventions	<br>  This module aims to empower students to contribute usefully to discussion with other professionals regarding health impacts, technology choice and policy aspects of water supply, excreta disposal and other environmental interventions affecting health in developing countries.    By the end of this module students should be able to:    -  Evaluate the main tools available for the assessment of hygiene behaviour.    -  Describe the principles of hygiene promotion.     -  Explain the classification of diseases in relation to water and health.    -  Critically appraise health impact measurement and its alternatives.     -  Evaluate techniques for the assessment of water quality and standards, including microbiological quality, and chemical quality standards.     -  Describe the main components of water supply technology and policy.     -  Compare and contrast different arrangements for rural water supplies, including water treatment and rural water policy.    -  Debate the merits and drawbacks of the use of tariffs and willingness-to-pay.     -  Explain key issues regarding sanitation, including excreta-related infections, low-cost technology options, system choice and implementation issues.     -  Assess key factors regarding the safe disposal of sewage, including effluent quality standards, wastewater treatment and waste re-use.     -  Explain other environmental issues including solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, and wastewater re-use.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:42:39	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 02:53:15	<br>  The module has a Student Investment Time of 150 hours, consisting of: 68 hours contact time, 35 hours self-directed learning, and 47 hours assessment, review and revision.  (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Jan. 2005 in Berlin and in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Knowledge and understanding of the basic material will be derived from lectures (15%) and assigned reading (25%). The ability to apply this knowledge in a real context will be developed through discussion of case studies (30%) and set assignments, incluidng revision (30%). There will be ample room for discussion. Site visits to water and sewage treatment works can be arranged if there is sufficient demand.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a brief critique of a real water supply, sanitation and/or hygiene promotion project from the public health point of view (maximum 2,500 words).	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Minor changes have been made to the content (an indoor air-pollution lecture was added) and all lecture and case studies have been updated. The course coordinator and lecturers are unchanged and minor adjustments have been made to learning objectives, learning methods, and assessment procedures.	<br>  This module has been consistently well received by students.  Overall, the good things about this teaching module were the breadth of information, the field trip, the lecturers, the straight forward approach taken, and particularly practical aspects such as the inclusion of many examples from developing countries.       Students felt there was room for improvement in the structure of the hygiene week; they would liek to see more practicals in the hygiene behaviour week, and they thought that the sewage works trip should be open to everybody.	<br>  A need was identified to provide better guidance around the assessment; a special session was provided and students who wanted some further guidance were seen in person. An introduction on broad environmental health was added. In addition a session on indoor air pollution was included, and students were offered vector control as a option in the fourth week. Hygiene week has been redesigned with the help of an outside consultant.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of water and sanitation related communicable disease.    The main topics covered in this module are:     a) Hygiene behaviour assessment and hygiene promotion.    b) Water and health; classification of diseases, case studies, health impact measurement and its alternatives.    c) Water quality and standards; microbiological quality, chemical quality standards.    d)   Water supply technology and policy; rural water supplies, water treatment, rural water policy, tariffs, willingness-to-pay.    e) Sanitation; excreta-related infections, low-cost technology options, system choice, implementation issues.    f)   Sewage disposal; effluent quality standards, wastewater treatment, waste re-use.    g)  Other environmental issues: solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, wastewater re-use.		Water				
Tropical Environmental Health: Hygiene, Water and Sanitation Interventions	<br>  This module aims to empower students to contribute usefully to discussion with other professionals regarding health impacts, technology choice and policy aspects of water supply, excreta disposal and other environmental interventions affecting health in developing countries.    By the end of this module students should be able to:    -  Evaluate the main tools available for the assessment of hygiene behaviour.    -  Describe the principles of hygiene promotion.     -  Explain the classification of diseases in relation to water and health.    -  Critically appraise health impact measurement and its alternatives.     -  Evaluate techniques for the assessment of water quality and standards, including microbiological quality, and chemical quality standards.     -  Describe the main components of water supply technology and policy.     -  Compare and contrast different arrangements for rural water supplies, including water treatment and rural water policy.    -  Debate the merits and drawbacks of the use of tariffs and willingness-to-pay.     -  Explain key issues regarding sanitation, including excreta-related infections, low-cost technology options, system choice and implementation issues.     -  Assess key factors regarding the safe disposal of sewage, including effluent quality standards, wastewater treatment and waste re-use.     -  Explain other environmental issues including solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, and wastewater re-use.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:42:39	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 02:53:15	<br>  The module has a Student Investment Time of 150 hours, consisting of: 68 hours contact time, 35 hours self-directed learning, and 47 hours assessment, review and revision.  (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Jan. 2005 in Berlin and in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Knowledge and understanding of the basic material will be derived from lectures (15%) and assigned reading (25%). The ability to apply this knowledge in a real context will be developed through discussion of case studies (30%) and set assignments, incluidng revision (30%). There will be ample room for discussion. Site visits to water and sewage treatment works can be arranged if there is sufficient demand.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a brief critique of a real water supply, sanitation and/or hygiene promotion project from the public health point of view (maximum 2,500 words).	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     Minor changes have been made to the content (an indoor air-pollution lecture was added) and all lecture and case studies have been updated. The course coordinator and lecturers are unchanged and minor adjustments have been made to learning objectives, learning methods, and assessment procedures.	<br>  This module has been consistently well received by students.  Overall, the good things about this teaching module were the breadth of information, the field trip, the lecturers, the straight forward approach taken, and particularly practical aspects such as the inclusion of many examples from developing countries.       Students felt there was room for improvement in the structure of the hygiene week; they would liek to see more practicals in the hygiene behaviour week, and they thought that the sewage works trip should be open to everybody.	<br>  A need was identified to provide better guidance around the assessment; a special session was provided and students who wanted some further guidance were seen in person. An introduction on broad environmental health was added. In addition a session on indoor air pollution was included, and students were offered vector control as a option in the fourth week. Hygiene week has been redesigned with the help of an outside consultant.	<br>  This is essentially a practical module, taking students through the application of public health principles to the surveillance, investigation and control of water and sanitation related communicable disease.    The main topics covered in this module are:     a) Hygiene behaviour assessment and hygiene promotion.    b) Water and health; classification of diseases, case studies, health impact measurement and its alternatives.    c) Water quality and standards; microbiological quality, chemical quality standards.    d)   Water supply technology and policy; rural water supplies, water treatment, rural water policy, tariffs, willingness-to-pay.    e) Sanitation; excreta-related infections, low-cost technology options, system choice, implementation issues.    f)   Sewage disposal; effluent quality standards, wastewater treatment, waste re-use.    g)  Other environmental issues: solid waste management, urban vectors and drainage, pest control, dams and health, food hygiene, air pollution, wastewater re-use.						
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Dr Veronique Filippi 	English	advanced optional	2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.	United Kingdom	Child health	Face to face		5 ECTS credits	
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.		Demography				
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.		Epidemiology				
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.		Sexual & reproductive health				
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.		Sociology (incl.. socio-cultural aspects)				
Current Issues in Safe Motherhood & Perinatal Health	<br>  This module aims to explore the nature and determinants of ill-health in pregnant women and babies, and to demonstrate the contribution of methods drawn from epidemiology, demography and the social sciences to problem identification and to the design and evaluation of strategies to improve the health of pregnant women and babies in developing countries.    By the end of this module students should be able to:    -  Critically discuss contemporary issues in safe motherhood and perinatal health in developing countries demonstrating advanced knowledge of the subject ;    -  Appraise evidence critically on what has been shown to work/not to work in safe motherhood and perinatal health;    -  Propose programmatic options for dealing with maternal and perinatal health problems in specific settings or populations in developing countries;               -  Critically assess the relative merits of the different options.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 20:55:30	2016-10-10	2017-10-10 16:07:01	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:04:14	<br>  The module has a Student Investment Time of 150 hours, consisting of: 40 hours contact time, 60 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-02-20	2017-03-22	<br>  Accredited in Lausanne in September 2005. Re-accredited in Antwerp January 2012. This accreditation is valid until January 2017.	<br>  This module starts with lectures in weeks 1 and 2, organised around broad themes, to cover common ground. It moves to a problem-based approach in weeks 3, 4 and 5. At the beginning of week 3, participants are offered a choice of a problem topic to work on. Participants are then divided into groups of about 6-7 members and spend the remainder of the module working as a group on their particular problem. Each group is allocated a staff facilitator who is available for consultation. During the last week of the module each group makes a presentation of their findings to the rest of the class.     Because of the way the problems are organised, participants can enjoy stimulating group work as well as the opportunity to explore real-life topics, determine their own learning plan, and explore issues in depth.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on the basis of their group's poster presentation during the final week of the module (40% of marks) and of an individual mark for a short editorial to the BMJ (400-600 words, 60% of the marks). Students can have a second chance in September if they fail the exam.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>  EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made since last re-accreditation.  Further documentation has either been put on blackboard or shared electronically. Further changes to the module will be considered following its delivery in 2011-12, following a move in its timetable slot and implementation of the credit framework.	<br>  85% students rated the study unit as good or very good. There were several comments on the two weeks- three weeks split between lectures and group activities, but which seems to contradict each others. Some liked it, other found the two first weeks too labour intensive. No change is planned. An issue regarding frequent emails has been discussed with the EPH coordinator in the teaching office. The students would like more of the references put on Blackboard.	<br>  Lecturing staff have been reminded on several occasions that students prefer to receive copy of presentations in advance. We will continue to do so next year. However, it is important to note and/or accept that a small number of lecturing staff are reluctant to send their powerpoint presentations in advance, often for good teaching reasons (eg for example, when answers to questions they raised during their interactive lectures are provided on slides).	<br>  This module provides participants with the opportunity to explore a number of areas/themes in each of several structured sessions. These are as follows:    Session 1: The public health problems facing pregnant women and babies and the complex of factors which contribute to these problems.     Session 2: Indicators of levels of maternal and perinatal health.     Session 3:  Methods of measurement of levels of maternal and perinatal health and sources of this information.     Session 4:  Methods and techniques from different disciplines which can contribute to the study of the health problems of pregnant women and babies.     Session 5:  Current strategies for the improvement of maternal and perinatal health.    Session 6:  Links between the health of women and babies.						
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM	Dr Lori Heise	English	advanced optional	2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.	United Kingdom	Health legislation	Face to face		5 ECTS credits	
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM	Professor John Porter 			2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.		Human development				
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.		Qualitative methods				
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.		Self-reflexion				
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.		Values / Human rights / (bio)Ethics				
Ethics, Public Health and Human Rights	<br>  This module aims to provide students with an understanding of the relationships between ethics, public health and human rights, at both a theoretical and practical level.    By the end of this module students should be able to:    -  Describe the main principles of moral theory,     -  Demonstrate the practical application of ethics to healthcare situations,    -  Appraise the application of human rights to the healthcare context;    -  Critically assess the relevance of ethical theory and human rights in specific areas of public health practice;    -  Plan how to use the framework introduced during the module in their professional and personal lives.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:01:11	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:11:29	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.     (but see also Remarks below).	2017-02-22	2017-03-24	<br>  Accredited in Berlin 1998/Alicante 2000. Re-accredited in Lenzeheide January 2006 and January 2012. This accreditation is valid until January 2017.	<br>  The main teaching methods used in this module will be lectures (20%), group work (40%), film (10%) and project writing (30%).    In addition students are encouraged to undertake more in-depth consideration of issues important to them personally. The potential contributions of ideas from across the humanities are explored in session 6, and a challenging environment is nurtured.     Involvement in discussions and other forms of participatory learning is central to the achievement of the learning outcomes.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	Assessment will be by an essay of about 2,500 words.	<br>  Normally no maximum number of students, although it may be necessary to limit entry due to capacity of classrooms	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is designed for all those who think about the nature and values of healthcare work.  No background in ethics is necessary.	<br>  Registration on a masters programme in international health at a tropEd member institution.	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The SIT has been adjusted to 150 hours to accommodate the School&rsquo;s Credit Framework. These are completed over a 5 week period.     An assistant course coordinator has been recruited, and  feedback for the course this year was good. The module will be run with the same format duirng 2012. More small group has been introduced. The humanities sessions on Thursday afternoons continue to be challenging, and the current structure of this will be reviewed to try and satisfy more students.	<br>  Overall students were happy with the course. The course coordinators taught the course for the first time together and believe that their different approaches provided a good balance within the course. They constantly worked with trying to find an appropriate balance between structured and unstructured sessions. Some students wanted more support and advice and focus on what to read before sessions. Others requested more structure in the humanities sessions and also in the small group work.	<br>  The module ran well last year, with good administrative support provided. There were some problems with Blackboard at the start of the course but these were soon remedied. The students worked well with the networking and information provided through Blackboard.	<br>  This module will examine issues relating to ethics, public health & human rights. It will be a lively mixture of lectures, interactive seminars, role play and use of media such as film. The organisers of the module - whose backgrounds are in clinical medicine, public health, philosophy and history - will give some lectures and others will be given by outside speakers.    Individual sessions cover:     Session 1: introductory teaching on ethics,     Session 2:  core public health areas for moral exploration,     Session 3:  ethics and healthcare research,                          Session 4:  ethics and sustainability and development,     Session 5:  ethics and resource allocation,     Session 6:  the contribution of the humanities to health & human rights.						
Qualitative Methodologies	<br>  The aim of this module is to develop students' understanding of the principles and practice of using qualitative methods in health research. It is intended for students wanting to develop their theoretical and practical understanding of qualitative methods. It is designed for MSc students undertaking an empirical project is (i.e. those working on their own qualitative study). It is also appropriate for external students intending to develop their understanding of methodology.      By the end of this module students should be able to:  -  Identify appropriate qualitative designs for health research;  -  Assess the advantages and disadvantages of a range of data collection methods;  -  Critically assess different approaches to data analysis;  -  Demonstrate the application of the principles of qualitative research, either by submitting an essay on a specific topic in qualitative methods, or by undertaking a methodological reflection of their own qualitative research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:08:10	2016-10-10	2017-10-10 16:07:02	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM	Professor Tim Rhodes	English	advanced optional	2012-01-16 03:17:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.    (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Lausanne in September 2005. Re-accredited in March 2012. This accreditation is valid until March 2017.	<br>  The module comprises short presentations from lecturers on key topics (40%), followed by student led seminar work (60% of contact time.  Students are expected to participate in all activities. Self-directed learning includes reading and preparing for seminar presentations.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment is by an individual essay of 2,500 words. This is on either a specific topic in qualitative methods, or is a methodological reflection of the student&rsquo;s own research.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made to learning objectives, content, learning methods, and assessment procedures.	<br>  Feedback in 2010-11 was positive. As in previous years, there was a comment on maximising the practical content of the course, especially as it relates to coding of data, though there are obvious limits in this being possible within the time available and the content balance of the course. There was good feedback on the inclusion of a â€˜panel&rsquo; discussion, and positive feedback on the changes made since last year. Taken together, we propose no major changes for the coming year.	<br>  The module has continued to expand, with 43 students in 2010-2011. Additional seminar leaders are being recruited for selected sessions, as well as the booking of additional seminar rooms. Consideration is also being given to the appointment of a co-organiser. Efforts are also being made to increase the proportion of students completing the evaluation forms.	<br>  This module is designed to provide students with an introduction to qualitative research skills (such as interviewing and data analysis) within a sound understanding of methodological principles. The emphasis is on theoretical understanding and not practical skills. The following aspects of qualitative research are addressed:  1. Principles of qualitative study: Assumptions about the social world and how to research it; debates in the use of qualitative research in policy orientated qualitative work.  2. Data collection methods: Producing data using in-depth one to one and group interviews; ethnographic approaches; developing interview skills; practical issues in participant observation fieldwork.  3. Analysing data: Approaches to data analysis for qualitative methodologies (thematic analysis, grounded theory); using manual and computer assisted aids to data management and analysis. This is both a practical and a theoretical session. Students will need to be familiar with basic concepts of computer aided analysis.	United Kingdom	Behavioral aspects (in gen.)	Face to face		5 ECTS credits	
Qualitative Methodologies	<br>  The aim of this module is to develop students' understanding of the principles and practice of using qualitative methods in health research. It is intended for students wanting to develop their theoretical and practical understanding of qualitative methods. It is designed for MSc students undertaking an empirical project is (i.e. those working on their own qualitative study). It is also appropriate for external students intending to develop their understanding of methodology.      By the end of this module students should be able to:  -  Identify appropriate qualitative designs for health research;  -  Assess the advantages and disadvantages of a range of data collection methods;  -  Critically assess different approaches to data analysis;  -  Demonstrate the application of the principles of qualitative research, either by submitting an essay on a specific topic in qualitative methods, or by undertaking a methodological reflection of their own qualitative research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:08:10	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:17:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.    (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Lausanne in September 2005. Re-accredited in March 2012. This accreditation is valid until March 2017.	<br>  The module comprises short presentations from lecturers on key topics (40%), followed by student led seminar work (60% of contact time.  Students are expected to participate in all activities. Self-directed learning includes reading and preparing for seminar presentations.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment is by an individual essay of 2,500 words. This is on either a specific topic in qualitative methods, or is a methodological reflection of the student&rsquo;s own research.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made to learning objectives, content, learning methods, and assessment procedures.	<br>  Feedback in 2010-11 was positive. As in previous years, there was a comment on maximising the practical content of the course, especially as it relates to coding of data, though there are obvious limits in this being possible within the time available and the content balance of the course. There was good feedback on the inclusion of a â€˜panel&rsquo; discussion, and positive feedback on the changes made since last year. Taken together, we propose no major changes for the coming year.	<br>  The module has continued to expand, with 43 students in 2010-2011. Additional seminar leaders are being recruited for selected sessions, as well as the booking of additional seminar rooms. Consideration is also being given to the appointment of a co-organiser. Efforts are also being made to increase the proportion of students completing the evaluation forms.	<br>  This module is designed to provide students with an introduction to qualitative research skills (such as interviewing and data analysis) within a sound understanding of methodological principles. The emphasis is on theoretical understanding and not practical skills. The following aspects of qualitative research are addressed:  1. Principles of qualitative study: Assumptions about the social world and how to research it; debates in the use of qualitative research in policy orientated qualitative work.  2. Data collection methods: Producing data using in-depth one to one and group interviews; ethnographic approaches; developing interview skills; practical issues in participant observation fieldwork.  3. Analysing data: Approaches to data analysis for qualitative methodologies (thematic analysis, grounded theory); using manual and computer assisted aids to data management and analysis. This is both a practical and a theoretical session. Students will need to be familiar with basic concepts of computer aided analysis.		Health information				
Qualitative Methodologies	<br>  The aim of this module is to develop students' understanding of the principles and practice of using qualitative methods in health research. It is intended for students wanting to develop their theoretical and practical understanding of qualitative methods. It is designed for MSc students undertaking an empirical project is (i.e. those working on their own qualitative study). It is also appropriate for external students intending to develop their understanding of methodology.      By the end of this module students should be able to:  -  Identify appropriate qualitative designs for health research;  -  Assess the advantages and disadvantages of a range of data collection methods;  -  Critically assess different approaches to data analysis;  -  Demonstrate the application of the principles of qualitative research, either by submitting an essay on a specific topic in qualitative methods, or by undertaking a methodological reflection of their own qualitative research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:08:10	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:17:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.    (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Lausanne in September 2005. Re-accredited in March 2012. This accreditation is valid until March 2017.	<br>  The module comprises short presentations from lecturers on key topics (40%), followed by student led seminar work (60% of contact time.  Students are expected to participate in all activities. Self-directed learning includes reading and preparing for seminar presentations.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment is by an individual essay of 2,500 words. This is on either a specific topic in qualitative methods, or is a methodological reflection of the student&rsquo;s own research.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made to learning objectives, content, learning methods, and assessment procedures.	<br>  Feedback in 2010-11 was positive. As in previous years, there was a comment on maximising the practical content of the course, especially as it relates to coding of data, though there are obvious limits in this being possible within the time available and the content balance of the course. There was good feedback on the inclusion of a â€˜panel&rsquo; discussion, and positive feedback on the changes made since last year. Taken together, we propose no major changes for the coming year.	<br>  The module has continued to expand, with 43 students in 2010-2011. Additional seminar leaders are being recruited for selected sessions, as well as the booking of additional seminar rooms. Consideration is also being given to the appointment of a co-organiser. Efforts are also being made to increase the proportion of students completing the evaluation forms.	<br>  This module is designed to provide students with an introduction to qualitative research skills (such as interviewing and data analysis) within a sound understanding of methodological principles. The emphasis is on theoretical understanding and not practical skills. The following aspects of qualitative research are addressed:  1. Principles of qualitative study: Assumptions about the social world and how to research it; debates in the use of qualitative research in policy orientated qualitative work.  2. Data collection methods: Producing data using in-depth one to one and group interviews; ethnographic approaches; developing interview skills; practical issues in participant observation fieldwork.  3. Analysing data: Approaches to data analysis for qualitative methodologies (thematic analysis, grounded theory); using manual and computer assisted aids to data management and analysis. This is both a practical and a theoretical session. Students will need to be familiar with basic concepts of computer aided analysis.		Local / regional				
Qualitative Methodologies	<br>  The aim of this module is to develop students' understanding of the principles and practice of using qualitative methods in health research. It is intended for students wanting to develop their theoretical and practical understanding of qualitative methods. It is designed for MSc students undertaking an empirical project is (i.e. those working on their own qualitative study). It is also appropriate for external students intending to develop their understanding of methodology.      By the end of this module students should be able to:  -  Identify appropriate qualitative designs for health research;  -  Assess the advantages and disadvantages of a range of data collection methods;  -  Critically assess different approaches to data analysis;  -  Demonstrate the application of the principles of qualitative research, either by submitting an essay on a specific topic in qualitative methods, or by undertaking a methodological reflection of their own qualitative research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:08:10	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:17:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.    (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Lausanne in September 2005. Re-accredited in March 2012. This accreditation is valid until March 2017.	<br>  The module comprises short presentations from lecturers on key topics (40%), followed by student led seminar work (60% of contact time.  Students are expected to participate in all activities. Self-directed learning includes reading and preparing for seminar presentations.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment is by an individual essay of 2,500 words. This is on either a specific topic in qualitative methods, or is a methodological reflection of the student&rsquo;s own research.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made to learning objectives, content, learning methods, and assessment procedures.	<br>  Feedback in 2010-11 was positive. As in previous years, there was a comment on maximising the practical content of the course, especially as it relates to coding of data, though there are obvious limits in this being possible within the time available and the content balance of the course. There was good feedback on the inclusion of a â€˜panel&rsquo; discussion, and positive feedback on the changes made since last year. Taken together, we propose no major changes for the coming year.	<br>  The module has continued to expand, with 43 students in 2010-2011. Additional seminar leaders are being recruited for selected sessions, as well as the booking of additional seminar rooms. Consideration is also being given to the appointment of a co-organiser. Efforts are also being made to increase the proportion of students completing the evaluation forms.	<br>  This module is designed to provide students with an introduction to qualitative research skills (such as interviewing and data analysis) within a sound understanding of methodological principles. The emphasis is on theoretical understanding and not practical skills. The following aspects of qualitative research are addressed:  1. Principles of qualitative study: Assumptions about the social world and how to research it; debates in the use of qualitative research in policy orientated qualitative work.  2. Data collection methods: Producing data using in-depth one to one and group interviews; ethnographic approaches; developing interview skills; practical issues in participant observation fieldwork.  3. Analysing data: Approaches to data analysis for qualitative methodologies (thematic analysis, grounded theory); using manual and computer assisted aids to data management and analysis. This is both a practical and a theoretical session. Students will need to be familiar with basic concepts of computer aided analysis.		Qualitative methods				
Qualitative Methodologies	<br>  The aim of this module is to develop students' understanding of the principles and practice of using qualitative methods in health research. It is intended for students wanting to develop their theoretical and practical understanding of qualitative methods. It is designed for MSc students undertaking an empirical project is (i.e. those working on their own qualitative study). It is also appropriate for external students intending to develop their understanding of methodology.      By the end of this module students should be able to:  -  Identify appropriate qualitative designs for health research;  -  Assess the advantages and disadvantages of a range of data collection methods;  -  Critically assess different approaches to data analysis;  -  Demonstrate the application of the principles of qualitative research, either by submitting an essay on a specific topic in qualitative methods, or by undertaking a methodological reflection of their own qualitative research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:08:10	2016-10-10	2017-10-10 16:07:02	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:17:27	<br>  The module has a Student Investment Time of 150 hours, consisting of: 30 hours contact time, 70 hours self-directed learning, and 50 hours assessment, review and revision.    (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Lausanne in September 2005. Re-accredited in March 2012. This accreditation is valid until March 2017.	<br>  The module comprises short presentations from lecturers on key topics (40%), followed by student led seminar work (60% of contact time.  Students are expected to participate in all activities. Self-directed learning includes reading and preparing for seminar presentations.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Assessment is by an individual essay of 2,500 words. This is on either a specific topic in qualitative methods, or is a methodological reflection of the student&rsquo;s own research.	<br>  No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.     There has been no change in course coordinator. Only minor adjustments have been made to learning objectives, content, learning methods, and assessment procedures.	<br>  Feedback in 2010-11 was positive. As in previous years, there was a comment on maximising the practical content of the course, especially as it relates to coding of data, though there are obvious limits in this being possible within the time available and the content balance of the course. There was good feedback on the inclusion of a â€˜panel&rsquo; discussion, and positive feedback on the changes made since last year. Taken together, we propose no major changes for the coming year.	<br>  The module has continued to expand, with 43 students in 2010-2011. Additional seminar leaders are being recruited for selected sessions, as well as the booking of additional seminar rooms. Consideration is also being given to the appointment of a co-organiser. Efforts are also being made to increase the proportion of students completing the evaluation forms.	<br>  This module is designed to provide students with an introduction to qualitative research skills (such as interviewing and data analysis) within a sound understanding of methodological principles. The emphasis is on theoretical understanding and not practical skills. The following aspects of qualitative research are addressed:  1. Principles of qualitative study: Assumptions about the social world and how to research it; debates in the use of qualitative research in policy orientated qualitative work.  2. Data collection methods: Producing data using in-depth one to one and group interviews; ethnographic approaches; developing interview skills; practical issues in participant observation fieldwork.  3. Analysing data: Approaches to data analysis for qualitative methodologies (thematic analysis, grounded theory); using manual and computer assisted aids to data management and analysis. This is both a practical and a theoretical session. Students will need to be familiar with basic concepts of computer aided analysis.						
Conflict and Health	<br>  This module is designed to provide participants with an overview of the current health-related challenges and policy debates concerning appropriate responses to populations affected by conflict.    By the end of the module students should be able to:    -  Critically discuss the political, economic and social factors that contribute to conflict and forced migration;     -  Analyse the direct and indirect effects of conflict on health and health systems;     -  Identify the actors and institutions involved in the international humanitarian system, and the management and coordination issues currently facing them;     -  Describe and critique the key policy debates currently taking place within the humanitarian field (humanitarianism, relief to development, coordination, evaluation and quality);     -  Describe the challenges of developing context-sensitive responses to public health problems (e.g. reproductive health, communicable disease, mental health);     -  Identify and discuss key issues concerning the transition from relief to rehabilitation and the development of health systems in the context of post-conflict recovery.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:14:54	2016-10-08	2017-10-10 16:07:02	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks (2pm Wednesday - 5pm Friday)	London SHTM	Dr Egbert Sondorp 	English	advanced optional	2012-01-16 03:33:05	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 57 hours self-directed learning, and 56 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, The module will revolve around group work (30%), lectures (10%), seminars (10%), and private study (50%).  Particular effort will be made to draw upon the experiences and insights of course participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment consists of two parts that contribute to the final grade:    1.     Presentation of group-work assignment on specific themes in Conflict and Health (25%);    2.     A final short-answer written exam, based on the key readings and lectures (75%).	<br>  Number of participants in 2011: 92  Maximum number of tropEd students: 5	<br>  Prior field experience with a humanitarian agency, donor or government will enable you to participate more actively but is not essential. The module will also be open to participants from NGOs, other agencies and a small number of other external students.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                      IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     There has been no change in course coordinator since initial accreditation. Some changes have been made in response to  student feedback relating to â€˜overload&rsquo; of the presentation, a need for increase focus on the â€˜critique&rsquo; and what a critique is, and replacing some of the papers used.     The overall structure of the module has been retained, but work has been done on improving some of the lectures. A book produced  for the DL version of the module has been added as a key reading for the in-house module.	<br>  A selection of student comments from the 2011 session: The presenters/lecturers/guest lecturers were excellent in terms of content/knowledge/experience. Very interesting material and topics. Excellent module and very enjoyable. Good overview and insight. The video sessions are very educational and enjoyable. Provided an excellent background to NGO and humanitarian work. Highly recommend readings in the binder. Group work stimulated great discussions. The reading list was great to provide areas of further information, clearly laid out. Course Director very approachable. Best module in the School. The critique of the assessment was a great exercise. The ICRC lecture was excellent. Made some fairy dry epidemiology very interesting and relevant. Good introduction to health in conflict settings. I learnt a lot about public health priorities, but this module has made me improve as a human being. I appreciated the supplementary readings, and probably read 80-90% of everything listed. Nice mix of experiences among students in this course. Massive interaction, diverse opinions. The sheer depth, extent and effort put into getting the message across. The historical perspective. Very practical advice and considerations. Thought provoking. Challenged several preconceptions about conflict and health. Well balanced. A new view and approach to health issues, looking beyond just a disease.	<br>  We will continue with current structure, groupwork, and assessment as they work well. We will look into options to increase discussions/dialogue in small groups. The various side events we organise, next to the mainstream backbone, allow for flexibility in content fitting the nature of this module.  We propose, as in previous years but unlike the past 2 years,  to have two co-organisers for the module to ensure continuity.	<br>  The module is broadly structured around five inter-related themes:    1. Nature and origins of different types of conflict, impact on health and health systems, and architecture of the humanitarian aid system.     2. Humanitarianism, the humanitarian principles, and ensuing ethical dilemmas.     3. Policy issues in relation to assessing needs, identifying appropriate interventions, and implementation strategies for selected disease-specific activities.     4. Policy issues in relation to the quality of interventions, the promotion of evidence-based practice, and the evaluation of humanitarian assistance.     5. The complexities of the linkages between emergency relief activities and longer term development and post-conflict health system issues, including health policy formulation during complex emergencies and the initial post-conflict phase.	United Kingdom	Health Policy (incl. advocacy)	Face to face		5 ECTS credits	
Conflict and Health	<br>  This module is designed to provide participants with an overview of the current health-related challenges and policy debates concerning appropriate responses to populations affected by conflict.    By the end of the module students should be able to:    -  Critically discuss the political, economic and social factors that contribute to conflict and forced migration;     -  Analyse the direct and indirect effects of conflict on health and health systems;     -  Identify the actors and institutions involved in the international humanitarian system, and the management and coordination issues currently facing them;     -  Describe and critique the key policy debates currently taking place within the humanitarian field (humanitarianism, relief to development, coordination, evaluation and quality);     -  Describe the challenges of developing context-sensitive responses to public health problems (e.g. reproductive health, communicable disease, mental health);     -  Identify and discuss key issues concerning the transition from relief to rehabilitation and the development of health systems in the context of post-conflict recovery.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:14:54	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:33:05	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 57 hours self-directed learning, and 56 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, The module will revolve around group work (30%), lectures (10%), seminars (10%), and private study (50%).  Particular effort will be made to draw upon the experiences and insights of course participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment consists of two parts that contribute to the final grade:    1.     Presentation of group-work assignment on specific themes in Conflict and Health (25%);    2.     A final short-answer written exam, based on the key readings and lectures (75%).	<br>  Number of participants in 2011: 92  Maximum number of tropEd students: 5	<br>  Prior field experience with a humanitarian agency, donor or government will enable you to participate more actively but is not essential. The module will also be open to participants from NGOs, other agencies and a small number of other external students.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                      IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     There has been no change in course coordinator since initial accreditation. Some changes have been made in response to  student feedback relating to â€˜overload&rsquo; of the presentation, a need for increase focus on the â€˜critique&rsquo; and what a critique is, and replacing some of the papers used.     The overall structure of the module has been retained, but work has been done on improving some of the lectures. A book produced  for the DL version of the module has been added as a key reading for the in-house module.	<br>  A selection of student comments from the 2011 session: The presenters/lecturers/guest lecturers were excellent in terms of content/knowledge/experience. Very interesting material and topics. Excellent module and very enjoyable. Good overview and insight. The video sessions are very educational and enjoyable. Provided an excellent background to NGO and humanitarian work. Highly recommend readings in the binder. Group work stimulated great discussions. The reading list was great to provide areas of further information, clearly laid out. Course Director very approachable. Best module in the School. The critique of the assessment was a great exercise. The ICRC lecture was excellent. Made some fairy dry epidemiology very interesting and relevant. Good introduction to health in conflict settings. I learnt a lot about public health priorities, but this module has made me improve as a human being. I appreciated the supplementary readings, and probably read 80-90% of everything listed. Nice mix of experiences among students in this course. Massive interaction, diverse opinions. The sheer depth, extent and effort put into getting the message across. The historical perspective. Very practical advice and considerations. Thought provoking. Challenged several preconceptions about conflict and health. Well balanced. A new view and approach to health issues, looking beyond just a disease.	<br>  We will continue with current structure, groupwork, and assessment as they work well. We will look into options to increase discussions/dialogue in small groups. The various side events we organise, next to the mainstream backbone, allow for flexibility in content fitting the nature of this module.  We propose, as in previous years but unlike the past 2 years,  to have two co-organisers for the module to ensure continuity.	<br>  The module is broadly structured around five inter-related themes:    1. Nature and origins of different types of conflict, impact on health and health systems, and architecture of the humanitarian aid system.     2. Humanitarianism, the humanitarian principles, and ensuing ethical dilemmas.     3. Policy issues in relation to assessing needs, identifying appropriate interventions, and implementation strategies for selected disease-specific activities.     4. Policy issues in relation to the quality of interventions, the promotion of evidence-based practice, and the evaluation of humanitarian assistance.     5. The complexities of the linkages between emergency relief activities and longer term development and post-conflict health system issues, including health policy formulation during complex emergencies and the initial post-conflict phase.		Health in emergencies				
Conflict and Health	<br>  This module is designed to provide participants with an overview of the current health-related challenges and policy debates concerning appropriate responses to populations affected by conflict.    By the end of the module students should be able to:    -  Critically discuss the political, economic and social factors that contribute to conflict and forced migration;     -  Analyse the direct and indirect effects of conflict on health and health systems;     -  Identify the actors and institutions involved in the international humanitarian system, and the management and coordination issues currently facing them;     -  Describe and critique the key policy debates currently taking place within the humanitarian field (humanitarianism, relief to development, coordination, evaluation and quality);     -  Describe the challenges of developing context-sensitive responses to public health problems (e.g. reproductive health, communicable disease, mental health);     -  Identify and discuss key issues concerning the transition from relief to rehabilitation and the development of health systems in the context of post-conflict recovery.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:14:54	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:33:05	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 57 hours self-directed learning, and 56 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, The module will revolve around group work (30%), lectures (10%), seminars (10%), and private study (50%).  Particular effort will be made to draw upon the experiences and insights of course participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment consists of two parts that contribute to the final grade:    1.     Presentation of group-work assignment on specific themes in Conflict and Health (25%);    2.     A final short-answer written exam, based on the key readings and lectures (75%).	<br>  Number of participants in 2011: 92  Maximum number of tropEd students: 5	<br>  Prior field experience with a humanitarian agency, donor or government will enable you to participate more actively but is not essential. The module will also be open to participants from NGOs, other agencies and a small number of other external students.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                      IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     There has been no change in course coordinator since initial accreditation. Some changes have been made in response to  student feedback relating to â€˜overload&rsquo; of the presentation, a need for increase focus on the â€˜critique&rsquo; and what a critique is, and replacing some of the papers used.     The overall structure of the module has been retained, but work has been done on improving some of the lectures. A book produced  for the DL version of the module has been added as a key reading for the in-house module.	<br>  A selection of student comments from the 2011 session: The presenters/lecturers/guest lecturers were excellent in terms of content/knowledge/experience. Very interesting material and topics. Excellent module and very enjoyable. Good overview and insight. The video sessions are very educational and enjoyable. Provided an excellent background to NGO and humanitarian work. Highly recommend readings in the binder. Group work stimulated great discussions. The reading list was great to provide areas of further information, clearly laid out. Course Director very approachable. Best module in the School. The critique of the assessment was a great exercise. The ICRC lecture was excellent. Made some fairy dry epidemiology very interesting and relevant. Good introduction to health in conflict settings. I learnt a lot about public health priorities, but this module has made me improve as a human being. I appreciated the supplementary readings, and probably read 80-90% of everything listed. Nice mix of experiences among students in this course. Massive interaction, diverse opinions. The sheer depth, extent and effort put into getting the message across. The historical perspective. Very practical advice and considerations. Thought provoking. Challenged several preconceptions about conflict and health. Well balanced. A new view and approach to health issues, looking beyond just a disease.	<br>  We will continue with current structure, groupwork, and assessment as they work well. We will look into options to increase discussions/dialogue in small groups. The various side events we organise, next to the mainstream backbone, allow for flexibility in content fitting the nature of this module.  We propose, as in previous years but unlike the past 2 years,  to have two co-organisers for the module to ensure continuity.	<br>  The module is broadly structured around five inter-related themes:    1. Nature and origins of different types of conflict, impact on health and health systems, and architecture of the humanitarian aid system.     2. Humanitarianism, the humanitarian principles, and ensuing ethical dilemmas.     3. Policy issues in relation to assessing needs, identifying appropriate interventions, and implementation strategies for selected disease-specific activities.     4. Policy issues in relation to the quality of interventions, the promotion of evidence-based practice, and the evaluation of humanitarian assistance.     5. The complexities of the linkages between emergency relief activities and longer term development and post-conflict health system issues, including health policy formulation during complex emergencies and the initial post-conflict phase.		Organisation				
Conflict and Health	<br>  This module is designed to provide participants with an overview of the current health-related challenges and policy debates concerning appropriate responses to populations affected by conflict.    By the end of the module students should be able to:    -  Critically discuss the political, economic and social factors that contribute to conflict and forced migration;     -  Analyse the direct and indirect effects of conflict on health and health systems;     -  Identify the actors and institutions involved in the international humanitarian system, and the management and coordination issues currently facing them;     -  Describe and critique the key policy debates currently taking place within the humanitarian field (humanitarianism, relief to development, coordination, evaluation and quality);     -  Describe the challenges of developing context-sensitive responses to public health problems (e.g. reproductive health, communicable disease, mental health);     -  Identify and discuss key issues concerning the transition from relief to rehabilitation and the development of health systems in the context of post-conflict recovery.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:14:54	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:33:05	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 57 hours self-directed learning, and 56 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, The module will revolve around group work (30%), lectures (10%), seminars (10%), and private study (50%).  Particular effort will be made to draw upon the experiences and insights of course participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment consists of two parts that contribute to the final grade:    1.     Presentation of group-work assignment on specific themes in Conflict and Health (25%);    2.     A final short-answer written exam, based on the key readings and lectures (75%).	<br>  Number of participants in 2011: 92  Maximum number of tropEd students: 5	<br>  Prior field experience with a humanitarian agency, donor or government will enable you to participate more actively but is not essential. The module will also be open to participants from NGOs, other agencies and a small number of other external students.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                      IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     There has been no change in course coordinator since initial accreditation. Some changes have been made in response to  student feedback relating to â€˜overload&rsquo; of the presentation, a need for increase focus on the â€˜critique&rsquo; and what a critique is, and replacing some of the papers used.     The overall structure of the module has been retained, but work has been done on improving some of the lectures. A book produced  for the DL version of the module has been added as a key reading for the in-house module.	<br>  A selection of student comments from the 2011 session: The presenters/lecturers/guest lecturers were excellent in terms of content/knowledge/experience. Very interesting material and topics. Excellent module and very enjoyable. Good overview and insight. The video sessions are very educational and enjoyable. Provided an excellent background to NGO and humanitarian work. Highly recommend readings in the binder. Group work stimulated great discussions. The reading list was great to provide areas of further information, clearly laid out. Course Director very approachable. Best module in the School. The critique of the assessment was a great exercise. The ICRC lecture was excellent. Made some fairy dry epidemiology very interesting and relevant. Good introduction to health in conflict settings. I learnt a lot about public health priorities, but this module has made me improve as a human being. I appreciated the supplementary readings, and probably read 80-90% of everything listed. Nice mix of experiences among students in this course. Massive interaction, diverse opinions. The sheer depth, extent and effort put into getting the message across. The historical perspective. Very practical advice and considerations. Thought provoking. Challenged several preconceptions about conflict and health. Well balanced. A new view and approach to health issues, looking beyond just a disease.	<br>  We will continue with current structure, groupwork, and assessment as they work well. We will look into options to increase discussions/dialogue in small groups. The various side events we organise, next to the mainstream backbone, allow for flexibility in content fitting the nature of this module.  We propose, as in previous years but unlike the past 2 years,  to have two co-organisers for the module to ensure continuity.	<br>  The module is broadly structured around five inter-related themes:    1. Nature and origins of different types of conflict, impact on health and health systems, and architecture of the humanitarian aid system.     2. Humanitarianism, the humanitarian principles, and ensuing ethical dilemmas.     3. Policy issues in relation to assessing needs, identifying appropriate interventions, and implementation strategies for selected disease-specific activities.     4. Policy issues in relation to the quality of interventions, the promotion of evidence-based practice, and the evaluation of humanitarian assistance.     5. The complexities of the linkages between emergency relief activities and longer term development and post-conflict health system issues, including health policy formulation during complex emergencies and the initial post-conflict phase.						
Design and Analysis of Epidemiological Studies	<br>  This module aims to equip students with the necessary skills to understand and appraise the design, analysis and interpretation of epidemiological studies.    By the end of this module students should be able to:    -  demonstrate understanding of concepts underlying the design of epidemiological studies;     -  select an appropriate study design for a given epidemiological scenario and provide a rationale for this;     -  understand and conduct stratified analyses of data from epidemiological studies;     -  appreciate the rationale and use of multivariable analyses of data from epidemiological studies;     -  explain basic approaches to the design and interpretation of multivariable analysis models;     -  critically appraise the design, analysis and interpretation of studies conducted by other investigators;     -  communicate effectively with those involved in conducting public health research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:30:06	2016-10-08	2017-10-10 16:07:02	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks (2pm Wednesday - 5pm Friday)	London SHTM	Dr Christian Bottomley                           	English	advanced optional	2012-01-16 03:40:23	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 69 hours self-directed learning, and 44 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, computer practical sessions (using Stata 8), a problem-based exercise on study design, and paper review discussion sessions.      Data from both developing and developed countries will be used to illustrate the methods covered.   Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a commentary on the design, analysis and interpretation of one study reported in the public health literature.	<br>  Number of participants in 2011: 76  Maximum number of tropEd students: 5	<br>  The module is aimed at those students who wish to understand more about the design and analysis of epidemiological studies, but who do not require detailed theoretical training or in-depth analysis skills. The emphasis of the module will be on the understanding and critical appraisal of epidemiological and statistical methods.      English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.                      Students intending to take this optional module should  have a good understanding of basic epidemiology and statistics.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     The balance of content in the module has been varied in response to student comments. More time has been given to the session on multivariate analysis, and  more discusiosn on hypothesis questions/conceptual frameworks has been added  at the beginning of the course. Additional Stata exercises have been included.	<br>  A selection of student comments from the 2011 session: Interesting content, well explained. A lot of group work which helps with work. Useful to look at confounding and biases in more depth than basic epi module and to learn about logistic regression. The seminar leaders and the lecturers were very helpful. Focus on epidemiological concepts. Clear teaching and opportunity to go through things in seminars.     Tutors are very patient in dealing with the (many) questions that crop up in the sessions. Practical sessions were good for reinforcing points in lectures. The group sessions were good. Generally well taught and interesting. Very good lecturers that were able to break it all down simply for us. Good revision of different study designs.  Both the lectures and seminars were well handled. Seminars were good to reinforce ideas learnt in lectures, was nice to have different leaders for each seminar.     Good sessions on critiquing papers, comprehensive notes/solution handouts. Thorough, topics well covered.     Approachable and knowledgeable lecturers and seminar leaders, good questions for groupwork session.     Good to clarify concepts from Epi. Good teaching. Liked the way each subject had a practical/discussion.	<br>  There have been a few computer technical problems with seminar and lecture sessions on this module. Seminar rooms did not always have enough chairs, and seminar leaders were sometimes unprepared. These issues have now been addressed. More detailed feedback will be provided on student presentations.	<br>  The module is composed of three large topic blocks:     Design issues in epidemiological studies;   Recognition and control of confounding;   Understanding multivariable analyses.	United Kingdom	Epidemiology	Face to face		5 ECTS credits	
Design and Analysis of Epidemiological Studies	<br>  This module aims to equip students with the necessary skills to understand and appraise the design, analysis and interpretation of epidemiological studies.    By the end of this module students should be able to:    -  demonstrate understanding of concepts underlying the design of epidemiological studies;     -  select an appropriate study design for a given epidemiological scenario and provide a rationale for this;     -  understand and conduct stratified analyses of data from epidemiological studies;     -  appreciate the rationale and use of multivariable analyses of data from epidemiological studies;     -  explain basic approaches to the design and interpretation of multivariable analysis models;     -  critically appraise the design, analysis and interpretation of studies conducted by other investigators;     -  communicate effectively with those involved in conducting public health research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:30:06	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM	Dr Shabbar Jaffar			2012-01-16 03:40:23	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 69 hours self-directed learning, and 44 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, computer practical sessions (using Stata 8), a problem-based exercise on study design, and paper review discussion sessions.      Data from both developing and developed countries will be used to illustrate the methods covered.   Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a commentary on the design, analysis and interpretation of one study reported in the public health literature.	<br>  Number of participants in 2011: 76  Maximum number of tropEd students: 5	<br>  The module is aimed at those students who wish to understand more about the design and analysis of epidemiological studies, but who do not require detailed theoretical training or in-depth analysis skills. The emphasis of the module will be on the understanding and critical appraisal of epidemiological and statistical methods.      English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.                      Students intending to take this optional module should  have a good understanding of basic epidemiology and statistics.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     The balance of content in the module has been varied in response to student comments. More time has been given to the session on multivariate analysis, and  more discusiosn on hypothesis questions/conceptual frameworks has been added  at the beginning of the course. Additional Stata exercises have been included.	<br>  A selection of student comments from the 2011 session: Interesting content, well explained. A lot of group work which helps with work. Useful to look at confounding and biases in more depth than basic epi module and to learn about logistic regression. The seminar leaders and the lecturers were very helpful. Focus on epidemiological concepts. Clear teaching and opportunity to go through things in seminars.     Tutors are very patient in dealing with the (many) questions that crop up in the sessions. Practical sessions were good for reinforcing points in lectures. The group sessions were good. Generally well taught and interesting. Very good lecturers that were able to break it all down simply for us. Good revision of different study designs.  Both the lectures and seminars were well handled. Seminars were good to reinforce ideas learnt in lectures, was nice to have different leaders for each seminar.     Good sessions on critiquing papers, comprehensive notes/solution handouts. Thorough, topics well covered.     Approachable and knowledgeable lecturers and seminar leaders, good questions for groupwork session.     Good to clarify concepts from Epi. Good teaching. Liked the way each subject had a practical/discussion.	<br>  There have been a few computer technical problems with seminar and lecture sessions on this module. Seminar rooms did not always have enough chairs, and seminar leaders were sometimes unprepared. These issues have now been addressed. More detailed feedback will be provided on student presentations.	<br>  The module is composed of three large topic blocks:     Design issues in epidemiological studies;   Recognition and control of confounding;   Understanding multivariable analyses.		Research method				
Design and Analysis of Epidemiological Studies	<br>  This module aims to equip students with the necessary skills to understand and appraise the design, analysis and interpretation of epidemiological studies.    By the end of this module students should be able to:    -  demonstrate understanding of concepts underlying the design of epidemiological studies;     -  select an appropriate study design for a given epidemiological scenario and provide a rationale for this;     -  understand and conduct stratified analyses of data from epidemiological studies;     -  appreciate the rationale and use of multivariable analyses of data from epidemiological studies;     -  explain basic approaches to the design and interpretation of multivariable analysis models;     -  critically appraise the design, analysis and interpretation of studies conducted by other investigators;     -  communicate effectively with those involved in conducting public health research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:30:06	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:40:23	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 69 hours self-directed learning, and 44 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, computer practical sessions (using Stata 8), a problem-based exercise on study design, and paper review discussion sessions.      Data from both developing and developed countries will be used to illustrate the methods covered.   Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a commentary on the design, analysis and interpretation of one study reported in the public health literature.	<br>  Number of participants in 2011: 76  Maximum number of tropEd students: 5	<br>  The module is aimed at those students who wish to understand more about the design and analysis of epidemiological studies, but who do not require detailed theoretical training or in-depth analysis skills. The emphasis of the module will be on the understanding and critical appraisal of epidemiological and statistical methods.      English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.                      Students intending to take this optional module should  have a good understanding of basic epidemiology and statistics.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     The balance of content in the module has been varied in response to student comments. More time has been given to the session on multivariate analysis, and  more discusiosn on hypothesis questions/conceptual frameworks has been added  at the beginning of the course. Additional Stata exercises have been included.	<br>  A selection of student comments from the 2011 session: Interesting content, well explained. A lot of group work which helps with work. Useful to look at confounding and biases in more depth than basic epi module and to learn about logistic regression. The seminar leaders and the lecturers were very helpful. Focus on epidemiological concepts. Clear teaching and opportunity to go through things in seminars.     Tutors are very patient in dealing with the (many) questions that crop up in the sessions. Practical sessions were good for reinforcing points in lectures. The group sessions were good. Generally well taught and interesting. Very good lecturers that were able to break it all down simply for us. Good revision of different study designs.  Both the lectures and seminars were well handled. Seminars were good to reinforce ideas learnt in lectures, was nice to have different leaders for each seminar.     Good sessions on critiquing papers, comprehensive notes/solution handouts. Thorough, topics well covered.     Approachable and knowledgeable lecturers and seminar leaders, good questions for groupwork session.     Good to clarify concepts from Epi. Good teaching. Liked the way each subject had a practical/discussion.	<br>  There have been a few computer technical problems with seminar and lecture sessions on this module. Seminar rooms did not always have enough chairs, and seminar leaders were sometimes unprepared. These issues have now been addressed. More detailed feedback will be provided on student presentations.	<br>  The module is composed of three large topic blocks:     Design issues in epidemiological studies;   Recognition and control of confounding;   Understanding multivariable analyses.		Statistics (incl.. risk assessment)				
Design and Analysis of Epidemiological Studies	<br>  This module aims to equip students with the necessary skills to understand and appraise the design, analysis and interpretation of epidemiological studies.    By the end of this module students should be able to:    -  demonstrate understanding of concepts underlying the design of epidemiological studies;     -  select an appropriate study design for a given epidemiological scenario and provide a rationale for this;     -  understand and conduct stratified analyses of data from epidemiological studies;     -  appreciate the rationale and use of multivariable analyses of data from epidemiological studies;     -  explain basic approaches to the design and interpretation of multivariable analysis models;     -  critically appraise the design, analysis and interpretation of studies conducted by other investigators;     -  communicate effectively with those involved in conducting public health research.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:30:06	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 03:40:23	<br>  The module has a Student Investment Time of 150 hours, consisting of: 37 hours contact time, 69 hours self-directed learning, and 44 hours assessment, review and revision.   (see also Remarks below).	2017-01-11	2017-02-10	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, computer practical sessions (using Stata 8), a problem-based exercise on study design, and paper review discussion sessions.      Data from both developing and developed countries will be used to illustrate the methods covered.   Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Students will be asked to write a commentary on the design, analysis and interpretation of one study reported in the public health literature.	<br>  Number of participants in 2011: 76  Maximum number of tropEd students: 5	<br>  The module is aimed at those students who wish to understand more about the design and analysis of epidemiological studies, but who do not require detailed theoretical training or in-depth analysis skills. The emphasis of the module will be on the understanding and critical appraisal of epidemiological and statistical methods.      English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.                      Students intending to take this optional module should  have a good understanding of basic epidemiology and statistics.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     The balance of content in the module has been varied in response to student comments. More time has been given to the session on multivariate analysis, and  more discusiosn on hypothesis questions/conceptual frameworks has been added  at the beginning of the course. Additional Stata exercises have been included.	<br>  A selection of student comments from the 2011 session: Interesting content, well explained. A lot of group work which helps with work. Useful to look at confounding and biases in more depth than basic epi module and to learn about logistic regression. The seminar leaders and the lecturers were very helpful. Focus on epidemiological concepts. Clear teaching and opportunity to go through things in seminars.     Tutors are very patient in dealing with the (many) questions that crop up in the sessions. Practical sessions were good for reinforcing points in lectures. The group sessions were good. Generally well taught and interesting. Very good lecturers that were able to break it all down simply for us. Good revision of different study designs.  Both the lectures and seminars were well handled. Seminars were good to reinforce ideas learnt in lectures, was nice to have different leaders for each seminar.     Good sessions on critiquing papers, comprehensive notes/solution handouts. Thorough, topics well covered.     Approachable and knowledgeable lecturers and seminar leaders, good questions for groupwork session.     Good to clarify concepts from Epi. Good teaching. Liked the way each subject had a practical/discussion.	<br>  There have been a few computer technical problems with seminar and lecture sessions on this module. Seminar rooms did not always have enough chairs, and seminar leaders were sometimes unprepared. These issues have now been addressed. More detailed feedback will be provided on student presentations.	<br>  The module is composed of three large topic blocks:     Design issues in epidemiological studies;   Recognition and control of confounding;   Understanding multivariable analyses.						
Designing Disease Control Programmes in Developing Countries	<br>  This module is intended for those who will work in disease control in developing countries. Its aim is to encourage participants to work in groups to design a disease control programme in a developing country.  Participants use principles and approaches from lectures in the study module, other modules and from their own experience to carry out a task which reflects real-life constraints.    By the end of this module students should be able to:    -  identify key steps in applying theoretical knowledge to define and solve a practical public health problem in a given developing country setting, using the Logical Framework Approach;     -  summarize and evaluate appropriate epidemiological information and stratify the health problem for the purpose of setting priorities and selecting appropriate interventions;     -  carry out a critical appraisal of different control options and select appropriate interventions;     -  set priorities and formulate appropriate objectives;     -  describe how to organize a disease control programme and plan specific activities to reach set objectives and targets;     -  describe how to build an effective monitoring and evaluation system into a disease control programme;     -  demonstrate skills of costing and budgeting of programme activities and identify key requirements and constraints of externally funded programmes; and     -  acquire group working skills.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:37:45	2016-10-08	2017-10-10 16:07:02	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Caroline Lynch 	English	advanced optional	2012-01-16 03:51:25	<br>  The module has a Student Investment Time of 150 hours, consisting of: 25 hours contact time, 80 hours self-directed learning, and 45 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses problem based learning. Participants learn through the definition, study, and solution of a problem in groups. To the extent possible, the preferences of participants for control problems are considered in choosing the groups.  Lectures are kept to a minimum, covering some practical aspects of programme planning, but the emphasis is on the development of practical skills through group work.     Facilitators are provided for expert consultation only when requested by the groups, but they are usually not expected to spend more than one hour per group per week. Therefore, most of the organization, management, and approach of each group are determined by its participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on (i) their group's final document (60% of marks); (ii) individual assessment (20% of marks); (iii) peer assessment (20% of marks). The written group report has a maximum length of 20 pages. Students rate each other individually on their contribution to the group task; an average is taken of the scores awarded by other members of the group.	<br>  Number of participants in 2011: 40  Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.    Efforts have been made to ensure groups are better balanced by sending out a mail about group assignments before the start of the course. Short summaries of the choices for group work were sent out prior to the start of the module so that students could identify which assignment they would be interested in. A facilitators guide is now sent to each facilitator electronically giving guidance on how much time is expected for students, marking guidelines and how to facilitate group work.    The lectures and notes received a major overhaul two years ago. Further work has been carried out since on lecture notes and presentations.   Different lecturers were brought for the course, and course materials were updated/re-vamped.    We changed the marking system to 60% groupwork assessment; 20% peer assessment and 20% individual assessment. Marking guidelines were given to facilitators in their facilitators guide for the module.	<br>  A selection of student comments from the 2011 session: Hands on proposal writing: developing really useful skills that will be applied in the workplace. Lectures and support in proposal writing process. Presentations were good, nice to see how other groups conceptualised the problem. Forces you to work in a group and figure it out together. Learning how to work as a group. We actually went through each of the â€˜coming&rsquo; phases. Groupwork gives you the opportunity to live in the real world. I liked how we learnt the processes of groups, and find it particularly useful in the practicals. Interesting to work in groups with a wide variety of experience. Good to spend time on groupwork in the beginning. It promotes working as a team. Opportunity to learn about new disease in a contextual reality environment. Interesting topics picked. Initial group exercises were very helpful. Presentations were great as well. Writing a proposal, thinking about all the 7 steps. Meeting and working with new people.  The amount of independence we had was great, a great insight into designing control programmes. I am really happy I took this module that brought things together for me, was very practical and challenged my group work skills. Learning group work skills. Liked going through the steps of figuring out the process of writing a proposal. Small lectures interspersed between group work, and the feedback from facilitation. It&rsquo;s skills based, and approach is practical.	<br>  We will make every effort to improve room allocations for students through discussions with the school administrators as part of module preparations and in good time ahead of the module starting.    We will re-iterate with students that facilitators are available at their request, but will emphasise to facilitators that they should check with their groups on their progress and whether more facilitation is required.     The current assessment structure has evolved out of comments in previous years about the need for an individual assessment. We will reflect once again on the assessment structure of the module as we are not sure we have got the balance between individual versus group versus peer assessment right.    In terms of guidance on the marking of assessments, this is currently available in the student&rsquo;s module folder (having been revised last year). Students will be referred to that throughout the module this coming year.	<br>  Participants work in groups, each of which plans a single program to solve a problem. Past problems include:     1. diarrhoeal disease control in a Brazilian city,   2. STD control in rural East Africa,   3. Dengue control in Singapore,   4. diarrhoeal disease control in Malawi,  5. TB control in Samara, Russia.    Each group is provided with site background, and lectures cover practical aspects of program planning. Activities include:   1. Organisation of groups;   2. Review of plausible interventions;   3. Planning the implementation and monitoring of programme;   4. Submission of a draft report (for feedback before final submission), and an oral report.	United Kingdom		Face to face		5 ECTS credits	
Designing Disease Control Programmes in Developing Countries	<br>  This module is intended for those who will work in disease control in developing countries. Its aim is to encourage participants to work in groups to design a disease control programme in a developing country.  Participants use principles and approaches from lectures in the study module, other modules and from their own experience to carry out a task which reflects real-life constraints.    By the end of this module students should be able to:    -  identify key steps in applying theoretical knowledge to define and solve a practical public health problem in a given developing country setting, using the Logical Framework Approach;     -  summarize and evaluate appropriate epidemiological information and stratify the health problem for the purpose of setting priorities and selecting appropriate interventions;     -  carry out a critical appraisal of different control options and select appropriate interventions;     -  set priorities and formulate appropriate objectives;     -  describe how to organize a disease control programme and plan specific activities to reach set objectives and targets;     -  describe how to build an effective monitoring and evaluation system into a disease control programme;     -  demonstrate skills of costing and budgeting of programme activities and identify key requirements and constraints of externally funded programmes; and     -  acquire group working skills.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:37:45	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Dr Val Curtis			2012-01-16 03:51:25	<br>  The module has a Student Investment Time of 150 hours, consisting of: 25 hours contact time, 80 hours self-directed learning, and 45 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses problem based learning. Participants learn through the definition, study, and solution of a problem in groups. To the extent possible, the preferences of participants for control problems are considered in choosing the groups.  Lectures are kept to a minimum, covering some practical aspects of programme planning, but the emphasis is on the development of practical skills through group work.     Facilitators are provided for expert consultation only when requested by the groups, but they are usually not expected to spend more than one hour per group per week. Therefore, most of the organization, management, and approach of each group are determined by its participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on (i) their group's final document (60% of marks); (ii) individual assessment (20% of marks); (iii) peer assessment (20% of marks). The written group report has a maximum length of 20 pages. Students rate each other individually on their contribution to the group task; an average is taken of the scores awarded by other members of the group.	<br>  Number of participants in 2011: 40  Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.    Efforts have been made to ensure groups are better balanced by sending out a mail about group assignments before the start of the course. Short summaries of the choices for group work were sent out prior to the start of the module so that students could identify which assignment they would be interested in. A facilitators guide is now sent to each facilitator electronically giving guidance on how much time is expected for students, marking guidelines and how to facilitate group work.    The lectures and notes received a major overhaul two years ago. Further work has been carried out since on lecture notes and presentations.   Different lecturers were brought for the course, and course materials were updated/re-vamped.    We changed the marking system to 60% groupwork assessment; 20% peer assessment and 20% individual assessment. Marking guidelines were given to facilitators in their facilitators guide for the module.	<br>  A selection of student comments from the 2011 session: Hands on proposal writing: developing really useful skills that will be applied in the workplace. Lectures and support in proposal writing process. Presentations were good, nice to see how other groups conceptualised the problem. Forces you to work in a group and figure it out together. Learning how to work as a group. We actually went through each of the â€˜coming&rsquo; phases. Groupwork gives you the opportunity to live in the real world. I liked how we learnt the processes of groups, and find it particularly useful in the practicals. Interesting to work in groups with a wide variety of experience. Good to spend time on groupwork in the beginning. It promotes working as a team. Opportunity to learn about new disease in a contextual reality environment. Interesting topics picked. Initial group exercises were very helpful. Presentations were great as well. Writing a proposal, thinking about all the 7 steps. Meeting and working with new people.  The amount of independence we had was great, a great insight into designing control programmes. I am really happy I took this module that brought things together for me, was very practical and challenged my group work skills. Learning group work skills. Liked going through the steps of figuring out the process of writing a proposal. Small lectures interspersed between group work, and the feedback from facilitation. It&rsquo;s skills based, and approach is practical.	<br>  We will make every effort to improve room allocations for students through discussions with the school administrators as part of module preparations and in good time ahead of the module starting.    We will re-iterate with students that facilitators are available at their request, but will emphasise to facilitators that they should check with their groups on their progress and whether more facilitation is required.     The current assessment structure has evolved out of comments in previous years about the need for an individual assessment. We will reflect once again on the assessment structure of the module as we are not sure we have got the balance between individual versus group versus peer assessment right.    In terms of guidance on the marking of assessments, this is currently available in the student&rsquo;s module folder (having been revised last year). Students will be referred to that throughout the module this coming year.	<br>  Participants work in groups, each of which plans a single program to solve a problem. Past problems include:     1. diarrhoeal disease control in a Brazilian city,   2. STD control in rural East Africa,   3. Dengue control in Singapore,   4. diarrhoeal disease control in Malawi,  5. TB control in Samara, Russia.    Each group is provided with site background, and lectures cover practical aspects of program planning. Activities include:   1. Organisation of groups;   2. Review of plausible interventions;   3. Planning the implementation and monitoring of programme;   4. Submission of a draft report (for feedback before final submission), and an oral report.						
Designing Disease Control Programmes in Developing Countries	<br>  This module is intended for those who will work in disease control in developing countries. Its aim is to encourage participants to work in groups to design a disease control programme in a developing country.  Participants use principles and approaches from lectures in the study module, other modules and from their own experience to carry out a task which reflects real-life constraints.    By the end of this module students should be able to:    -  identify key steps in applying theoretical knowledge to define and solve a practical public health problem in a given developing country setting, using the Logical Framework Approach;     -  summarize and evaluate appropriate epidemiological information and stratify the health problem for the purpose of setting priorities and selecting appropriate interventions;     -  carry out a critical appraisal of different control options and select appropriate interventions;     -  set priorities and formulate appropriate objectives;     -  describe how to organize a disease control programme and plan specific activities to reach set objectives and targets;     -  describe how to build an effective monitoring and evaluation system into a disease control programme;     -  demonstrate skills of costing and budgeting of programme activities and identify key requirements and constraints of externally funded programmes; and     -  acquire group working skills.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:37:45	2016-10-08	2017-10-10 16:07:02	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:51:25	<br>  The module has a Student Investment Time of 150 hours, consisting of: 25 hours contact time, 80 hours self-directed learning, and 45 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000.   This course is re-accredited in Jan. 2005 in Berlin and in October 2011.This accreditation is valid until October 2016.	<br>  This module uses problem based learning. Participants learn through the definition, study, and solution of a problem in groups. To the extent possible, the preferences of participants for control problems are considered in choosing the groups.  Lectures are kept to a minimum, covering some practical aspects of programme planning, but the emphasis is on the development of practical skills through group work.     Facilitators are provided for expert consultation only when requested by the groups, but they are usually not expected to spend more than one hour per group per week. Therefore, most of the organization, management, and approach of each group are determined by its participants.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Participants are assessed on (i) their group's final document (60% of marks); (ii) individual assessment (20% of marks); (iii) peer assessment (20% of marks). The written group report has a maximum length of 20 pages. Students rate each other individually on their contribution to the group task; an average is taken of the scores awarded by other members of the group.	<br>  Number of participants in 2011: 40  Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:    IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework.    Efforts have been made to ensure groups are better balanced by sending out a mail about group assignments before the start of the course. Short summaries of the choices for group work were sent out prior to the start of the module so that students could identify which assignment they would be interested in. A facilitators guide is now sent to each facilitator electronically giving guidance on how much time is expected for students, marking guidelines and how to facilitate group work.    The lectures and notes received a major overhaul two years ago. Further work has been carried out since on lecture notes and presentations.   Different lecturers were brought for the course, and course materials were updated/re-vamped.    We changed the marking system to 60% groupwork assessment; 20% peer assessment and 20% individual assessment. Marking guidelines were given to facilitators in their facilitators guide for the module.	<br>  A selection of student comments from the 2011 session: Hands on proposal writing: developing really useful skills that will be applied in the workplace. Lectures and support in proposal writing process. Presentations were good, nice to see how other groups conceptualised the problem. Forces you to work in a group and figure it out together. Learning how to work as a group. We actually went through each of the â€˜coming&rsquo; phases. Groupwork gives you the opportunity to live in the real world. I liked how we learnt the processes of groups, and find it particularly useful in the practicals. Interesting to work in groups with a wide variety of experience. Good to spend time on groupwork in the beginning. It promotes working as a team. Opportunity to learn about new disease in a contextual reality environment. Interesting topics picked. Initial group exercises were very helpful. Presentations were great as well. Writing a proposal, thinking about all the 7 steps. Meeting and working with new people.  The amount of independence we had was great, a great insight into designing control programmes. I am really happy I took this module that brought things together for me, was very practical and challenged my group work skills. Learning group work skills. Liked going through the steps of figuring out the process of writing a proposal. Small lectures interspersed between group work, and the feedback from facilitation. It&rsquo;s skills based, and approach is practical.	<br>  We will make every effort to improve room allocations for students through discussions with the school administrators as part of module preparations and in good time ahead of the module starting.    We will re-iterate with students that facilitators are available at their request, but will emphasise to facilitators that they should check with their groups on their progress and whether more facilitation is required.     The current assessment structure has evolved out of comments in previous years about the need for an individual assessment. We will reflect once again on the assessment structure of the module as we are not sure we have got the balance between individual versus group versus peer assessment right.    In terms of guidance on the marking of assessments, this is currently available in the student&rsquo;s module folder (having been revised last year). Students will be referred to that throughout the module this coming year.	<br>  Participants work in groups, each of which plans a single program to solve a problem. Past problems include:     1. diarrhoeal disease control in a Brazilian city,   2. STD control in rural East Africa,   3. Dengue control in Singapore,   4. diarrhoeal disease control in Malawi,  5. TB control in Samara, Russia.    Each group is provided with site background, and lectures cover practical aspects of program planning. Activities include:   1. Organisation of groups;   2. Review of plausible interventions;   3. Planning the implementation and monitoring of programme;   4. Submission of a draft report (for feedback before final submission), and an oral report.						
Maternal and Child Malnutrition	<br>  This module provides an update on maternal and child malnutrition issues.  Emphasis is placed primarily on current issues in developing countries.    By the end of this module students should be able to:    -  demonstrate an understanding of the physiological basis for nutrient requirements during pregnancy, lactation, infancy and early childhood;     -  assess the dietary needs appropriate to each stage;     -  summarise the key causes of low birthweight, low breast milk output, and growth faltering and debate the controversy surrounding specific nutritional interventions to address these problems;     -  compose appropriate nutritional advice regarding the feeding of mothers and children;     -  design and critically appraise a range of interventions to address current issue		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:50:03	2016-10-08	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Professor Andrew Prentice 	English	advanced optional	2012-01-16 03:59:00	<br>  The module has a Student Investment Time of 150 hours, consisting of: 56 hours contact time, 44 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000. re-accredited in Lausanne in September 2005 and in October 2011. This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, including lectures, group participation, and discussions with invited experts.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment of this module involves preparation of a 5,000 word technical report, to advise the Ministry of Health of a given country, or to an international or other organisation, on an issue currently relevant to the feeding of mothers or children.	<br>  Number of participants in 2011: 43; Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     Some basic material has been omitted, allowing extra time for more in-depth material. Some group practicals on technical report presentation have been added. Many students clearly needed more help with understanding what a technical report should be, despite the extensive course notes on this issue.	<br>  A selection of student comments from the 2011 session: The variety of lecturers all delivered lectures in different and interesting ways. Also liked how the assessment deadline was a week earlier. Also good organisation i.e. making sure lecture slides on blackboard in advance. Interesting lectures, great lecturers. Date of essay submission.  Very enthusiastic module organiser and very stimulating lectures. Excellent lecturer who try to evoke discussion and debate this was great. Material very informative. Good overview of MCN. Interesting topic with a good line up of speakers.	<br>  More background reading will be inserted into the reader next year. We will redouble efforts to get blackboard materials up in a more timely manner. A lecturer receiving less favourable comments from students will not be used next year.	<br>  Participants will consider: nutritional requirements in pregnancy, the determinants of birthweight, the consequences of low birthweight and the impact of prenatal supplementation programmes to improve birthweight.     Participants will examine: the nutritional requirements of lactation and the determinants of low breast milk output. Supplementation programmes to improve lactation will be critically reviewed.     Infant and child feeding practices in developed and developing countries will be outlined and interventions to improve these practices will be discussed. The role of breastfeeding features prominently in this module.	United Kingdom	Child health	Face to face		5 ECTS credits	
Maternal and Child Malnutrition	<br>  This module provides an update on maternal and child malnutrition issues.  Emphasis is placed primarily on current issues in developing countries.    By the end of this module students should be able to:    -  demonstrate an understanding of the physiological basis for nutrient requirements during pregnancy, lactation, infancy and early childhood;     -  assess the dietary needs appropriate to each stage;     -  summarise the key causes of low birthweight, low breast milk output, and growth faltering and debate the controversy surrounding specific nutritional interventions to address these problems;     -  compose appropriate nutritional advice regarding the feeding of mothers and children;     -  design and critically appraise a range of interventions to address current issue		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:50:03	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:59:00	<br>  The module has a Student Investment Time of 150 hours, consisting of: 56 hours contact time, 44 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000. re-accredited in Lausanne in September 2005 and in October 2011. This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, including lectures, group participation, and discussions with invited experts.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment of this module involves preparation of a 5,000 word technical report, to advise the Ministry of Health of a given country, or to an international or other organisation, on an issue currently relevant to the feeding of mothers or children.	<br>  Number of participants in 2011: 43; Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     Some basic material has been omitted, allowing extra time for more in-depth material. Some group practicals on technical report presentation have been added. Many students clearly needed more help with understanding what a technical report should be, despite the extensive course notes on this issue.	<br>  A selection of student comments from the 2011 session: The variety of lecturers all delivered lectures in different and interesting ways. Also liked how the assessment deadline was a week earlier. Also good organisation i.e. making sure lecture slides on blackboard in advance. Interesting lectures, great lecturers. Date of essay submission.  Very enthusiastic module organiser and very stimulating lectures. Excellent lecturer who try to evoke discussion and debate this was great. Material very informative. Good overview of MCN. Interesting topic with a good line up of speakers.	<br>  More background reading will be inserted into the reader next year. We will redouble efforts to get blackboard materials up in a more timely manner. A lecturer receiving less favourable comments from students will not be used next year.	<br>  Participants will consider: nutritional requirements in pregnancy, the determinants of birthweight, the consequences of low birthweight and the impact of prenatal supplementation programmes to improve birthweight.     Participants will examine: the nutritional requirements of lactation and the determinants of low breast milk output. Supplementation programmes to improve lactation will be critically reviewed.     Infant and child feeding practices in developed and developing countries will be outlined and interventions to improve these practices will be discussed. The role of breastfeeding features prominently in this module.		Nutrition				
Maternal and Child Malnutrition	<br>  This module provides an update on maternal and child malnutrition issues.  Emphasis is placed primarily on current issues in developing countries.    By the end of this module students should be able to:    -  demonstrate an understanding of the physiological basis for nutrient requirements during pregnancy, lactation, infancy and early childhood;     -  assess the dietary needs appropriate to each stage;     -  summarise the key causes of low birthweight, low breast milk output, and growth faltering and debate the controversy surrounding specific nutritional interventions to address these problems;     -  compose appropriate nutritional advice regarding the feeding of mothers and children;     -  design and critically appraise a range of interventions to address current issue		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:50:03	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:59:00	<br>  The module has a Student Investment Time of 150 hours, consisting of: 56 hours contact time, 44 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000. re-accredited in Lausanne in September 2005 and in October 2011. This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, including lectures, group participation, and discussions with invited experts.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment of this module involves preparation of a 5,000 word technical report, to advise the Ministry of Health of a given country, or to an international or other organisation, on an issue currently relevant to the feeding of mothers or children.	<br>  Number of participants in 2011: 43; Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     Some basic material has been omitted, allowing extra time for more in-depth material. Some group practicals on technical report presentation have been added. Many students clearly needed more help with understanding what a technical report should be, despite the extensive course notes on this issue.	<br>  A selection of student comments from the 2011 session: The variety of lecturers all delivered lectures in different and interesting ways. Also liked how the assessment deadline was a week earlier. Also good organisation i.e. making sure lecture slides on blackboard in advance. Interesting lectures, great lecturers. Date of essay submission.  Very enthusiastic module organiser and very stimulating lectures. Excellent lecturer who try to evoke discussion and debate this was great. Material very informative. Good overview of MCN. Interesting topic with a good line up of speakers.	<br>  More background reading will be inserted into the reader next year. We will redouble efforts to get blackboard materials up in a more timely manner. A lecturer receiving less favourable comments from students will not be used next year.	<br>  Participants will consider: nutritional requirements in pregnancy, the determinants of birthweight, the consequences of low birthweight and the impact of prenatal supplementation programmes to improve birthweight.     Participants will examine: the nutritional requirements of lactation and the determinants of low breast milk output. Supplementation programmes to improve lactation will be critically reviewed.     Infant and child feeding practices in developed and developing countries will be outlined and interventions to improve these practices will be discussed. The role of breastfeeding features prominently in this module.		Sexual & reproductive health				
Maternal and Child Malnutrition	<br>  This module provides an update on maternal and child malnutrition issues.  Emphasis is placed primarily on current issues in developing countries.    By the end of this module students should be able to:    -  demonstrate an understanding of the physiological basis for nutrient requirements during pregnancy, lactation, infancy and early childhood;     -  assess the dietary needs appropriate to each stage;     -  summarise the key causes of low birthweight, low breast milk output, and growth faltering and debate the controversy surrounding specific nutritional interventions to address these problems;     -  compose appropriate nutritional advice regarding the feeding of mothers and children;     -  design and critically appraise a range of interventions to address current issue		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:50:03	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 03:59:00	<br>  The module has a Student Investment Time of 150 hours, consisting of: 56 hours contact time, 44 hours self-directed learning, and 50 hours assessment, review and revision.     (see also Remarks below).	2017-01-09	2017-02-08	<br>  Accredited in Berlin 1998/Alicante 2000. re-accredited in Lausanne in September 2005 and in October 2011. This accreditation is valid until October 2016.	<br>  This module uses a range of teaching methods, including lectures, group participation, and discussions with invited experts.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  The assessment of this module involves preparation of a 5,000 word technical report, to advise the Ministry of Health of a given country, or to an international or other organisation, on an issue currently relevant to the feeding of mothers or children.	<br>  Number of participants in 2011: 43; Maximum number of tropEd students: 5	<br>  English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     Some basic material has been omitted, allowing extra time for more in-depth material. Some group practicals on technical report presentation have been added. Many students clearly needed more help with understanding what a technical report should be, despite the extensive course notes on this issue.	<br>  A selection of student comments from the 2011 session: The variety of lecturers all delivered lectures in different and interesting ways. Also liked how the assessment deadline was a week earlier. Also good organisation i.e. making sure lecture slides on blackboard in advance. Interesting lectures, great lecturers. Date of essay submission.  Very enthusiastic module organiser and very stimulating lectures. Excellent lecturer who try to evoke discussion and debate this was great. Material very informative. Good overview of MCN. Interesting topic with a good line up of speakers.	<br>  More background reading will be inserted into the reader next year. We will redouble efforts to get blackboard materials up in a more timely manner. A lecturer receiving less favourable comments from students will not be used next year.	<br>  Participants will consider: nutritional requirements in pregnancy, the determinants of birthweight, the consequences of low birthweight and the impact of prenatal supplementation programmes to improve birthweight.     Participants will examine: the nutritional requirements of lactation and the determinants of low breast milk output. Supplementation programmes to improve lactation will be critically reviewed.     Infant and child feeding practices in developed and developing countries will be outlined and interventions to improve these practices will be discussed. The role of breastfeeding features prominently in this module.						
Nutrition Programme Planning	<br>  This module aims to enable students to plan appropriate nutrition interventions to improve the nutritional status of disadvantaged populations in developing countries.    By the end of the module students should be able to:    -  identify, summarise and interpret a range of information, such as typical diet, sources of protein, carbohydrate and vitamins, relevant to the specification of priority nutrition problems in a given population;     -  evaluate the advantages and disadvantages of options for combating specific nutrition problems;     -  plan a nutrition intervention using the Logical Framework approach;     -  identify and describe the constraints involved in project implementation;     -  design an evaluation of a nutrition intervention.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:56:05	2016-10-08	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM	Dr Elaine Ferguson	English	advanced optional	2012-01-16 04:05:33	<br>  The module has a Student Investment Time of 150 hours, consisting of: 64 hours contact time, 61 hours self-directed learning, and 25 hours assessment, review and revision.     (see also Remarks below).	2017-04-26	2017-05-26	<br>  Re-accredited September 2005. Re-accredited in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, which will be interspersed with group work and practicals. The module emphasises the practical aspects of nutrition programme planning and evaluation, and will draw extensively on students' own experiences. Students have opportunities to present their ideas as they develop a problem-based exercise on study design, and in paper review discussion sessions. Data from both developing and developed countries will be used to illustrate the methods covered. Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Working in groups, students are required to select and design an intervention to address a specific nutrition problem in a country of their choice. An oral group presentation is assessed (35%) and an individual short answer test is undertaken (65%).	<br>  Number of participants in 2011: 22; Maximum number of tropEd students: 5	<br>  The module is intended for nutritionists and other public health professionals wishing to work as planners and managers of nutrition programmes in development &/or emergency settings in developing countries.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     We decreased the group work learning slightly to allow extra time at the end of the module to study for the test. The weighting of the individual component was changed to 40%, however, the students did not like this change. An optional class was held at the end for students to raise any questions related to the test including the log frame.  It worked well.   We re-invited the external lecturers to teach in the module again, particularly one of the lecturers who the students rated very highly. The lecturers from last year were able to teach some but not all of the classes they had previously done.	<br>  The students were very positive about this module because it was practical, interactive and brought together much of what they had learned in their MSc.  They spoke very highly of the group work and the case-based learning approach, which they felt greatly enhanced their learning experience and helped to consolidate concepts.       The majority of students recommended changing the weighting of marks for the group work (increase it) and the individual test (decrease it) because of the time commitment in the group work. However, these opinions were voiced before they had taken the test. Some students found one of the guest lecturers difficult to follow. Several students thought improvements could be made to the sessions on the logframe.  Some students recommended teaching it through several real examples, whereas others recommended including it within the assessed component of their group work. Some students recommended using a written assignment instead of test. However, these opinions were voiced before they had taken the test.	<br>  The course coordinator will discuss the weighting of the assessment with the examination board, and will re-invite the external lecturers who were rated very highly to teach in the module again. She will consider inviting a different lecturer to teach the Stakeholder Analysis session or discuss with the current lecturer ways to improve the session. She will work through one real example with the class; ideally with a lecturer who has done a nutrition programme logframe. She will discuss the test with the examination board and seek the opinions of the students, once that they have done the test.	<br>  This module is designed to teach students how to assess the presence, extent and determinants of different forms of malnutrition in a population.   Participants will have the opportunity to discuss the selection, design and implementation of nutrition programmes.     They will design an intervention or nutrition programme using the 'Logical Framework' approach.   There will be a focus on programme planning, monitoring and evaluation.	United Kingdom	Disease prevention & control	Face to face		5 ECTS credits	
Nutrition Programme Planning	<br>  This module aims to enable students to plan appropriate nutrition interventions to improve the nutritional status of disadvantaged populations in developing countries.    By the end of the module students should be able to:    -  identify, summarise and interpret a range of information, such as typical diet, sources of protein, carbohydrate and vitamins, relevant to the specification of priority nutrition problems in a given population;     -  evaluate the advantages and disadvantages of options for combating specific nutrition problems;     -  plan a nutrition intervention using the Logical Framework approach;     -  identify and describe the constraints involved in project implementation;     -  design an evaluation of a nutrition intervention.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:56:05	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 04:05:33	<br>  The module has a Student Investment Time of 150 hours, consisting of: 64 hours contact time, 61 hours self-directed learning, and 25 hours assessment, review and revision.     (see also Remarks below).	2017-04-26	2017-05-26	<br>  Re-accredited September 2005. Re-accredited in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, which will be interspersed with group work and practicals. The module emphasises the practical aspects of nutrition programme planning and evaluation, and will draw extensively on students' own experiences. Students have opportunities to present their ideas as they develop a problem-based exercise on study design, and in paper review discussion sessions. Data from both developing and developed countries will be used to illustrate the methods covered. Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Working in groups, students are required to select and design an intervention to address a specific nutrition problem in a country of their choice. An oral group presentation is assessed (35%) and an individual short answer test is undertaken (65%).	<br>  Number of participants in 2011: 22; Maximum number of tropEd students: 5	<br>  The module is intended for nutritionists and other public health professionals wishing to work as planners and managers of nutrition programmes in development &/or emergency settings in developing countries.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     We decreased the group work learning slightly to allow extra time at the end of the module to study for the test. The weighting of the individual component was changed to 40%, however, the students did not like this change. An optional class was held at the end for students to raise any questions related to the test including the log frame.  It worked well.   We re-invited the external lecturers to teach in the module again, particularly one of the lecturers who the students rated very highly. The lecturers from last year were able to teach some but not all of the classes they had previously done.	<br>  The students were very positive about this module because it was practical, interactive and brought together much of what they had learned in their MSc.  They spoke very highly of the group work and the case-based learning approach, which they felt greatly enhanced their learning experience and helped to consolidate concepts.       The majority of students recommended changing the weighting of marks for the group work (increase it) and the individual test (decrease it) because of the time commitment in the group work. However, these opinions were voiced before they had taken the test. Some students found one of the guest lecturers difficult to follow. Several students thought improvements could be made to the sessions on the logframe.  Some students recommended teaching it through several real examples, whereas others recommended including it within the assessed component of their group work. Some students recommended using a written assignment instead of test. However, these opinions were voiced before they had taken the test.	<br>  The course coordinator will discuss the weighting of the assessment with the examination board, and will re-invite the external lecturers who were rated very highly to teach in the module again. She will consider inviting a different lecturer to teach the Stakeholder Analysis session or discuss with the current lecturer ways to improve the session. She will work through one real example with the class; ideally with a lecturer who has done a nutrition programme logframe. She will discuss the test with the examination board and seek the opinions of the students, once that they have done the test.	<br>  This module is designed to teach students how to assess the presence, extent and determinants of different forms of malnutrition in a population.   Participants will have the opportunity to discuss the selection, design and implementation of nutrition programmes.     They will design an intervention or nutrition programme using the 'Logical Framework' approach.   There will be a focus on programme planning, monitoring and evaluation.		Non-communicable diseases (in general)				
Nutrition Programme Planning	<br>  This module aims to enable students to plan appropriate nutrition interventions to improve the nutritional status of disadvantaged populations in developing countries.    By the end of the module students should be able to:    -  identify, summarise and interpret a range of information, such as typical diet, sources of protein, carbohydrate and vitamins, relevant to the specification of priority nutrition problems in a given population;     -  evaluate the advantages and disadvantages of options for combating specific nutrition problems;     -  plan a nutrition intervention using the Logical Framework approach;     -  identify and describe the constraints involved in project implementation;     -  design an evaluation of a nutrition intervention.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:56:05	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 04:05:33	<br>  The module has a Student Investment Time of 150 hours, consisting of: 64 hours contact time, 61 hours self-directed learning, and 25 hours assessment, review and revision.     (see also Remarks below).	2017-04-26	2017-05-26	<br>  Re-accredited September 2005. Re-accredited in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, which will be interspersed with group work and practicals. The module emphasises the practical aspects of nutrition programme planning and evaluation, and will draw extensively on students' own experiences. Students have opportunities to present their ideas as they develop a problem-based exercise on study design, and in paper review discussion sessions. Data from both developing and developed countries will be used to illustrate the methods covered. Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Working in groups, students are required to select and design an intervention to address a specific nutrition problem in a country of their choice. An oral group presentation is assessed (35%) and an individual short answer test is undertaken (65%).	<br>  Number of participants in 2011: 22; Maximum number of tropEd students: 5	<br>  The module is intended for nutritionists and other public health professionals wishing to work as planners and managers of nutrition programmes in development &/or emergency settings in developing countries.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     We decreased the group work learning slightly to allow extra time at the end of the module to study for the test. The weighting of the individual component was changed to 40%, however, the students did not like this change. An optional class was held at the end for students to raise any questions related to the test including the log frame.  It worked well.   We re-invited the external lecturers to teach in the module again, particularly one of the lecturers who the students rated very highly. The lecturers from last year were able to teach some but not all of the classes they had previously done.	<br>  The students were very positive about this module because it was practical, interactive and brought together much of what they had learned in their MSc.  They spoke very highly of the group work and the case-based learning approach, which they felt greatly enhanced their learning experience and helped to consolidate concepts.       The majority of students recommended changing the weighting of marks for the group work (increase it) and the individual test (decrease it) because of the time commitment in the group work. However, these opinions were voiced before they had taken the test. Some students found one of the guest lecturers difficult to follow. Several students thought improvements could be made to the sessions on the logframe.  Some students recommended teaching it through several real examples, whereas others recommended including it within the assessed component of their group work. Some students recommended using a written assignment instead of test. However, these opinions were voiced before they had taken the test.	<br>  The course coordinator will discuss the weighting of the assessment with the examination board, and will re-invite the external lecturers who were rated very highly to teach in the module again. She will consider inviting a different lecturer to teach the Stakeholder Analysis session or discuss with the current lecturer ways to improve the session. She will work through one real example with the class; ideally with a lecturer who has done a nutrition programme logframe. She will discuss the test with the examination board and seek the opinions of the students, once that they have done the test.	<br>  This module is designed to teach students how to assess the presence, extent and determinants of different forms of malnutrition in a population.   Participants will have the opportunity to discuss the selection, design and implementation of nutrition programmes.     They will design an intervention or nutrition programme using the 'Logical Framework' approach.   There will be a focus on programme planning, monitoring and evaluation.		Planning and programming (incl.. budgeting and evaluation)				
Nutrition Programme Planning	<br>  This module aims to enable students to plan appropriate nutrition interventions to improve the nutritional status of disadvantaged populations in developing countries.    By the end of the module students should be able to:    -  identify, summarise and interpret a range of information, such as typical diet, sources of protein, carbohydrate and vitamins, relevant to the specification of priority nutrition problems in a given population;     -  evaluate the advantages and disadvantages of options for combating specific nutrition problems;     -  plan a nutrition intervention using the Logical Framework approach;     -  identify and describe the constraints involved in project implementation;     -  design an evaluation of a nutrition intervention.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 21:56:05	2016-10-08	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	London SHTM				2012-01-16 04:05:33	<br>  The module has a Student Investment Time of 150 hours, consisting of: 64 hours contact time, 61 hours self-directed learning, and 25 hours assessment, review and revision.     (see also Remarks below).	2017-04-26	2017-05-26	<br>  Re-accredited September 2005. Re-accredited in October 2011. This accreditation is valid until October 2016.	<br>  Teaching will consist of lectures, which will be interspersed with group work and practicals. The module emphasises the practical aspects of nutrition programme planning and evaluation, and will draw extensively on students' own experiences. Students have opportunities to present their ideas as they develop a problem-based exercise on study design, and in paper review discussion sessions. Data from both developing and developed countries will be used to illustrate the methods covered. Approximately ten sessions will be timetabled for private study time.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Working in groups, students are required to select and design an intervention to address a specific nutrition problem in a country of their choice. An oral group presentation is assessed (35%) and an individual short answer test is undertaken (65%).	<br>  Number of participants in 2011: 22; Maximum number of tropEd students: 5	<br>  The module is intended for nutritionists and other public health professionals wishing to work as planners and managers of nutrition programmes in development &/or emergency settings in developing countries.     English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.    PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.    TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>  Registration on a masters programme in international health at a tropEd member institution	EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>  The Student Investment Time has been adjusted to 150 hours in line with the School&rsquo;s Credit Framework. These are normally completed over a 5 week period.     We decreased the group work learning slightly to allow extra time at the end of the module to study for the test. The weighting of the individual component was changed to 40%, however, the students did not like this change. An optional class was held at the end for students to raise any questions related to the test including the log frame.  It worked well.   We re-invited the external lecturers to teach in the module again, particularly one of the lecturers who the students rated very highly. The lecturers from last year were able to teach some but not all of the classes they had previously done.	<br>  The students were very positive about this module because it was practical, interactive and brought together much of what they had learned in their MSc.  They spoke very highly of the group work and the case-based learning approach, which they felt greatly enhanced their learning experience and helped to consolidate concepts.       The majority of students recommended changing the weighting of marks for the group work (increase it) and the individual test (decrease it) because of the time commitment in the group work. However, these opinions were voiced before they had taken the test. Some students found one of the guest lecturers difficult to follow. Several students thought improvements could be made to the sessions on the logframe.  Some students recommended teaching it through several real examples, whereas others recommended including it within the assessed component of their group work. Some students recommended using a written assignment instead of test. However, these opinions were voiced before they had taken the test.	<br>  The course coordinator will discuss the weighting of the assessment with the examination board, and will re-invite the external lecturers who were rated very highly to teach in the module again. She will consider inviting a different lecturer to teach the Stakeholder Analysis session or discuss with the current lecturer ways to improve the session. She will work through one real example with the class; ideally with a lecturer who has done a nutrition programme logframe. She will discuss the test with the examination board and seek the opinions of the students, once that they have done the test.	<br>  This module is designed to teach students how to assess the presence, extent and determinants of different forms of malnutrition in a population.   Participants will have the opportunity to discuss the selection, design and implementation of nutrition programmes.     They will design an intervention or nutrition programme using the 'Logical Framework' approach.   There will be a focus on programme planning, monitoring and evaluation.						
Statistical Methods in Epidemiology	<br>By the end of this optional module students should be able to:   -  Identify the key statistical and epidemiological concepts which underlie the analysis of epidemiological data;     -  Perform analyses of data arising from epidemiological studies, using appropriate computer software (the software used throughout will be STATA);    -  Investigate confounding and interaction in epidemiological data;    -  Interpret appropriately the results of these analyses, taking into account study design issues;    -  Write a clear report presenting the results of an analysis of epidemiological data.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:38:31	2012-01-15	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, Wednesday mid-day to Friday	London SHTM	Mr Simon Cousens 	English	advanced optional	2012-01-16 04:49:31	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Student Investment Time = 100 hours, consisting of:      Contact time = 50 hours        Self-study time = 45 hours      Assessment time = 5 hours	2012-01-11	2012-02-10	<br>Accredited in Berlin 1998/Alicante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010.	<br>Teaching consists of lectures followed by computer practical sessions. Methods are illustrated using data drawn from research work of staffing the Departments of Epidemiology & Population Health, and Infectious & Tropical Diseases.  These include both industrialised and developing country studies.      The computer package STATA is used extensively.	<br>The optional module Design & Analysis of epidemiological studies, is more appropriate for students who do not need detailed knowledge of data analysis techniques. Students wishing to take the Advanced Statistical Methods in Epidemiology optional module in Term 3 need to take this course.  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Students analyse an epidemiological dataset. They each write a brief report describing their approach to the analysis, and present and interpret their results.	max 45 students; max 3 tropEd students	<br>This optional module is primarily intended for students who are familiar with STATA and who wish to acquire further skills in the analysis and interpretation of epidemiological studies.  Students need to have a good grasp of both statistics and epidemiology in order to benefit from this Unit. Those who have not attended theses courses will need to familiarise themselves with the material before the start of the module.  In particular students should be familiar with the three major epidemiological study designs, with the interpretation of statistical tests and confidence intervals, and with the basic data handling commands in STATA.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None available	Minor revisions only	This module has been consistently well-received by students from both the north and south	The need to update the case studies and examples used each year	Topics covered in this module include:          a) Analysis of cohort studies using classical methods. Stratification, confounding and interaction.       b) Design issues in case-control studies. Analysis of case control studies using classical methods. Matching in case control studies.       c) Likelihood theory.       d) Logistic regression for the analysis of case-control, cross-sectional and fixed cohort studies.    The emphasis is on practical application of methods, with a brief introduction to likelihood theory which provides the theoretical basis for most of the statistical methods covered in the module.	United Kingdom	Epidemiology	Face to face			
Statistical Methods in Epidemiology	<br>By the end of this optional module students should be able to:   -  Identify the key statistical and epidemiological concepts which underlie the analysis of epidemiological data;     -  Perform analyses of data arising from epidemiological studies, using appropriate computer software (the software used throughout will be STATA);    -  Investigate confounding and interaction in epidemiological data;    -  Interpret appropriately the results of these analyses, taking into account study design issues;    -  Write a clear report presenting the results of an analysis of epidemiological data.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:38:31	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM	Ms Polly Hardy 			2012-01-16 04:49:31	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Student Investment Time = 100 hours, consisting of:      Contact time = 50 hours        Self-study time = 45 hours      Assessment time = 5 hours	2012-01-11	2012-02-10	<br>Accredited in Berlin 1998/Alicante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010.	<br>Teaching consists of lectures followed by computer practical sessions. Methods are illustrated using data drawn from research work of staffing the Departments of Epidemiology & Population Health, and Infectious & Tropical Diseases.  These include both industrialised and developing country studies.      The computer package STATA is used extensively.	<br>The optional module Design & Analysis of epidemiological studies, is more appropriate for students who do not need detailed knowledge of data analysis techniques. Students wishing to take the Advanced Statistical Methods in Epidemiology optional module in Term 3 need to take this course.  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Students analyse an epidemiological dataset. They each write a brief report describing their approach to the analysis, and present and interpret their results.	max 45 students; max 3 tropEd students	<br>This optional module is primarily intended for students who are familiar with STATA and who wish to acquire further skills in the analysis and interpretation of epidemiological studies.  Students need to have a good grasp of both statistics and epidemiology in order to benefit from this Unit. Those who have not attended theses courses will need to familiarise themselves with the material before the start of the module.  In particular students should be familiar with the three major epidemiological study designs, with the interpretation of statistical tests and confidence intervals, and with the basic data handling commands in STATA.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None available	Minor revisions only	This module has been consistently well-received by students from both the north and south	The need to update the case studies and examples used each year	Topics covered in this module include:          a) Analysis of cohort studies using classical methods. Stratification, confounding and interaction.       b) Design issues in case-control studies. Analysis of case control studies using classical methods. Matching in case control studies.       c) Likelihood theory.       d) Logistic regression for the analysis of case-control, cross-sectional and fixed cohort studies.    The emphasis is on practical application of methods, with a brief introduction to likelihood theory which provides the theoretical basis for most of the statistical methods covered in the module.		Statistics (incl.. risk assessment)				
Statistical Methods in Epidemiology	<br>By the end of this optional module students should be able to:   -  Identify the key statistical and epidemiological concepts which underlie the analysis of epidemiological data;     -  Perform analyses of data arising from epidemiological studies, using appropriate computer software (the software used throughout will be STATA);    -  Investigate confounding and interaction in epidemiological data;    -  Interpret appropriately the results of these analyses, taking into account study design issues;    -  Write a clear report presenting the results of an analysis of epidemiological data.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:38:31	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM				2012-01-16 04:49:31	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Student Investment Time = 100 hours, consisting of:      Contact time = 50 hours        Self-study time = 45 hours      Assessment time = 5 hours	2012-01-11	2012-02-10	<br>Accredited in Berlin 1998/Alicante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010.	<br>Teaching consists of lectures followed by computer practical sessions. Methods are illustrated using data drawn from research work of staffing the Departments of Epidemiology & Population Health, and Infectious & Tropical Diseases.  These include both industrialised and developing country studies.      The computer package STATA is used extensively.	<br>The optional module Design & Analysis of epidemiological studies, is more appropriate for students who do not need detailed knowledge of data analysis techniques. Students wishing to take the Advanced Statistical Methods in Epidemiology optional module in Term 3 need to take this course.  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Students analyse an epidemiological dataset. They each write a brief report describing their approach to the analysis, and present and interpret their results.	max 45 students; max 3 tropEd students	<br>This optional module is primarily intended for students who are familiar with STATA and who wish to acquire further skills in the analysis and interpretation of epidemiological studies.  Students need to have a good grasp of both statistics and epidemiology in order to benefit from this Unit. Those who have not attended theses courses will need to familiarise themselves with the material before the start of the module.  In particular students should be familiar with the three major epidemiological study designs, with the interpretation of statistical tests and confidence intervals, and with the basic data handling commands in STATA.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None available	Minor revisions only	This module has been consistently well-received by students from both the north and south	The need to update the case studies and examples used each year	Topics covered in this module include:          a) Analysis of cohort studies using classical methods. Stratification, confounding and interaction.       b) Design issues in case-control studies. Analysis of case control studies using classical methods. Matching in case control studies.       c) Likelihood theory.       d) Logistic regression for the analysis of case-control, cross-sectional and fixed cohort studies.    The emphasis is on practical application of methods, with a brief introduction to likelihood theory which provides the theoretical basis for most of the statistical methods covered in the module.		Team-work (incl. interdisciplinary, inter-professional)				
Statistical Methods in Epidemiology	<br>By the end of this optional module students should be able to:   -  Identify the key statistical and epidemiological concepts which underlie the analysis of epidemiological data;     -  Perform analyses of data arising from epidemiological studies, using appropriate computer software (the software used throughout will be STATA);    -  Investigate confounding and interaction in epidemiological data;    -  Interpret appropriately the results of these analyses, taking into account study design issues;    -  Write a clear report presenting the results of an analysis of epidemiological data.		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:38:31	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks, Wednesday mid-day to Friday	London SHTM				2012-01-16 04:49:31	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Student Investment Time = 100 hours, consisting of:      Contact time = 50 hours        Self-study time = 45 hours      Assessment time = 5 hours	2012-01-11	2012-02-10	<br>Accredited in Berlin 1998/Alicante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010.	<br>Teaching consists of lectures followed by computer practical sessions. Methods are illustrated using data drawn from research work of staffing the Departments of Epidemiology & Population Health, and Infectious & Tropical Diseases.  These include both industrialised and developing country studies.      The computer package STATA is used extensively.	<br>The optional module Design & Analysis of epidemiological studies, is more appropriate for students who do not need detailed knowledge of data analysis techniques. Students wishing to take the Advanced Statistical Methods in Epidemiology optional module in Term 3 need to take this course.  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Students analyse an epidemiological dataset. They each write a brief report describing their approach to the analysis, and present and interpret their results.	max 45 students; max 3 tropEd students	<br>This optional module is primarily intended for students who are familiar with STATA and who wish to acquire further skills in the analysis and interpretation of epidemiological studies.  Students need to have a good grasp of both statistics and epidemiology in order to benefit from this Unit. Those who have not attended theses courses will need to familiarise themselves with the material before the start of the module.  In particular students should be familiar with the three major epidemiological study designs, with the interpretation of statistical tests and confidence intervals, and with the basic data handling commands in STATA.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None available	Minor revisions only	This module has been consistently well-received by students from both the north and south	The need to update the case studies and examples used each year	Topics covered in this module include:          a) Analysis of cohort studies using classical methods. Stratification, confounding and interaction.       b) Design issues in case-control studies. Analysis of case control studies using classical methods. Matching in case control studies.       c) Likelihood theory.       d) Logistic regression for the analysis of case-control, cross-sectional and fixed cohort studies.    The emphasis is on practical application of methods, with a brief introduction to likelihood theory which provides the theoretical basis for most of the statistical methods covered in the module.						
Research Proposal Development	<br>  By the end of this optional module students should be able to:     -  to formulate a question that can be answered by a research project (framing questions);    -  to set explicit objectives for the proposed project in the context of current knowledge (setting objectives);    -  to select a study design and method of analysis that is valid, feasible, ethically acceptable, and efficient (designing a study);     -  to plan the practical procedures and draw up time tables (planning the project);    -  to estimate the necessary financial resources (drawing up a budget);    -  to prepare a detailed writtten proposal or grant application (writing a proposal).		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:53:26	2012-01-15	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks,  Monday to Wednesday mid-day	London SHTM	Dr Jan van der Meulen	English	advanced optional	2012-01-16 05:02:42	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Total learning time = 100 hours consisting of:      Contact time = 15 hours        Reading/assignment time = 85 hours	2012-04-16	2012-05-16	<br>  Accredited September 2005. This accreditation is valid until September 2010.	<br>  During this unit, the students will work on a proposal for a research project. Students need to have found a topic for this research project before the start of the Study Unit. General concepts and principles will be presented in five lectures that are scheduled in the first two weeks of the unit. Students will discuss in groups led by a seminar leader their progress in the development of their own protocol. To provide the students with practical examples, there will be presentations of proposals that were developed in the Department of Public Health & Policy in recent years. The students will evaluate each other&rsquo;s work (peer review), the results of which can be used to improve the final proposals.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Each student will be required to submit a research proposal for assessment.	max 30 students; max 3 tropEd students	<br>  Students taking this course will be expected to have taken Reviewing the Literature Study Unit or equivalent.      Proficiency in English:    TOEFL (paper-based test) minimum score of 580      TOEFL (computer-based test) minimum score  of 237       IELTS minimum score of 6.5	<br>  Registration on a masters programme in international health at a tropEd member institution.	GBP 1600	None available				<br>  This unit will cover all stages in preparing a research proposal. The unit will provide the students with a structure that can be used to write a proposal: formulating an answerable question in the context of current knowledge; select appropriate quantitative and qualitative methods (sampling techniques, data collections, required sample size, and methods of analysis); make a detailed planning for all practical activities; determine the resources required.	United Kingdom	Planning and programming (incl.. budgeting and evaluation)	Face to face			
Research Proposal Development	<br>  By the end of this optional module students should be able to:     -  to formulate a question that can be answered by a research project (framing questions);    -  to set explicit objectives for the proposed project in the context of current knowledge (setting objectives);    -  to select a study design and method of analysis that is valid, feasible, ethically acceptable, and efficient (designing a study);     -  to plan the practical procedures and draw up time tables (planning the project);    -  to estimate the necessary financial resources (drawing up a budget);    -  to prepare a detailed writtten proposal or grant application (writing a proposal).		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:53:26	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 05:02:42	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Total learning time = 100 hours consisting of:      Contact time = 15 hours        Reading/assignment time = 85 hours	2012-04-16	2012-05-16	<br>  Accredited September 2005. This accreditation is valid until September 2010.	<br>  During this unit, the students will work on a proposal for a research project. Students need to have found a topic for this research project before the start of the Study Unit. General concepts and principles will be presented in five lectures that are scheduled in the first two weeks of the unit. Students will discuss in groups led by a seminar leader their progress in the development of their own protocol. To provide the students with practical examples, there will be presentations of proposals that were developed in the Department of Public Health & Policy in recent years. The students will evaluate each other&rsquo;s work (peer review), the results of which can be used to improve the final proposals.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Each student will be required to submit a research proposal for assessment.	max 30 students; max 3 tropEd students	<br>  Students taking this course will be expected to have taken Reviewing the Literature Study Unit or equivalent.      Proficiency in English:    TOEFL (paper-based test) minimum score of 580      TOEFL (computer-based test) minimum score  of 237       IELTS minimum score of 6.5	<br>  Registration on a masters programme in international health at a tropEd member institution.	GBP 1600	None available				<br>  This unit will cover all stages in preparing a research proposal. The unit will provide the students with a structure that can be used to write a proposal: formulating an answerable question in the context of current knowledge; select appropriate quantitative and qualitative methods (sampling techniques, data collections, required sample size, and methods of analysis); make a detailed planning for all practical activities; determine the resources required.		Research method				
Research Proposal Development	<br>  By the end of this optional module students should be able to:     -  to formulate a question that can be answered by a research project (framing questions);    -  to set explicit objectives for the proposed project in the context of current knowledge (setting objectives);    -  to select a study design and method of analysis that is valid, feasible, ethically acceptable, and efficient (designing a study);     -  to plan the practical procedures and draw up time tables (planning the project);    -  to estimate the necessary financial resources (drawing up a budget);    -  to prepare a detailed writtten proposal or grant application (writing a proposal).		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:53:26	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 05:02:42	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Total learning time = 100 hours consisting of:      Contact time = 15 hours        Reading/assignment time = 85 hours	2012-04-16	2012-05-16	<br>  Accredited September 2005. This accreditation is valid until September 2010.	<br>  During this unit, the students will work on a proposal for a research project. Students need to have found a topic for this research project before the start of the Study Unit. General concepts and principles will be presented in five lectures that are scheduled in the first two weeks of the unit. Students will discuss in groups led by a seminar leader their progress in the development of their own protocol. To provide the students with practical examples, there will be presentations of proposals that were developed in the Department of Public Health & Policy in recent years. The students will evaluate each other&rsquo;s work (peer review), the results of which can be used to improve the final proposals.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Each student will be required to submit a research proposal for assessment.	max 30 students; max 3 tropEd students	<br>  Students taking this course will be expected to have taken Reviewing the Literature Study Unit or equivalent.      Proficiency in English:    TOEFL (paper-based test) minimum score of 580      TOEFL (computer-based test) minimum score  of 237       IELTS minimum score of 6.5	<br>  Registration on a masters programme in international health at a tropEd member institution.	GBP 1600	None available				<br>  This unit will cover all stages in preparing a research proposal. The unit will provide the students with a structure that can be used to write a proposal: formulating an answerable question in the context of current knowledge; select appropriate quantitative and qualitative methods (sampling techniques, data collections, required sample size, and methods of analysis); make a detailed planning for all practical activities; determine the resources required.		Values / Human rights / (bio)Ethics				
Research Proposal Development	<br>  By the end of this optional module students should be able to:     -  to formulate a question that can be answered by a research project (framing questions);    -  to set explicit objectives for the proposed project in the context of current knowledge (setting objectives);    -  to select a study design and method of analysis that is valid, feasible, ethically acceptable, and efficient (designing a study);     -  to plan the practical procedures and draw up time tables (planning the project);    -  to estimate the necessary financial resources (drawing up a budget);    -  to prepare a detailed writtten proposal or grant application (writing a proposal).		0	Craig.Higgins@lshtm.ac.uk	2012-01-15 22:53:26	2012-01-15	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 05:02:42	3.5 ECTS (will submit for re-accreditation with 5 ECTS)        Total learning time = 100 hours consisting of:      Contact time = 15 hours        Reading/assignment time = 85 hours	2012-04-16	2012-05-16	<br>  Accredited September 2005. This accreditation is valid until September 2010.	<br>  During this unit, the students will work on a proposal for a research project. Students need to have found a topic for this research project before the start of the Study Unit. General concepts and principles will be presented in five lectures that are scheduled in the first two weeks of the unit. Students will discuss in groups led by a seminar leader their progress in the development of their own protocol. To provide the students with practical examples, there will be presentations of proposals that were developed in the Department of Public Health & Policy in recent years. The students will evaluate each other&rsquo;s work (peer review), the results of which can be used to improve the final proposals.	<br>  Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>  Each student will be required to submit a research proposal for assessment.	max 30 students; max 3 tropEd students	<br>  Students taking this course will be expected to have taken Reviewing the Literature Study Unit or equivalent.      Proficiency in English:    TOEFL (paper-based test) minimum score of 580      TOEFL (computer-based test) minimum score  of 237       IELTS minimum score of 6.5	<br>  Registration on a masters programme in international health at a tropEd member institution.	GBP 1600	None available				<br>  This unit will cover all stages in preparing a research proposal. The unit will provide the students with a structure that can be used to write a proposal: formulating an answerable question in the context of current knowledge; select appropriate quantitative and qualitative methods (sampling techniques, data collections, required sample size, and methods of analysis); make a detailed planning for all practical activities; determine the resources required.						
History and Health	<br>By the end of this optional module students should be able to:     -  Locate developments in public health and health services within their historical context, in both developed and developing countries;  -  Describe the nature of historical debate and the contested status of historical claims;  -  Analyse original documents to address a significant historical question		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:19:50	2012-01-16	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks,  Monday to Wednesday mid-day	London SHTM	Professor Virginia Berridge 	English	advanced optional	2012-01-16 07:29:44	3,5 ECTS (will submit for re-accreditation with 5 ECTS credits)  Student Investment Time = 100 hours, consisting of:   Contact time = 25 hours (lectures, seminars and visit),   Reading/assignment = 75 hours	2012-02-20	2012-03-21	Accredited in Berlin 1998/Alilcante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010	Lectures provide an introduction to themes and debates in the history of public health, to the work of well known historians, and to methods of historical research.  Guidance is provided in selection of topics and material for individual pieces of research to be undertaken by each student, and in writing up, especially the skill of constructing an argument based on historical evidence.  There is a visit to the LSHTM archive to examine sources for the history of malaria prevention.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	The assessment has two components:    An individual historical research assignment, which accounts for 80 % of the marks;     a brief presentation, which accounts for the remaining 20%.	max 20 students; max 2 tropEd students	This optional module is suitable for students on any masters level course. No previous knowledge of historical methods is assumed.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None	Change of organiser. Greater emphasis on history of public health and on history of health in developing countries.			The timeframe of the Study Unit is from c.1800 to the present and its concern is the interplay between medical science, government and people in the development of public health strategies and services.  Topics covered in this module include:    a) Responses to epidemic diseases, with case studies of cholera, smallpox and malaria;  b) Urban sanitary reform and its relation to the modern rise in life expectancy;  c) The response of the liberal democracies in the West to the health challenges of sexually transmitted disease and drink and drug use;  d) The development of the medical profession, and the coming of 20th century welfare states in which health services became central political matters;  e) Public health in the twentieth century and the international rise of health promotion.    The focus is largely on Britain, the US, Germany, and to a lesser extent on public health and health systems in developing countries.	United Kingdom	Governance	Face to face			
History and Health	<br>By the end of this optional module students should be able to:     -  Locate developments in public health and health services within their historical context, in both developed and developing countries;  -  Describe the nature of historical debate and the contested status of historical claims;  -  Analyse original documents to address a significant historical question		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:19:50	2012-01-16	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 07:29:44	3,5 ECTS (will submit for re-accreditation with 5 ECTS credits)  Student Investment Time = 100 hours, consisting of:   Contact time = 25 hours (lectures, seminars and visit),   Reading/assignment = 75 hours	2012-02-20	2012-03-21	Accredited in Berlin 1998/Alilcante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010	Lectures provide an introduction to themes and debates in the history of public health, to the work of well known historians, and to methods of historical research.  Guidance is provided in selection of topics and material for individual pieces of research to be undertaken by each student, and in writing up, especially the skill of constructing an argument based on historical evidence.  There is a visit to the LSHTM archive to examine sources for the history of malaria prevention.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	The assessment has two components:    An individual historical research assignment, which accounts for 80 % of the marks;     a brief presentation, which accounts for the remaining 20%.	max 20 students; max 2 tropEd students	This optional module is suitable for students on any masters level course. No previous knowledge of historical methods is assumed.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None	Change of organiser. Greater emphasis on history of public health and on history of health in developing countries.			The timeframe of the Study Unit is from c.1800 to the present and its concern is the interplay between medical science, government and people in the development of public health strategies and services.  Topics covered in this module include:    a) Responses to epidemic diseases, with case studies of cholera, smallpox and malaria;  b) Urban sanitary reform and its relation to the modern rise in life expectancy;  c) The response of the liberal democracies in the West to the health challenges of sexually transmitted disease and drink and drug use;  d) The development of the medical profession, and the coming of 20th century welfare states in which health services became central political matters;  e) Public health in the twentieth century and the international rise of health promotion.    The focus is largely on Britain, the US, Germany, and to a lesser extent on public health and health systems in developing countries.		Research (in general)				
History and Health	<br>By the end of this optional module students should be able to:     -  Locate developments in public health and health services within their historical context, in both developed and developing countries;  -  Describe the nature of historical debate and the contested status of historical claims;  -  Analyse original documents to address a significant historical question		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:19:50	2012-01-16	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 07:29:44	3,5 ECTS (will submit for re-accreditation with 5 ECTS credits)  Student Investment Time = 100 hours, consisting of:   Contact time = 25 hours (lectures, seminars and visit),   Reading/assignment = 75 hours	2012-02-20	2012-03-21	Accredited in Berlin 1998/Alilcante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010	Lectures provide an introduction to themes and debates in the history of public health, to the work of well known historians, and to methods of historical research.  Guidance is provided in selection of topics and material for individual pieces of research to be undertaken by each student, and in writing up, especially the skill of constructing an argument based on historical evidence.  There is a visit to the LSHTM archive to examine sources for the history of malaria prevention.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	The assessment has two components:    An individual historical research assignment, which accounts for 80 % of the marks;     a brief presentation, which accounts for the remaining 20%.	max 20 students; max 2 tropEd students	This optional module is suitable for students on any masters level course. No previous knowledge of historical methods is assumed.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None	Change of organiser. Greater emphasis on history of public health and on history of health in developing countries.			The timeframe of the Study Unit is from c.1800 to the present and its concern is the interplay between medical science, government and people in the development of public health strategies and services.  Topics covered in this module include:    a) Responses to epidemic diseases, with case studies of cholera, smallpox and malaria;  b) Urban sanitary reform and its relation to the modern rise in life expectancy;  c) The response of the liberal democracies in the West to the health challenges of sexually transmitted disease and drink and drug use;  d) The development of the medical profession, and the coming of 20th century welfare states in which health services became central political matters;  e) Public health in the twentieth century and the international rise of health promotion.    The focus is largely on Britain, the US, Germany, and to a lesser extent on public health and health systems in developing countries.		Technology				
History and Health	<br>By the end of this optional module students should be able to:     -  Locate developments in public health and health services within their historical context, in both developed and developing countries;  -  Describe the nature of historical debate and the contested status of historical claims;  -  Analyse original documents to address a significant historical question		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:19:50	2012-01-16	2017-10-10 16:07:03	troped	troped	0		5 weeks,  Monday to Wednesday mid-day	London SHTM				2012-01-16 07:29:44	3,5 ECTS (will submit for re-accreditation with 5 ECTS credits)  Student Investment Time = 100 hours, consisting of:   Contact time = 25 hours (lectures, seminars and visit),   Reading/assignment = 75 hours	2012-02-20	2012-03-21	Accredited in Berlin 1998/Alilcante 2000  This course is re-accredited in Jan. 2005 in Berlin. This accreditation is valid until Jan. 2010	Lectures provide an introduction to themes and debates in the history of public health, to the work of well known historians, and to methods of historical research.  Guidance is provided in selection of topics and material for individual pieces of research to be undertaken by each student, and in writing up, especially the skill of constructing an argument based on historical evidence.  There is a visit to the LSHTM archive to examine sources for the history of malaria prevention.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	The assessment has two components:    An individual historical research assignment, which accounts for 80 % of the marks;     a brief presentation, which accounts for the remaining 20%.	max 20 students; max 2 tropEd students	This optional module is suitable for students on any masters level course. No previous knowledge of historical methods is assumed.          Proficiency in English:  TOEFL (paper-based test) minimum score of 580   TOEFL (computer-based test) minimum score of 237   IELTS minimum score of 6.5.	Registration on a masters programme in international health at a tropEd member institution	GBP 1600	None	Change of organiser. Greater emphasis on history of public health and on history of health in developing countries.			The timeframe of the Study Unit is from c.1800 to the present and its concern is the interplay between medical science, government and people in the development of public health strategies and services.  Topics covered in this module include:    a) Responses to epidemic diseases, with case studies of cholera, smallpox and malaria;  b) Urban sanitary reform and its relation to the modern rise in life expectancy;  c) The response of the liberal democracies in the West to the health challenges of sexually transmitted disease and drink and drug use;  d) The development of the medical profession, and the coming of 20th century welfare states in which health services became central political matters;  e) Public health in the twentieth century and the international rise of health promotion.    The focus is largely on Britain, the US, Germany, and to a lesser extent on public health and health systems in developing countries.						
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM	Dr. David Cromwell	English	advanced optional	2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.	United Kingdom	Health systems	Face to face		5 ECTS credits	
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.		Measuring health status				
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.		Qualitative methods				
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.		Quantitative methods				
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.		Research (in general)				
Health Care Evaluation	<br>This module aims to describe and illustrate a range of methods which can be used to evaluate health services in developed and developing countries. The module aims to give students a thorough understanding of the principles, approaches and methods involved in evaluation, and also the ability to apply them in practice. It does not aim to provide a practical toolkit for evaluation.    By the end of the module, students should be able to:  1. Describe what is meant by scientific evaluation;  2. Define effectiveness, efficiency, equity and humanity of health care;  3. Differentiate the main methods used for evaluating the effectiveness, efficiency, equity and humanity of health care interventions;   4. Appraise the main advantages and limitations of each method;   5. Demonstrate the key steps involved in evaluating specific health care interventions;  6. Compare and contrast randomized and non-randomized study designs for evaluation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 01:26:40	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (9.30am Monday - 12.30pm Wednesday)	London SHTM				2012-01-16 07:35:22	<br>The module has a Student Investment Time of 150 hours, consisting of: 22 hours contact time, 93 hours self-directed learning, and 35 hours of review (reflection on the nature of health care evaluation and the approach taken in the module), revision (consolidation of learning undertaking in the module) and assessment (testing the knowledge gained in the module).  (but see also Remarks below).	2017-01-09	2017-02-08	Accredited in Berlin 1998/Alicante 2000/This course is re-accredited in April 2005 in Berlin and Re-accredited in Sep. 2012. This accreditation is valid until September 2017.	<br>A variety of learning methods are used, including lectures, seminars, group work and student presentations.     The format of seminars is designed to encourage both a practical application and critical appraisal of methods. Students are required to prepare for seminars in advance, work in groups during the seminars, and present the results of group work for discussion.     To facilitate appropriate discussions, seminars are divided into developing and developed country groups, with approximately fifteen students in each group.     Each group has a member of staff designated as its seminar leader, under the general direction of the module organiser.	Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of a closed-book written examination, lasting 2 hours, which is held on the last day of the final (fifth) week of the module.    Students who fail the assessment are able to re-sit, usually in the following September. The task will  consist of a second closed-book written examination lasting 2 hours.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the  School are:                                                              IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is intended for students interested in the evaluation of health services in developed and developing countries.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available	<br>A new module organiser has been appointed since first accreditation. Efforts have been made to retain the same seminar leaders to provide greater continuity.  The notes for the seminar leaders have been revised to ensure consistency. Some minor refinements to the seminar tasks have been made based on experience gained with a new seminar topic.  Seminar notes are now provided. These provide a guide to how different types of evaluations could have been designed by the students while also noting that, when the seminar tasks require students to design a study, there is in general no best / model solution. An example examination is now circulated, with some additional instructions on examination technique.	<br> This is a large and popular module with over 100 students. The proportion rating the module very satisfied or satisfied overall was 78% in 2011/12. 92% of students gave this rating to the  materials supplied and 94% to lectures.  A lower rating of 72% was given for seminars.	<br>To ensure effective student learning there needs to be clear links between lectures and key concepts.  Seminar leaders need to give clear take home messages. Greater use of technology such as lecture podcasts may aid learning.	<br>This module starts by considering what is meant by scientific evaluation, the different aspects of quality of care that need to be included in an evaluation, and the steps that have to be taken in designing an evaluative study.  It then goes on to discuss how key aspects (disease and ill-health, health status and quality of life, and costs) can be measured before considering experimental and observational methods for evaluating the four aspects of health care (effectiveness, equity, humanity, and efficiency).      Specific topics covered in the module lectures include:  -  Introduction to evaluation;  -  Measuring disease;  -  Measuring functional ability and quality of life;   -  Study design 1: Randomized studies;  -  Study design 2: Observational studies;  -  Study design 3: Ecological studies;  -  Measuring costs;  -  Economic evaluation;  -  Assessing humanity and patient experience; and  -  Assessing equity.						
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London	Susannah Mayhew 	English	advanced optional	2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.	United Kingdom	Globalisation	Face to face		5 ECTS credits	
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.		Governance				
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.		Health Policy (incl. advocacy)				
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.		Health legislation				
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.		International / global				
Globalisation and Health	<br>This module is designed to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    By the end of this module students should be able to:  i. define key concepts such as global change, globalization, global health and governance;   ii. evaluate the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalization processes;   iii. assess the existing empirical evidence of the links between global change and health;  iv. evaluate the various mechanisms available for measuring both global change (such as migration, climate change, tobacco use, etc) and health status (including disease burden) and the links between them; methods considered include scenario analysis, trend analysis, forecasting, decision trees and simulations.  v. examine a range of examples of global change issues in terms of their impacts on human health through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and   vi. evaluate the main challenges for responding effectively to global health challenges, through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 07:45:33	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-01-16 13:54:24	<br>The module has a Student Investment Time of 150 hours, consisting of:  contact time = 36 hours   directed study (working in groups) = 50 hours  self-directed learning (individual) = 34 hours and   review, revision and assessment = 30 hours     (but see also Remarks below)	2017-02-22	2017-03-24	This course is accredited in Jan. 2005 in Berlin, re-accredited in September, 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures (20%), seminars (40%); case studies and critical review of the literature (individual, small group and class work) (30%); and private guided reading (10%).	<br>Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment takes the form of a written assignment that brings together the conceptual and empirical content of the module to address a practical policy problem using an empirical case study (3,000 words).	<br>Number of participants typically around 24.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:       IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is recommended for students with an interest in international health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful for students to have a basic understanding of the political economy of health.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	None available	<br>This module did not run during session 2010-11 but will run again in 2012-13 with a new organiser. It will continue to be taught in an interactive manner, with carefully designed structured seminar tasks. It will continue to focus on the fundamental political and economic issues generated by globalisation processes, particularly the nature of the global economy, trade issues and global governance issues as they affect health.	<br>Students were generally very happy with the module and greatly stimulated by it. They valued its wide scope and challenging nature, although some verbal comments indicated that there was a degree of frustration at not being able to go into more depth on some topics. A number of students indicated that they would value additional lectures and seminars on some of the the topics covered by the module. Students valued the interactive nature of the module, particularly the organised seminar tasks, which they found appropriately challenging and highly stimulating.	<br>The module demands a great deal of prior organisation in order to run smoothly. The organiser now arranges lectures, identify appropriate reading and design seminar and assessment tasks early in the academic year. The previous year&rsquo;s lecture slides are now circulated to lecturers, particularly from the introductory lectures given early in the module, to ensure coherence and limited repetition.	<br>The module consists of 12 sessions which cover the following key issues in global health:   1. Definitions and conceptual frameworks;       2. Forms of global change related to health;   3. Theoretical and methodological challenges of measuring links between global change and health;      4. Major issues in global health such as trans-border health risks, global health inequalities, changing determinants of health;   5. Key actors and issues in global health governance;   6. A critical review of key papers on global health;  7. Six case studies on selected issues in global health, consisting of a) global climate change; b) population mobility; c) tobacco control; d) multilateral trade agreements; and e) tow other issues related to global health governance.						
Environmental Health Policy: Assessing and Dealing with Risk	<br>This module aims to develop and encourage students' ability to assess and control environmental risks to human health.    By the end of the module, students should be able to:    -  Describe quantitative risk assessment methods and explain how these methods are applied in the context of environmental health;   -  Identify the key actors associated with environmental health risks, and assess their role in managing environmental health risks;   -  Apply health impact assessment methods to appraise policy interventions that may have an impact on public health;   -  Critically evaluate the application of the precautionary principle in the context of environmental health;   -  Assess the principles for setting acceptable limits for environmental exposure.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 08:10:02	2016-10-10	2017-10-10 16:07:03	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks  (2pm Wednesday - 5pm Friday)	london SHTM	Debrapriya Mondal 	English	advanced optional	2012-01-16 14:17:54	<br>The module has a Student Investment Time of 150 hours, consisting of: 35 hours contact time, 65 hours directed self-study, and 50 hours revision, review and assessment.  (but see also Remarks below).	2017-04-26	2017-05-26	Accredited in Berlin 1998/Alicante 2000. This course is re-accredited in Jan. 2005 in Berlin and in September 2012 This accreditation is valid until September 2017.	<br>A variety of methods are used, including lectures, seminars and directed reading. One session consists of student led seminars on environmental health policy topics which are assigned during the course.	<br>This module takes an international perspective to environmental health policy, and will be relevant to students interested in assessing and dealing with environmental risk anywhere in the world.    Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of an essay not exceeding 2,500 words on an environmental health policy issue. This is submitted at the end of the module. This accounts for 100% of the marks.  In the case of a re-sit, the student will be asked to complete an essay on a different topic to that completed originally. The student will be given 3 weeks to complete the essay.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms. Sixteen students registered on module in 2010-11	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is of relevance to students interested in the assessment and control of environmental health problems. No previous knowledge will be assumed beyond the basic aspects of policy formation, implementation and evaluation covered in the core course.	<br>Registration on a masters programme in international health at a tropEd member institution	<br>EEC Country: GBP 1870.00  Non EEC Country: GBP 1870.00	<br>None available	<br>New joint module organisers have been appointed. Following students&rsquo; feedback from previous years, a number of changes have been made to the content. Students asked for greater  variety in the topics presented by the lecturers in the different sessions, so new ones have been introduced. The order of the lectures in the timetable has been modified to improve the flow of the module. An introductory lecture on basic concepts on the main topics of the module has been added.	<br>Following changes made to the module for session 2011-2012, as a result of evaluation by previous students, the number satisfied or very satisfied rose to 91% from 78% the previous year. However, there remains room for further improvement. Students felt that there was a good overview of topics, with very interesting case studies and demonstration of the practical application of theory. They commented on the high quality of lectures, with a good variety of visiting lecturers. They enjoyed the groupwork and presentations, finding these an excellent way to prepare for the essay.	<br>Action was taken during 2011-12 to address the lack of coherence that had arisen previously when a number of outside lecturers were used. An indication of the purpose of each lecture in the module was given in the opening session. The objectives of lecturersÂ´ sessions were related to each other as well as to the main aims of the module. At the conclusion session, all the learning outcomes of every session were recalled and discussed with students, as well as the way they were related with the general objectives of the module.	<br>Topics covered in this module fall into two main areas:    Assessing environmental risks:  1. What is meant by scientific evaluation, the different aspects of quality (effectiveness, equity, humanity), and efficiency that need to be included, and the steps that have to be taken in designing an evaluative study.  2. The roles of scientific, socio-cultural, historical, economic and political factors in influencing the management of environmental risk, and the complex interplay of these contexts.   3. How key aspects (disease and ill-health, health status and quality of life, and costs) can be measured.   4. The principal qualitative and quantitative (randomized and non-randomized) study designs for evaluation.   5. Risk assessment as a structured method to estimate quantitative health impacts, especially for chemicals.     Dealing with environmental risks:   1. The methodological tools are explored in a number of important environmental health policy scenarios, such as global climate change, road transport, occupational and water-related health risks.  2. Identifying key actors associated with environmental health risks (such as the Health Protection Agency in the United Kingdom).  3. Risk management as a framework for assessing and controlling environmental hazards.  4. Assessing the role of key actors in managing environmental health risks.	United Kingdom	Health Policy (incl. advocacy)	Face to face		5 ECTS credits	
Environmental Health Policy: Assessing and Dealing with Risk	<br>This module aims to develop and encourage students' ability to assess and control environmental risks to human health.    By the end of the module, students should be able to:    -  Describe quantitative risk assessment methods and explain how these methods are applied in the context of environmental health;   -  Identify the key actors associated with environmental health risks, and assess their role in managing environmental health risks;   -  Apply health impact assessment methods to appraise policy interventions that may have an impact on public health;   -  Critically evaluate the application of the precautionary principle in the context of environmental health;   -  Assess the principles for setting acceptable limits for environmental exposure.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 08:10:02	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	london SHTM	Maria-Jose Lopez			2012-01-16 14:17:54	<br>The module has a Student Investment Time of 150 hours, consisting of: 35 hours contact time, 65 hours directed self-study, and 50 hours revision, review and assessment.  (but see also Remarks below).	2017-04-26	2017-05-26	Accredited in Berlin 1998/Alicante 2000. This course is re-accredited in Jan. 2005 in Berlin and in September 2012 This accreditation is valid until September 2017.	<br>A variety of methods are used, including lectures, seminars and directed reading. One session consists of student led seminars on environmental health policy topics which are assigned during the course.	<br>This module takes an international perspective to environmental health policy, and will be relevant to students interested in assessing and dealing with environmental risk anywhere in the world.    Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of an essay not exceeding 2,500 words on an environmental health policy issue. This is submitted at the end of the module. This accounts for 100% of the marks.  In the case of a re-sit, the student will be asked to complete an essay on a different topic to that completed originally. The student will be given 3 weeks to complete the essay.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms. Sixteen students registered on module in 2010-11	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is of relevance to students interested in the assessment and control of environmental health problems. No previous knowledge will be assumed beyond the basic aspects of policy formation, implementation and evaluation covered in the core course.	<br>Registration on a masters programme in international health at a tropEd member institution	<br>EEC Country: GBP 1870.00  Non EEC Country: GBP 1870.00	<br>None available	<br>New joint module organisers have been appointed. Following students&rsquo; feedback from previous years, a number of changes have been made to the content. Students asked for greater  variety in the topics presented by the lecturers in the different sessions, so new ones have been introduced. The order of the lectures in the timetable has been modified to improve the flow of the module. An introductory lecture on basic concepts on the main topics of the module has been added.	<br>Following changes made to the module for session 2011-2012, as a result of evaluation by previous students, the number satisfied or very satisfied rose to 91% from 78% the previous year. However, there remains room for further improvement. Students felt that there was a good overview of topics, with very interesting case studies and demonstration of the practical application of theory. They commented on the high quality of lectures, with a good variety of visiting lecturers. They enjoyed the groupwork and presentations, finding these an excellent way to prepare for the essay.	<br>Action was taken during 2011-12 to address the lack of coherence that had arisen previously when a number of outside lecturers were used. An indication of the purpose of each lecture in the module was given in the opening session. The objectives of lecturersÂ´ sessions were related to each other as well as to the main aims of the module. At the conclusion session, all the learning outcomes of every session were recalled and discussed with students, as well as the way they were related with the general objectives of the module.	<br>Topics covered in this module fall into two main areas:    Assessing environmental risks:  1. What is meant by scientific evaluation, the different aspects of quality (effectiveness, equity, humanity), and efficiency that need to be included, and the steps that have to be taken in designing an evaluative study.  2. The roles of scientific, socio-cultural, historical, economic and political factors in influencing the management of environmental risk, and the complex interplay of these contexts.   3. How key aspects (disease and ill-health, health status and quality of life, and costs) can be measured.   4. The principal qualitative and quantitative (randomized and non-randomized) study designs for evaluation.   5. Risk assessment as a structured method to estimate quantitative health impacts, especially for chemicals.     Dealing with environmental risks:   1. The methodological tools are explored in a number of important environmental health policy scenarios, such as global climate change, road transport, occupational and water-related health risks.  2. Identifying key actors associated with environmental health risks (such as the Health Protection Agency in the United Kingdom).  3. Risk management as a framework for assessing and controlling environmental hazards.  4. Assessing the role of key actors in managing environmental health risks.		Toxic agents/environmental hazards				
Environmental Health Policy: Assessing and Dealing with Risk	<br>This module aims to develop and encourage students' ability to assess and control environmental risks to human health.    By the end of the module, students should be able to:    -  Describe quantitative risk assessment methods and explain how these methods are applied in the context of environmental health;   -  Identify the key actors associated with environmental health risks, and assess their role in managing environmental health risks;   -  Apply health impact assessment methods to appraise policy interventions that may have an impact on public health;   -  Critically evaluate the application of the precautionary principle in the context of environmental health;   -  Assess the principles for setting acceptable limits for environmental exposure.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 08:10:02	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	london SHTM				2012-01-16 14:17:54	<br>The module has a Student Investment Time of 150 hours, consisting of: 35 hours contact time, 65 hours directed self-study, and 50 hours revision, review and assessment.  (but see also Remarks below).	2017-04-26	2017-05-26	Accredited in Berlin 1998/Alicante 2000. This course is re-accredited in Jan. 2005 in Berlin and in September 2012 This accreditation is valid until September 2017.	<br>A variety of methods are used, including lectures, seminars and directed reading. One session consists of student led seminars on environmental health policy topics which are assigned during the course.	<br>This module takes an international perspective to environmental health policy, and will be relevant to students interested in assessing and dealing with environmental risk anywhere in the world.    Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of an essay not exceeding 2,500 words on an environmental health policy issue. This is submitted at the end of the module. This accounts for 100% of the marks.  In the case of a re-sit, the student will be asked to complete an essay on a different topic to that completed originally. The student will be given 3 weeks to complete the essay.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms. Sixteen students registered on module in 2010-11	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is of relevance to students interested in the assessment and control of environmental health problems. No previous knowledge will be assumed beyond the basic aspects of policy formation, implementation and evaluation covered in the core course.	<br>Registration on a masters programme in international health at a tropEd member institution	<br>EEC Country: GBP 1870.00  Non EEC Country: GBP 1870.00	<br>None available	<br>New joint module organisers have been appointed. Following students&rsquo; feedback from previous years, a number of changes have been made to the content. Students asked for greater  variety in the topics presented by the lecturers in the different sessions, so new ones have been introduced. The order of the lectures in the timetable has been modified to improve the flow of the module. An introductory lecture on basic concepts on the main topics of the module has been added.	<br>Following changes made to the module for session 2011-2012, as a result of evaluation by previous students, the number satisfied or very satisfied rose to 91% from 78% the previous year. However, there remains room for further improvement. Students felt that there was a good overview of topics, with very interesting case studies and demonstration of the practical application of theory. They commented on the high quality of lectures, with a good variety of visiting lecturers. They enjoyed the groupwork and presentations, finding these an excellent way to prepare for the essay.	<br>Action was taken during 2011-12 to address the lack of coherence that had arisen previously when a number of outside lecturers were used. An indication of the purpose of each lecture in the module was given in the opening session. The objectives of lecturersÂ´ sessions were related to each other as well as to the main aims of the module. At the conclusion session, all the learning outcomes of every session were recalled and discussed with students, as well as the way they were related with the general objectives of the module.	<br>Topics covered in this module fall into two main areas:    Assessing environmental risks:  1. What is meant by scientific evaluation, the different aspects of quality (effectiveness, equity, humanity), and efficiency that need to be included, and the steps that have to be taken in designing an evaluative study.  2. The roles of scientific, socio-cultural, historical, economic and political factors in influencing the management of environmental risk, and the complex interplay of these contexts.   3. How key aspects (disease and ill-health, health status and quality of life, and costs) can be measured.   4. The principal qualitative and quantitative (randomized and non-randomized) study designs for evaluation.   5. Risk assessment as a structured method to estimate quantitative health impacts, especially for chemicals.     Dealing with environmental risks:   1. The methodological tools are explored in a number of important environmental health policy scenarios, such as global climate change, road transport, occupational and water-related health risks.  2. Identifying key actors associated with environmental health risks (such as the Health Protection Agency in the United Kingdom).  3. Risk management as a framework for assessing and controlling environmental hazards.  4. Assessing the role of key actors in managing environmental health risks.		health impact assessment				
Environmental Health Policy: Assessing and Dealing with Risk	<br>This module aims to develop and encourage students' ability to assess and control environmental risks to human health.    By the end of the module, students should be able to:    -  Describe quantitative risk assessment methods and explain how these methods are applied in the context of environmental health;   -  Identify the key actors associated with environmental health risks, and assess their role in managing environmental health risks;   -  Apply health impact assessment methods to appraise policy interventions that may have an impact on public health;   -  Critically evaluate the application of the precautionary principle in the context of environmental health;   -  Assess the principles for setting acceptable limits for environmental exposure.		0	Craig.Higgins@lshtm.ac.uk	2012-01-16 08:10:02	2016-10-10	2017-10-10 16:07:03	troped	troped	0		5 weeks  (2pm Wednesday - 5pm Friday)	london SHTM				2012-01-16 14:17:54	<br>The module has a Student Investment Time of 150 hours, consisting of: 35 hours contact time, 65 hours directed self-study, and 50 hours revision, review and assessment.  (but see also Remarks below).	2017-04-26	2017-05-26	Accredited in Berlin 1998/Alicante 2000. This course is re-accredited in Jan. 2005 in Berlin and in September 2012 This accreditation is valid until September 2017.	<br>A variety of methods are used, including lectures, seminars and directed reading. One session consists of student led seminars on environmental health policy topics which are assigned during the course.	<br>This module takes an international perspective to environmental health policy, and will be relevant to students interested in assessing and dealing with environmental risk anywhere in the world.    Important Note: tropEd students may only either register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment consists of an essay not exceeding 2,500 words on an environmental health policy issue. This is submitted at the end of the module. This accounts for 100% of the marks.  In the case of a re-sit, the student will be asked to complete an essay on a different topic to that completed originally. The student will be given 3 weeks to complete the essay.	<br>No maximum number of students, although it may be necessary to limit entry due to capacity of classrooms. Sixteen students registered on module in 2010-11	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:     IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.    This module is of relevance to students interested in the assessment and control of environmental health problems. No previous knowledge will be assumed beyond the basic aspects of policy formation, implementation and evaluation covered in the core course.	<br>Registration on a masters programme in international health at a tropEd member institution	<br>EEC Country: GBP 1870.00  Non EEC Country: GBP 1870.00	<br>None available	<br>New joint module organisers have been appointed. Following students&rsquo; feedback from previous years, a number of changes have been made to the content. Students asked for greater  variety in the topics presented by the lecturers in the different sessions, so new ones have been introduced. The order of the lectures in the timetable has been modified to improve the flow of the module. An introductory lecture on basic concepts on the main topics of the module has been added.	<br>Following changes made to the module for session 2011-2012, as a result of evaluation by previous students, the number satisfied or very satisfied rose to 91% from 78% the previous year. However, there remains room for further improvement. Students felt that there was a good overview of topics, with very interesting case studies and demonstration of the practical application of theory. They commented on the high quality of lectures, with a good variety of visiting lecturers. They enjoyed the groupwork and presentations, finding these an excellent way to prepare for the essay.	<br>Action was taken during 2011-12 to address the lack of coherence that had arisen previously when a number of outside lecturers were used. An indication of the purpose of each lecture in the module was given in the opening session. The objectives of lecturersÂ´ sessions were related to each other as well as to the main aims of the module. At the conclusion session, all the learning outcomes of every session were recalled and discussed with students, as well as the way they were related with the general objectives of the module.	<br>Topics covered in this module fall into two main areas:    Assessing environmental risks:  1. What is meant by scientific evaluation, the different aspects of quality (effectiveness, equity, humanity), and efficiency that need to be included, and the steps that have to be taken in designing an evaluative study.  2. The roles of scientific, socio-cultural, historical, economic and political factors in influencing the management of environmental risk, and the complex interplay of these contexts.   3. How key aspects (disease and ill-health, health status and quality of life, and costs) can be measured.   4. The principal qualitative and quantitative (randomized and non-randomized) study designs for evaluation.   5. Risk assessment as a structured method to estimate quantitative health impacts, especially for chemicals.     Dealing with environmental risks:   1. The methodological tools are explored in a number of important environmental health policy scenarios, such as global climate change, road transport, occupational and water-related health risks.  2. Identifying key actors associated with environmental health risks (such as the Health Protection Agency in the United Kingdom).  3. Risk management as a framework for assessing and controlling environmental hazards.  4. Assessing the role of key actors in managing environmental health risks.						
HIV/AIDS (by Distance Learning)	<br>  At the end of the module students should be able to:     -  Explain the structure and behaviour of the virus, and its pathogenesis    -  Describe the immune response to infection, and analyse the prospects for the development of an effective vaccine    -  Review the approaches to diagnosis and the use of alternative case definitions of AIDS    -  Compare the natural history of HIV and AIDS in different geographical settings    -  Evaluate the appropriateness and effectiveness of prophylactic and therapeutic drug treatments in different settings, including the use of combination antiretroviral therapy    -  Describe the modes of transmission of the virus, and characterize the regional epidemics of HIV in different parts of the world    -  Explain the risk factors for HIV infection    -  Analyse how social, cultural, behavioural and biological factors interact to determine the transmission of the virus    -  Evaluate the effectiveness of alternative strategies of HIV prevention    -  Devise and implement effective HIV control programmes that are tailored to the local context.		0	enquiries@lon.ac.uk	2012-01-16 08:29:23	2013-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year		Dr Mike Brown	English	advanced optional	2012-01-16 14:39:43	<br>Total learning time = 150 hours, consisting of:  Modules = 68 hours +  Private study = 67 hours +  Assessment preparation time = 15 hours	2017-10-01	2018-06-01	<br>  Accredited in London, September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a set of learning objectives, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading. Tutors provide feedback on the submitted assessed assignment.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  The module will be assessed by the means of:     -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper may consist of a choice of essay and short-answer questions.     -  submission of a tutor marked assignment making up 30% of the marks.	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally available only to those registered for the MSc Infectious Diseases (ID), Epidemiology, Health Services Management and Public Health courses. Those on other courses should contact the module organiser.     Important: Those who are not registered for the MSc ID course, but who wish to study this subject should note that this module refers back to ID core modules which you will not have studied. Therefore, you should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module. Module HS307 Introduction to Public Health and Control of Infectious Diseases also provides useful background for studying this module.    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>The module consists of three sections.    Section 1 Virology, immunology and diagnosis of HIV infection  The first section focuses on the â€˜basic science&rsquo; of HIV, including its evolution, virology and pathogenesis, the immune response to HIV, diagnostic methods and the prospects for a vaccine.     Section 2 Clinical aspects of HIV infection  The second section examines the natural history and clinical manifestations of HIV in different geographical settings, prophylactic and therapeutic treatments for HIV and its associated opportunistic infections, the clinical aspects of HIV infection in children, and access to HIV care in developing countries.     Section 3 Epidemiology and control of HIV infection  The third section describes the global and regional epidemics, surveillance methods for HIV, and the demographic and social impact of the epidemic. It goes on to examine the epidemiology and control of each of the main modes of HIV transmission: sexual, mother-to-child, and parenteral. Finally, it discusses the broader social and political context of the epidemic and reviews issues in the planning and implementation of control programmes.	United Kingdom	Disease prevention & control	Distance-based		5 ECTS credits	
HIV/AIDS (by Distance Learning)	<br>  At the end of the module students should be able to:     -  Explain the structure and behaviour of the virus, and its pathogenesis    -  Describe the immune response to infection, and analyse the prospects for the development of an effective vaccine    -  Review the approaches to diagnosis and the use of alternative case definitions of AIDS    -  Compare the natural history of HIV and AIDS in different geographical settings    -  Evaluate the appropriateness and effectiveness of prophylactic and therapeutic drug treatments in different settings, including the use of combination antiretroviral therapy    -  Describe the modes of transmission of the virus, and characterize the regional epidemics of HIV in different parts of the world    -  Explain the risk factors for HIV infection    -  Analyse how social, cultural, behavioural and biological factors interact to determine the transmission of the virus    -  Evaluate the effectiveness of alternative strategies of HIV prevention    -  Devise and implement effective HIV control programmes that are tailored to the local context.		0	enquiries@lon.ac.uk	2012-01-16 08:29:23	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year					2012-01-16 14:39:43	<br>Total learning time = 150 hours, consisting of:  Modules = 68 hours +  Private study = 67 hours +  Assessment preparation time = 15 hours	2017-10-01	2018-06-01	<br>  Accredited in London, September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a set of learning objectives, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading. Tutors provide feedback on the submitted assessed assignment.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  The module will be assessed by the means of:     -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper may consist of a choice of essay and short-answer questions.     -  submission of a tutor marked assignment making up 30% of the marks.	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally available only to those registered for the MSc Infectious Diseases (ID), Epidemiology, Health Services Management and Public Health courses. Those on other courses should contact the module organiser.     Important: Those who are not registered for the MSc ID course, but who wish to study this subject should note that this module refers back to ID core modules which you will not have studied. Therefore, you should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module. Module HS307 Introduction to Public Health and Control of Infectious Diseases also provides useful background for studying this module.    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>The module consists of three sections.    Section 1 Virology, immunology and diagnosis of HIV infection  The first section focuses on the â€˜basic science&rsquo; of HIV, including its evolution, virology and pathogenesis, the immune response to HIV, diagnostic methods and the prospects for a vaccine.     Section 2 Clinical aspects of HIV infection  The second section examines the natural history and clinical manifestations of HIV in different geographical settings, prophylactic and therapeutic treatments for HIV and its associated opportunistic infections, the clinical aspects of HIV infection in children, and access to HIV care in developing countries.     Section 3 Epidemiology and control of HIV infection  The third section describes the global and regional epidemics, surveillance methods for HIV, and the demographic and social impact of the epidemic. It goes on to examine the epidemiology and control of each of the main modes of HIV transmission: sexual, mother-to-child, and parenteral. Finally, it discusses the broader social and political context of the epidemic and reviews issues in the planning and implementation of control programmes.		HIV/AIDS				
HIV/AIDS (by Distance Learning)	<br>  At the end of the module students should be able to:     -  Explain the structure and behaviour of the virus, and its pathogenesis    -  Describe the immune response to infection, and analyse the prospects for the development of an effective vaccine    -  Review the approaches to diagnosis and the use of alternative case definitions of AIDS    -  Compare the natural history of HIV and AIDS in different geographical settings    -  Evaluate the appropriateness and effectiveness of prophylactic and therapeutic drug treatments in different settings, including the use of combination antiretroviral therapy    -  Describe the modes of transmission of the virus, and characterize the regional epidemics of HIV in different parts of the world    -  Explain the risk factors for HIV infection    -  Analyse how social, cultural, behavioural and biological factors interact to determine the transmission of the virus    -  Evaluate the effectiveness of alternative strategies of HIV prevention    -  Devise and implement effective HIV control programmes that are tailored to the local context.		0	enquiries@lon.ac.uk	2012-01-16 08:29:23	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year					2012-01-16 14:39:43	<br>Total learning time = 150 hours, consisting of:  Modules = 68 hours +  Private study = 67 hours +  Assessment preparation time = 15 hours	2017-10-01	2018-06-01	<br>  Accredited in London, September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a set of learning objectives, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading. Tutors provide feedback on the submitted assessed assignment.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  The module will be assessed by the means of:     -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper may consist of a choice of essay and short-answer questions.     -  submission of a tutor marked assignment making up 30% of the marks.	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally available only to those registered for the MSc Infectious Diseases (ID), Epidemiology, Health Services Management and Public Health courses. Those on other courses should contact the module organiser.     Important: Those who are not registered for the MSc ID course, but who wish to study this subject should note that this module refers back to ID core modules which you will not have studied. Therefore, you should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module. Module HS307 Introduction to Public Health and Control of Infectious Diseases also provides useful background for studying this module.    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>The module consists of three sections.    Section 1 Virology, immunology and diagnosis of HIV infection  The first section focuses on the â€˜basic science&rsquo; of HIV, including its evolution, virology and pathogenesis, the immune response to HIV, diagnostic methods and the prospects for a vaccine.     Section 2 Clinical aspects of HIV infection  The second section examines the natural history and clinical manifestations of HIV in different geographical settings, prophylactic and therapeutic treatments for HIV and its associated opportunistic infections, the clinical aspects of HIV infection in children, and access to HIV care in developing countries.     Section 3 Epidemiology and control of HIV infection  The third section describes the global and regional epidemics, surveillance methods for HIV, and the demographic and social impact of the epidemic. It goes on to examine the epidemiology and control of each of the main modes of HIV transmission: sexual, mother-to-child, and parenteral. Finally, it discusses the broader social and political context of the epidemic and reviews issues in the planning and implementation of control programmes.		Sociology (incl.. socio-cultural aspects)				
HIV/AIDS (by Distance Learning)	<br>  At the end of the module students should be able to:     -  Explain the structure and behaviour of the virus, and its pathogenesis    -  Describe the immune response to infection, and analyse the prospects for the development of an effective vaccine    -  Review the approaches to diagnosis and the use of alternative case definitions of AIDS    -  Compare the natural history of HIV and AIDS in different geographical settings    -  Evaluate the appropriateness and effectiveness of prophylactic and therapeutic drug treatments in different settings, including the use of combination antiretroviral therapy    -  Describe the modes of transmission of the virus, and characterize the regional epidemics of HIV in different parts of the world    -  Explain the risk factors for HIV infection    -  Analyse how social, cultural, behavioural and biological factors interact to determine the transmission of the virus    -  Evaluate the effectiveness of alternative strategies of HIV prevention    -  Devise and implement effective HIV control programmes that are tailored to the local context.		0	enquiries@lon.ac.uk	2012-01-16 08:29:23	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year					2012-01-16 14:39:43	<br>Total learning time = 150 hours, consisting of:  Modules = 68 hours +  Private study = 67 hours +  Assessment preparation time = 15 hours	2017-10-01	2018-06-01	<br>  Accredited in London, September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a set of learning objectives, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading. Tutors provide feedback on the submitted assessed assignment.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  The module will be assessed by the means of:     -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper may consist of a choice of essay and short-answer questions.     -  submission of a tutor marked assignment making up 30% of the marks.	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally available only to those registered for the MSc Infectious Diseases (ID), Epidemiology, Health Services Management and Public Health courses. Those on other courses should contact the module organiser.     Important: Those who are not registered for the MSc ID course, but who wish to study this subject should note that this module refers back to ID core modules which you will not have studied. Therefore, you should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module. Module HS307 Introduction to Public Health and Control of Infectious Diseases also provides useful background for studying this module.    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>The module consists of three sections.    Section 1 Virology, immunology and diagnosis of HIV infection  The first section focuses on the â€˜basic science&rsquo; of HIV, including its evolution, virology and pathogenesis, the immune response to HIV, diagnostic methods and the prospects for a vaccine.     Section 2 Clinical aspects of HIV infection  The second section examines the natural history and clinical manifestations of HIV in different geographical settings, prophylactic and therapeutic treatments for HIV and its associated opportunistic infections, the clinical aspects of HIV infection in children, and access to HIV care in developing countries.     Section 3 Epidemiology and control of HIV infection  The third section describes the global and regional epidemics, surveillance methods for HIV, and the demographic and social impact of the epidemic. It goes on to examine the epidemiology and control of each of the main modes of HIV transmission: sexual, mother-to-child, and parenteral. Finally, it discusses the broader social and political context of the epidemic and reviews issues in the planning and implementation of control programmes.						
Data Management (by Distance Learning)	<br>  By the end of this module students should be able to:    -  Describe and discuss the key clinical data management principles;    -  Explain the regulatory framework impacting clinical data management;    -  Implement the processes and steps required to undertake a data management project from start to finish;    -  Analyse and build a database to hold and manipulate a trial's clinical data;    -  Develop and specify how clinical data are to be checked and confirmed;    -  Resource and supervise a data management project;    -  Code and categorise clinical data in preparation for analysis;    -  Explain and discuss common problems and solutions arising during the data management process.		0		2012-01-16 08:37:17	2016-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year		Kathy Baisley 	English	advanced optional	2012-01-16 14:46:38	Total learning time = 150 hours, consisting of:  -  CAL sessions: approximately 2 to 4 hours study time for each of the 11 sessions = up to 44 hours.  -  Extra reading time: approximately 2 hours for each of the 9 substantive topics, studying from textbooks and suggested further reading = up to 18 hours.  -  Assignments: formative assignment approximately 3-4 hours; assessed assignment: approximately 10 hours = 14 hours.  -  Private study: remainder of 150 hours.	2017-10-01	2018-06-01	<br>  Accredited in London September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a detailed set of learning objectives, identified at the start of each chapter, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading.       Student support is available from the module tutors. Email enquiries from students are forwarded to tutors from the Distance Learning Support Office. Queries are normally answered within 7 days. Students can submit up to one query per week. The average time spent in personal support is one hour per student.      In addition, module tutors provide written feedback on the submitted assessed assignment. The average time spent on assessment and feedback is one hour.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.   If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of the module will be by an assessed assignment (20%) and by a two hour unseen written examination (80%).	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally only available to those studying the MSc Clinical Trials course. Other students will need to have undertaken previous relevant training in this field.     This module consolidates and develops many of the topics introduced in the core module CT103 Clinical Trials in Practice (specifically sessions CTP06: Data Collection, and CTP07: Data Processing and Management).    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>  This module consists of 11 Computer-Assisted Learning sessions, each covering a key aspect of data management, as follows:    DM01 Introduction  DM02 Regulatory Environment  DM03 Project Preparation  DM04 Database Creation  DM05 Data Entry and Data Review  DM06 Trial Implementation  DM07 Trial Data Processing  DM08 Project Close and Archive  DM09 Managing Data Management Projects  DM10 Establishing the Data Management Infrastructure  DM11 Summary	United Kingdom	Informatics (incl.. software use), e-Health	Distance-based		5 ECTS credits	
Data Management (by Distance Learning)	<br>  By the end of this module students should be able to:    -  Describe and discuss the key clinical data management principles;    -  Explain the regulatory framework impacting clinical data management;    -  Implement the processes and steps required to undertake a data management project from start to finish;    -  Analyse and build a database to hold and manipulate a trial's clinical data;    -  Develop and specify how clinical data are to be checked and confirmed;    -  Resource and supervise a data management project;    -  Code and categorise clinical data in preparation for analysis;    -  Explain and discuss common problems and solutions arising during the data management process.		0		2012-01-16 08:37:17	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year					2012-01-16 14:46:38	Total learning time = 150 hours, consisting of:  -  CAL sessions: approximately 2 to 4 hours study time for each of the 11 sessions = up to 44 hours.  -  Extra reading time: approximately 2 hours for each of the 9 substantive topics, studying from textbooks and suggested further reading = up to 18 hours.  -  Assignments: formative assignment approximately 3-4 hours; assessed assignment: approximately 10 hours = 14 hours.  -  Private study: remainder of 150 hours.	2017-10-01	2018-06-01	<br>  Accredited in London September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a detailed set of learning objectives, identified at the start of each chapter, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading.       Student support is available from the module tutors. Email enquiries from students are forwarded to tutors from the Distance Learning Support Office. Queries are normally answered within 7 days. Students can submit up to one query per week. The average time spent in personal support is one hour per student.      In addition, module tutors provide written feedback on the submitted assessed assignment. The average time spent on assessment and feedback is one hour.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.   If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of the module will be by an assessed assignment (20%) and by a two hour unseen written examination (80%).	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally only available to those studying the MSc Clinical Trials course. Other students will need to have undertaken previous relevant training in this field.     This module consolidates and develops many of the topics introduced in the core module CT103 Clinical Trials in Practice (specifically sessions CTP06: Data Collection, and CTP07: Data Processing and Management).    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>  This module consists of 11 Computer-Assisted Learning sessions, each covering a key aspect of data management, as follows:    DM01 Introduction  DM02 Regulatory Environment  DM03 Project Preparation  DM04 Database Creation  DM05 Data Entry and Data Review  DM06 Trial Implementation  DM07 Trial Data Processing  DM08 Project Close and Archive  DM09 Managing Data Management Projects  DM10 Establishing the Data Management Infrastructure  DM11 Summary		Quantitative methods				
Data Management (by Distance Learning)	<br>  By the end of this module students should be able to:    -  Describe and discuss the key clinical data management principles;    -  Explain the regulatory framework impacting clinical data management;    -  Implement the processes and steps required to undertake a data management project from start to finish;    -  Analyse and build a database to hold and manipulate a trial's clinical data;    -  Develop and specify how clinical data are to be checked and confirmed;    -  Resource and supervise a data management project;    -  Code and categorise clinical data in preparation for analysis;    -  Explain and discuss common problems and solutions arising during the data management process.		0		2012-01-16 08:37:17	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year					2012-01-16 14:46:38	Total learning time = 150 hours, consisting of:  -  CAL sessions: approximately 2 to 4 hours study time for each of the 11 sessions = up to 44 hours.  -  Extra reading time: approximately 2 hours for each of the 9 substantive topics, studying from textbooks and suggested further reading = up to 18 hours.  -  Assignments: formative assignment approximately 3-4 hours; assessed assignment: approximately 10 hours = 14 hours.  -  Private study: remainder of 150 hours.	2017-10-01	2018-06-01	<br>  Accredited in London September 2009. This accreditation is valid until September 2014.	<br>  Learning is self-directed against a detailed set of learning objectives, identified at the start of each chapter, using the materials provided. These consist of a module textbook which lists a range of activities including focused reading.       Student support is available from the module tutors. Email enquiries from students are forwarded to tutors from the Distance Learning Support Office. Queries are normally answered within 7 days. Students can submit up to one query per week. The average time spent in personal support is one hour per student.      In addition, module tutors provide written feedback on the submitted assessed assignment. The average time spent on assessment and feedback is one hour.	<br>  Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.   If students fail an examination at the first entry they will be allowed one further attempt, the following year.    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:    The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of the module will be by an assessed assignment (20%) and by a two hour unseen written examination (80%).	<br>  Open to tropEd students who fulfil the prerequisites. Maximum of 5 tropEd students.	<br>  This module is normally only available to those studying the MSc Clinical Trials course. Other students will need to have undertaken previous relevant training in this field.     This module consolidates and develops many of the topics introduced in the core module CT103 Clinical Trials in Practice (specifically sessions CTP06: Data Collection, and CTP07: Data Processing and Management).    NB: For all applicants an advanced level of English is required. Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>  Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None				<br>  This module consists of 11 Computer-Assisted Learning sessions, each covering a key aspect of data management, as follows:    DM01 Introduction  DM02 Regulatory Environment  DM03 Project Preparation  DM04 Database Creation  DM05 Data Entry and Data Review  DM06 Trial Implementation  DM07 Trial Data Processing  DM08 Project Close and Archive  DM09 Managing Data Management Projects  DM10 Establishing the Data Management Infrastructure  DM11 Summary						
Financial Management (by Distance Learning)	<br>  On completion of this module students should be able to:  -  demonstrate essential knowledge and understanding of financial management in health services;    -  explain the principles used to prepare financial reports for management and financial accounting;   -  analyse and interpret financial information (such as balance sheets, records of income and expenditure and records of assets and liabilities) for decision-making and for the evaluation of financial performance;  -  critically discuss the purpose and functioning of financial controls; and   -  compare and contrast the different information systems available and their application in the various settings of the health sector.		0		2012-01-16 08:44:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country	Reinhold Gruen 	English	advanced optional	2012-01-16 14:54:54	<br>  The module has a Student Investment Time of 150 hours, consisting of:      Self-directed learning = Reading of textbook chapters (see        content below) and participation in web-based discussion       forum = 80 hours      Additional reading materials and exercises = 40 hours      Assignments and exam preparation = 30 hours.	2014-10-01	2015-06-01	<br>Re-accredited in Cape Town GA meeting, January 2008 and in Uppsala GA meeting in September 2012. This accreditation is valid until September 2017.	<br>  Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input in support of the group is around one hour per week. Students may also raise individual queries with tutors, although only one response will be provided per student per week. In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>  This module aims to provide an introduction to financial management and give students confidence in their handling of financial information.    Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of this module has two components, consisting of:  1. An assessed assignment which counts 30% towards the overall grade for the module consisting of an essay not exceeding 2,000 words; and  2. A two-hour unseen written examination, which will contribute 70% of the total grade for the module. The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at    http://www.londoninternational.ac.uk/current_students /general_resources/exams/exam_centres/index.shtml.	No maximum number of tropEd students.	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available	<br>There have been no major changes since initial accreditation. The module organiser has remained the same, as has the module textbook.	<br>  Overall 85% of students taking this module were either satisfied or very satisfied with it. The module book, written by the module organiser, was generally considered to be well-structured, clear and well-written. Feedback provided was timely and appropriate. Web support was good.  Some students felt that the module focused too much on healthcare financing in hospitals, and did not provide a broad enough overview for public health.	<br>  Students with no prior financial background find this module challenging. Particular efforts are now made to support students in the early stages of this module by online tutoring.	<br>  This module is split into four sections that follow the 20 chapters of the module textbook. The sections are:    Section 1 provides an introduction to the context and  main areas of financial management.  Section 2 introduces students to management accounting, including cost analysis and preparing, analyzing and controlling budgets and different approaches to setting prices for health services.  Section 3 introduces the concepts of financial accounting, including a guided analysis of the principle financial statements, the management of working capital and the foundations of financial performance analysis.   Section 4 explores financial control and information systems, with a focus on the use of financial information for decision making and performance management in a health care context.     Each  section includes case studies designed to illustrate the application of financial management in practice.  Additional learning activities encourage students to study their own organisation&rsquo;s accounting system and to compare it with the standard financial information presented in the module.    Textbooks:   The module textbook is Financial Management in Health Services by Reinhold Gruen and Ann Howarth.	United Kingdom	Financing	Distance-based		5 ECTS credits	
Financial Management (by Distance Learning)	<br>  On completion of this module students should be able to:  -  demonstrate essential knowledge and understanding of financial management in health services;    -  explain the principles used to prepare financial reports for management and financial accounting;   -  analyse and interpret financial information (such as balance sheets, records of income and expenditure and records of assets and liabilities) for decision-making and for the evaluation of financial performance;  -  critically discuss the purpose and functioning of financial controls; and   -  compare and contrast the different information systems available and their application in the various settings of the health sector.		0		2012-01-16 08:44:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-01-16 14:54:54	<br>  The module has a Student Investment Time of 150 hours, consisting of:      Self-directed learning = Reading of textbook chapters (see        content below) and participation in web-based discussion       forum = 80 hours      Additional reading materials and exercises = 40 hours      Assignments and exam preparation = 30 hours.	2014-10-01	2015-06-01	<br>Re-accredited in Cape Town GA meeting, January 2008 and in Uppsala GA meeting in September 2012. This accreditation is valid until September 2017.	<br>  Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input in support of the group is around one hour per week. Students may also raise individual queries with tutors, although only one response will be provided per student per week. In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>  This module aims to provide an introduction to financial management and give students confidence in their handling of financial information.    Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of this module has two components, consisting of:  1. An assessed assignment which counts 30% towards the overall grade for the module consisting of an essay not exceeding 2,000 words; and  2. A two-hour unseen written examination, which will contribute 70% of the total grade for the module. The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at    http://www.londoninternational.ac.uk/current_students /general_resources/exams/exam_centres/index.shtml.	No maximum number of tropEd students.	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available	<br>There have been no major changes since initial accreditation. The module organiser has remained the same, as has the module textbook.	<br>  Overall 85% of students taking this module were either satisfied or very satisfied with it. The module book, written by the module organiser, was generally considered to be well-structured, clear and well-written. Feedback provided was timely and appropriate. Web support was good.  Some students felt that the module focused too much on healthcare financing in hospitals, and did not provide a broad enough overview for public health.	<br>  Students with no prior financial background find this module challenging. Particular efforts are now made to support students in the early stages of this module by online tutoring.	<br>  This module is split into four sections that follow the 20 chapters of the module textbook. The sections are:    Section 1 provides an introduction to the context and  main areas of financial management.  Section 2 introduces students to management accounting, including cost analysis and preparing, analyzing and controlling budgets and different approaches to setting prices for health services.  Section 3 introduces the concepts of financial accounting, including a guided analysis of the principle financial statements, the management of working capital and the foundations of financial performance analysis.   Section 4 explores financial control and information systems, with a focus on the use of financial information for decision making and performance management in a health care context.     Each  section includes case studies designed to illustrate the application of financial management in practice.  Additional learning activities encourage students to study their own organisation&rsquo;s accounting system and to compare it with the standard financial information presented in the module.    Textbooks:   The module textbook is Financial Management in Health Services by Reinhold Gruen and Ann Howarth.		Informatics (incl.. software use), e-Health				
Financial Management (by Distance Learning)	<br>  On completion of this module students should be able to:  -  demonstrate essential knowledge and understanding of financial management in health services;    -  explain the principles used to prepare financial reports for management and financial accounting;   -  analyse and interpret financial information (such as balance sheets, records of income and expenditure and records of assets and liabilities) for decision-making and for the evaluation of financial performance;  -  critically discuss the purpose and functioning of financial controls; and   -  compare and contrast the different information systems available and their application in the various settings of the health sector.		0		2012-01-16 08:44:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-01-16 14:54:54	<br>  The module has a Student Investment Time of 150 hours, consisting of:      Self-directed learning = Reading of textbook chapters (see        content below) and participation in web-based discussion       forum = 80 hours      Additional reading materials and exercises = 40 hours      Assignments and exam preparation = 30 hours.	2014-10-01	2015-06-01	<br>Re-accredited in Cape Town GA meeting, January 2008 and in Uppsala GA meeting in September 2012. This accreditation is valid until September 2017.	<br>  Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input in support of the group is around one hour per week. Students may also raise individual queries with tutors, although only one response will be provided per student per week. In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>  This module aims to provide an introduction to financial management and give students confidence in their handling of financial information.    Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of this module has two components, consisting of:  1. An assessed assignment which counts 30% towards the overall grade for the module consisting of an essay not exceeding 2,000 words; and  2. A two-hour unseen written examination, which will contribute 70% of the total grade for the module. The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at    http://www.londoninternational.ac.uk/current_students /general_resources/exams/exam_centres/index.shtml.	No maximum number of tropEd students.	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available	<br>There have been no major changes since initial accreditation. The module organiser has remained the same, as has the module textbook.	<br>  Overall 85% of students taking this module were either satisfied or very satisfied with it. The module book, written by the module organiser, was generally considered to be well-structured, clear and well-written. Feedback provided was timely and appropriate. Web support was good.  Some students felt that the module focused too much on healthcare financing in hospitals, and did not provide a broad enough overview for public health.	<br>  Students with no prior financial background find this module challenging. Particular efforts are now made to support students in the early stages of this module by online tutoring.	<br>  This module is split into four sections that follow the 20 chapters of the module textbook. The sections are:    Section 1 provides an introduction to the context and  main areas of financial management.  Section 2 introduces students to management accounting, including cost analysis and preparing, analyzing and controlling budgets and different approaches to setting prices for health services.  Section 3 introduces the concepts of financial accounting, including a guided analysis of the principle financial statements, the management of working capital and the foundations of financial performance analysis.   Section 4 explores financial control and information systems, with a focus on the use of financial information for decision making and performance management in a health care context.     Each  section includes case studies designed to illustrate the application of financial management in practice.  Additional learning activities encourage students to study their own organisation&rsquo;s accounting system and to compare it with the standard financial information presented in the module.    Textbooks:   The module textbook is Financial Management in Health Services by Reinhold Gruen and Ann Howarth.		Planning and programming (incl.. budgeting and evaluation)				
Financial Management (by Distance Learning)	<br>  On completion of this module students should be able to:  -  demonstrate essential knowledge and understanding of financial management in health services;    -  explain the principles used to prepare financial reports for management and financial accounting;   -  analyse and interpret financial information (such as balance sheets, records of income and expenditure and records of assets and liabilities) for decision-making and for the evaluation of financial performance;  -  critically discuss the purpose and functioning of financial controls; and   -  compare and contrast the different information systems available and their application in the various settings of the health sector.		0		2012-01-16 08:44:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-01-16 14:54:54	<br>  The module has a Student Investment Time of 150 hours, consisting of:      Self-directed learning = Reading of textbook chapters (see        content below) and participation in web-based discussion       forum = 80 hours      Additional reading materials and exercises = 40 hours      Assignments and exam preparation = 30 hours.	2014-10-01	2015-06-01	<br>Re-accredited in Cape Town GA meeting, January 2008 and in Uppsala GA meeting in September 2012. This accreditation is valid until September 2017.	<br>  Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input in support of the group is around one hour per week. Students may also raise individual queries with tutors, although only one response will be provided per student per week. In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>  This module aims to provide an introduction to financial management and give students confidence in their handling of financial information.    Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>  Formal assessment of this module has two components, consisting of:  1. An assessed assignment which counts 30% towards the overall grade for the module consisting of an essay not exceeding 2,000 words; and  2. A two-hour unseen written examination, which will contribute 70% of the total grade for the module. The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at    http://www.londoninternational.ac.uk/current_students /general_resources/exams/exam_centres/index.shtml.	No maximum number of tropEd students.	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available	<br>There have been no major changes since initial accreditation. The module organiser has remained the same, as has the module textbook.	<br>  Overall 85% of students taking this module were either satisfied or very satisfied with it. The module book, written by the module organiser, was generally considered to be well-structured, clear and well-written. Feedback provided was timely and appropriate. Web support was good.  Some students felt that the module focused too much on healthcare financing in hospitals, and did not provide a broad enough overview for public health.	<br>  Students with no prior financial background find this module challenging. Particular efforts are now made to support students in the early stages of this module by online tutoring.	<br>  This module is split into four sections that follow the 20 chapters of the module textbook. The sections are:    Section 1 provides an introduction to the context and  main areas of financial management.  Section 2 introduces students to management accounting, including cost analysis and preparing, analyzing and controlling budgets and different approaches to setting prices for health services.  Section 3 introduces the concepts of financial accounting, including a guided analysis of the principle financial statements, the management of working capital and the foundations of financial performance analysis.   Section 4 explores financial control and information systems, with a focus on the use of financial information for decision making and performance management in a health care context.     Each  section includes case studies designed to illustrate the application of financial management in practice.  Additional learning activities encourage students to study their own organisation&rsquo;s accounting system and to compare it with the standard financial information presented in the module.    Textbooks:   The module textbook is Financial Management in Health Services by Reinhold Gruen and Ann Howarth.						
Health Systems Research, with a focus on qualitative research methods	At the end of the module/session the participants should be able to:  -  Explain the concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  -  Clearly formulate research questions based on a problem analysis  -  Critically appraise research proposals and results of research carried out by others on technical as well as practical merits  -  Select and explain an appropriate mix of research tools to investigate public health issues  -  Formulate a feasible, consistent and logical small scale qualitative research proposal  -  Propose an outline of a research report and strategies to disseminate research results to different target groups for use in practice		0	F.Maldonado@kit.nl	2012-01-19 02:02:56	2016-07-05	2018-03-25 07:38:26	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2.5 weeks	KIT, Amsterdam	Anke van der Kwaak 	English	advanced optional	2016-07-05 21:01:25	120 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self study hours: 76 hours	2017-01-23	2017-02-08	First acccredited in Bordeaux 2002, re-accredited for the second time in November 2010. This accreditation is valid until November 2015.	Interactive plenary sessions, group exercises, practical exercise, tutorials, individual assignments		Assignment to develop individually a qualitative research proposal according to a set outline, provided by the module coordinator, and with a maximum of 2000 words	25-30 students per group	<br>-  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area including public health management and planning, in a low income country  -  English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above, first come first served	1870,00 EUR	Possibilities through NUFFIC, varies per year. See www.nuffic.nl				<br>-  Introduction to HSR: Role of HSR; appropriate use of quantitative and qualitative research methodologies; process of qualitative research  -  Review of problem analysis and problem statement, formulation of research objectives, variables/issues, study type, data collection techniques, sampling/selection and recruitment of respondents for qualitative research  -  Quality assurance and ethical considerations in health systems research  -  Practical exercise on the full research cycle  -  Qualitative data analysis  -  Report writing, use of research for policy and practice  -  Critical reading of research articles  The focus in this course is the use of qualitative research methods within health systems research.	Netherlands	Health systems	Face to face		4 ECTS credits	
Health Systems Research, with a focus on qualitative research methods	At the end of the module/session the participants should be able to:  -  Explain the concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  -  Clearly formulate research questions based on a problem analysis  -  Critically appraise research proposals and results of research carried out by others on technical as well as practical merits  -  Select and explain an appropriate mix of research tools to investigate public health issues  -  Formulate a feasible, consistent and logical small scale qualitative research proposal  -  Propose an outline of a research report and strategies to disseminate research results to different target groups for use in practice		0	F.Maldonado@kit.nl	2012-01-19 02:02:56	2016-07-05	2018-03-25 07:38:26	troped	troped	0		2.5 weeks	KIT, Amsterdam	Marjolein Dieleman 			2016-07-05 21:01:25	120 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self study hours: 76 hours	2017-01-23	2017-02-08	First acccredited in Bordeaux 2002, re-accredited for the second time in November 2010. This accreditation is valid until November 2015.	Interactive plenary sessions, group exercises, practical exercise, tutorials, individual assignments		Assignment to develop individually a qualitative research proposal according to a set outline, provided by the module coordinator, and with a maximum of 2000 words	25-30 students per group	<br>-  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area including public health management and planning, in a low income country  -  English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above, first come first served	1870,00 EUR	Possibilities through NUFFIC, varies per year. See www.nuffic.nl				<br>-  Introduction to HSR: Role of HSR; appropriate use of quantitative and qualitative research methodologies; process of qualitative research  -  Review of problem analysis and problem statement, formulation of research objectives, variables/issues, study type, data collection techniques, sampling/selection and recruitment of respondents for qualitative research  -  Quality assurance and ethical considerations in health systems research  -  Practical exercise on the full research cycle  -  Qualitative data analysis  -  Report writing, use of research for policy and practice  -  Critical reading of research articles  The focus in this course is the use of qualitative research methods within health systems research.		Qualitative methods				
Health Systems Research, with a focus on qualitative research methods	At the end of the module/session the participants should be able to:  -  Explain the concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  -  Clearly formulate research questions based on a problem analysis  -  Critically appraise research proposals and results of research carried out by others on technical as well as practical merits  -  Select and explain an appropriate mix of research tools to investigate public health issues  -  Formulate a feasible, consistent and logical small scale qualitative research proposal  -  Propose an outline of a research report and strategies to disseminate research results to different target groups for use in practice		0	F.Maldonado@kit.nl	2012-01-19 02:02:56	2016-07-05	2018-03-25 07:38:26	troped	troped	0		2.5 weeks	KIT, Amsterdam				2016-07-05 21:01:25	120 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self study hours: 76 hours	2017-01-23	2017-02-08	First acccredited in Bordeaux 2002, re-accredited for the second time in November 2010. This accreditation is valid until November 2015.	Interactive plenary sessions, group exercises, practical exercise, tutorials, individual assignments		Assignment to develop individually a qualitative research proposal according to a set outline, provided by the module coordinator, and with a maximum of 2000 words	25-30 students per group	<br>-  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area including public health management and planning, in a low income country  -  English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above, first come first served	1870,00 EUR	Possibilities through NUFFIC, varies per year. See www.nuffic.nl				<br>-  Introduction to HSR: Role of HSR; appropriate use of quantitative and qualitative research methodologies; process of qualitative research  -  Review of problem analysis and problem statement, formulation of research objectives, variables/issues, study type, data collection techniques, sampling/selection and recruitment of respondents for qualitative research  -  Quality assurance and ethical considerations in health systems research  -  Practical exercise on the full research cycle  -  Qualitative data analysis  -  Report writing, use of research for policy and practice  -  Critical reading of research articles  The focus in this course is the use of qualitative research methods within health systems research.		Quantitative methods				
Health Systems Research, with a focus on qualitative research methods	At the end of the module/session the participants should be able to:  -  Explain the concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  -  Clearly formulate research questions based on a problem analysis  -  Critically appraise research proposals and results of research carried out by others on technical as well as practical merits  -  Select and explain an appropriate mix of research tools to investigate public health issues  -  Formulate a feasible, consistent and logical small scale qualitative research proposal  -  Propose an outline of a research report and strategies to disseminate research results to different target groups for use in practice		0	F.Maldonado@kit.nl	2012-01-19 02:02:56	2016-07-05	2018-03-25 07:38:26	troped	troped	0		2.5 weeks	KIT, Amsterdam				2016-07-05 21:01:25	120 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self study hours: 76 hours	2017-01-23	2017-02-08	First acccredited in Bordeaux 2002, re-accredited for the second time in November 2010. This accreditation is valid until November 2015.	Interactive plenary sessions, group exercises, practical exercise, tutorials, individual assignments		Assignment to develop individually a qualitative research proposal according to a set outline, provided by the module coordinator, and with a maximum of 2000 words	25-30 students per group	<br>-  Academic training or a professional qualification in a relevant area equivalent to BSc level.  -  At least 2 years professional experience in a related area including public health management and planning, in a low income country  -  English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above, first come first served	1870,00 EUR	Possibilities through NUFFIC, varies per year. See www.nuffic.nl				<br>-  Introduction to HSR: Role of HSR; appropriate use of quantitative and qualitative research methodologies; process of qualitative research  -  Review of problem analysis and problem statement, formulation of research objectives, variables/issues, study type, data collection techniques, sampling/selection and recruitment of respondents for qualitative research  -  Quality assurance and ethical considerations in health systems research  -  Practical exercise on the full research cycle  -  Qualitative data analysis  -  Report writing, use of research for policy and practice  -  Critical reading of research articles  The focus in this course is the use of qualitative research methods within health systems research.						
HIV Policy, governance and financing	<br>At the end of the course students will be able to:  â€¢ Identify and apply relevant HIV rights and development-related international agreements, conventions and agencies, and analyse how these and related governance and financing mechanisms influence national development policy, planning and implementation and vice-versa  â€¢ Analyse policies and governance and financing structures and implications for managing the response to HIV in low and middle income countries.  â€¢ Perform HIV strategic policy review from a multi-stakeholder perspective, including mobilising stakeholders from different sectors.		0	F.Maldonado@kit.nl	2012-01-19 02:09:44	2015-10-09	2018-03-25 07:31:29	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	4 weeks, full time	Online  - using virtual learning environment (based on Moodle-software)  - participants will need ability to be online 4 hours per day as a minimum	H. Ormel 	English	advanced optional	2012-01-19 08:24:28	<br>137 hours    Contact hours: 0 hrs.; online study: approx. 70 hrs.; self-study: approx. 67 hrs.	2016-04-11	2016-05-04	<br>The blended learning version of this module was accredited in tropEd GA meeting in Cape Town, January 2008. Re-accredited in September 2009 and January 2014. This accreditation is valid until June 2019.	<br> The course will be offered on-line; generally without real-time interaction (= asynchronous: without need to be online at the same time as other participants). This means that students generally can follow the course from anywhere in the world and at flexible times convenient for them; keeping in mind however that this is a full-time course and that certain products and interactions will be required at specific time intervals. (When real-time (synchronous) interaction is required this will be indicated, e.g. for some discussions, tutorials and group assignments.)  Methods include:  - Online content delivery (e.g. recorded mini-lectures, videos, on-screen reading) (17 hours)  - Interactive exercises including online debate, discussion forums, group assignments and individual assignments such as reflection and self-assessment, in various formats (20 hours)  - Writing assignments (15 hours), including provision of feedback to peersâ€™ assignments  - Discussion sessions and tutorials (5 hours, synchronous)  - Self-study; reading and other (50 hours)   - Final paper (builds on other writing assignments and exercises) (30 hours), including selfs study and commenting online on peersâ€˜ draft proposals  - Accompanied by daily facilitation and moderation of the process and sessions by facilitator(s) (part-time during weekdays), as well as feedback by experts  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.	<br>This module is the second module in both the HIV and AIDS track as well as the sexual and reproductive health (SRH) track of the MPH course. As such it links to and builds on the initial track module, deepening understanding from a policy level point of view. It also lays down the framework for (health sector and related) responses to HIV and AIDS or, respectively, sexual and reproductive health issues. However, it is not essential, nor necessary for the student to have taken the prior modules, to follow this module.  <a href="http://www.kit.nl/health/training/hiv-policy-governance-financing/">online application</a>	<br> Participants will be assessed on a final paper (75%) and online participation and constructive peer feedback (25%).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific HIV-related policy issue. Papers are read and assessed by two independent readers on the basis of a set of criteria.   The policy brief accounts for 75% of the totals mark for the module while the constructive feedback to other participants' products, and critical, constructive interactions on the virtual learning environment account for 25% of total marks. Constructive feedback will be assessed based on the quantity and quality of feedback provided (assessed by two independent reviewers).  The final paper needs to be submitted not later than the last day of the course. Preceding paper drafts need to be uploaded online at certain times so as to allow peers to deliver their feedback also at certain time intervals.   Resit: Those students who fail can resubmit the policy brief; students will be provided one round of tutoring support. Resubmissions can be made two times per academic year.	<br> Maximum number of students: 25  Maximum number of tropEd students: 5  80% Attendance/online activity is the minimum required.	<br> â€¢ Academic training or professional qualification in a relevant area  â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries  â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0)  â€¢ Daily access to computer and internet with sufficient speed and reliability to access and use the virtual learning platform, own email and the web (real-time Skype/chat, YouTube, various websites, searching literature and other resources). (Materials like literature and presentations can be downloaded but their follow-up will still require online interaction.)  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br>1500 Euro in 2016	<br>Nuffic: www.nuffic.nl, please check Netherlands Fellowship programme; NFP application period :  1 September  â€“  20 October  2015	<br>Major changes had occurred just before previous accreditation and were not made since. However, continuous smaller changes were made every year to ensure relevance vis-Ã -vis HIV-related policy and programme realities in esp. Sub-Sahara Africa and Asia and interactions in the international arenas.	<br>Over the past years, participants expressed general satisfaction with achieving the module objectives and the variety of (and balance in) teaching methods (so far: blended learning, combining classroom and virtual sessions). The study load was thought to be demanding but acceptable, with an appropriate division over contact time, assignments and self-study.  Reading materials were appreciated in quality and quantity, although it was requested for all recommended reading materials (not provided a priori) to be made readily accessible online which in this online course has been implemented  Studentsâ€™ written session evaluations were overall very positive. Suggestions made concerned more in-depth attention for key concepts used during the course; and adapting the sequencing of some sessions to facilitate learning. KIT subsequently addressed these suggestions by adapting course contents, methods and programming.  Participants indicated that they appreciated the virtual learning environment, which according to one participant â€œâ€¦is a quite new and interesting experience for meâ€¦very convenient in term of sharing materials and interactionâ€. Participants suggested that virtual learning should be introduced to the overall master course at an earlier stage.	<br> The field of HIV-related policy and financing had evolved rapidly over the past decade(s) and keeps changing â€“ with attention now somewhat diminishing and thus staying well-tuned with these developments is even more important, to maintain relevance. Meanwhile, the integration of HIV with SRHR aspects, including links to MDG and post-MDG development objectives, offers continued opportunities for learning.  The blended learning approach required a careful crafting and balancing of real-time and virtual sessions, the latter including both synchronous and asynchronous elements. This in turn required professional development of course coordinator(s) and facilitators involved, which KIT had addressed. Based on this experience, the course is now changed to fully online.	<br> This course covers:    â€¢ HIV and AIDS-related international agreements, development commitments and financial mechanisms,   â€¢ influence on national planning and implementation and vice versa.   â€¢ political and institutional structures and their implications for planning and managing the response.  The module furthermore explores issues around   â€¢ universal access to HIV treatment, prevention, care and support   â€¢ the international aid architecture   â€¢ human rights   â€¢ governance  â€¢ the meaningful involvement of people living with HIV or AIDS   â€¢ research and strategic information for national planning;  â€¢  multi-stakeholder involvement   â€¢ the relationship between poverty reduction strategies, development processes and HIV and AIDS   â€¢ HIV internal mainstreaming (workplace programmes)  â€¢ costing national HIV plans; approaches to scaling up good practices.	Netherlands	HIV/AIDS	Distance-based		5 ECTS credits	
HIV Policy, governance and financing	<br>At the end of the course students will be able to:  â€¢ Identify and apply relevant HIV rights and development-related international agreements, conventions and agencies, and analyse how these and related governance and financing mechanisms influence national development policy, planning and implementation and vice-versa  â€¢ Analyse policies and governance and financing structures and implications for managing the response to HIV in low and middle income countries.  â€¢ Perform HIV strategic policy review from a multi-stakeholder perspective, including mobilising stakeholders from different sectors.		0	F.Maldonado@kit.nl	2012-01-19 02:09:44	2015-10-09	2018-03-25 07:31:29	troped	troped	0		4 weeks, full time	Online  - using virtual learning environment (based on Moodle-software)  - participants will need ability to be online 4 hours per day as a minimum				2012-01-19 08:24:28	<br>137 hours    Contact hours: 0 hrs.; online study: approx. 70 hrs.; self-study: approx. 67 hrs.	2016-04-11	2016-05-04	<br>The blended learning version of this module was accredited in tropEd GA meeting in Cape Town, January 2008. Re-accredited in September 2009 and January 2014. This accreditation is valid until June 2019.	<br> The course will be offered on-line; generally without real-time interaction (= asynchronous: without need to be online at the same time as other participants). This means that students generally can follow the course from anywhere in the world and at flexible times convenient for them; keeping in mind however that this is a full-time course and that certain products and interactions will be required at specific time intervals. (When real-time (synchronous) interaction is required this will be indicated, e.g. for some discussions, tutorials and group assignments.)  Methods include:  - Online content delivery (e.g. recorded mini-lectures, videos, on-screen reading) (17 hours)  - Interactive exercises including online debate, discussion forums, group assignments and individual assignments such as reflection and self-assessment, in various formats (20 hours)  - Writing assignments (15 hours), including provision of feedback to peersâ€™ assignments  - Discussion sessions and tutorials (5 hours, synchronous)  - Self-study; reading and other (50 hours)   - Final paper (builds on other writing assignments and exercises) (30 hours), including selfs study and commenting online on peersâ€˜ draft proposals  - Accompanied by daily facilitation and moderation of the process and sessions by facilitator(s) (part-time during weekdays), as well as feedback by experts  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.	<br>This module is the second module in both the HIV and AIDS track as well as the sexual and reproductive health (SRH) track of the MPH course. As such it links to and builds on the initial track module, deepening understanding from a policy level point of view. It also lays down the framework for (health sector and related) responses to HIV and AIDS or, respectively, sexual and reproductive health issues. However, it is not essential, nor necessary for the student to have taken the prior modules, to follow this module.  <a href="http://www.kit.nl/health/training/hiv-policy-governance-financing/">online application</a>	<br> Participants will be assessed on a final paper (75%) and online participation and constructive peer feedback (25%).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific HIV-related policy issue. Papers are read and assessed by two independent readers on the basis of a set of criteria.   The policy brief accounts for 75% of the totals mark for the module while the constructive feedback to other participants' products, and critical, constructive interactions on the virtual learning environment account for 25% of total marks. Constructive feedback will be assessed based on the quantity and quality of feedback provided (assessed by two independent reviewers).  The final paper needs to be submitted not later than the last day of the course. Preceding paper drafts need to be uploaded online at certain times so as to allow peers to deliver their feedback also at certain time intervals.   Resit: Those students who fail can resubmit the policy brief; students will be provided one round of tutoring support. Resubmissions can be made two times per academic year.	<br> Maximum number of students: 25  Maximum number of tropEd students: 5  80% Attendance/online activity is the minimum required.	<br> â€¢ Academic training or professional qualification in a relevant area  â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries  â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0)  â€¢ Daily access to computer and internet with sufficient speed and reliability to access and use the virtual learning platform, own email and the web (real-time Skype/chat, YouTube, various websites, searching literature and other resources). (Materials like literature and presentations can be downloaded but their follow-up will still require online interaction.)  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br>1500 Euro in 2016	<br>Nuffic: www.nuffic.nl, please check Netherlands Fellowship programme; NFP application period :  1 September  â€“  20 October  2015	<br>Major changes had occurred just before previous accreditation and were not made since. However, continuous smaller changes were made every year to ensure relevance vis-Ã -vis HIV-related policy and programme realities in esp. Sub-Sahara Africa and Asia and interactions in the international arenas.	<br>Over the past years, participants expressed general satisfaction with achieving the module objectives and the variety of (and balance in) teaching methods (so far: blended learning, combining classroom and virtual sessions). The study load was thought to be demanding but acceptable, with an appropriate division over contact time, assignments and self-study.  Reading materials were appreciated in quality and quantity, although it was requested for all recommended reading materials (not provided a priori) to be made readily accessible online which in this online course has been implemented  Studentsâ€™ written session evaluations were overall very positive. Suggestions made concerned more in-depth attention for key concepts used during the course; and adapting the sequencing of some sessions to facilitate learning. KIT subsequently addressed these suggestions by adapting course contents, methods and programming.  Participants indicated that they appreciated the virtual learning environment, which according to one participant â€œâ€¦is a quite new and interesting experience for meâ€¦very convenient in term of sharing materials and interactionâ€. Participants suggested that virtual learning should be introduced to the overall master course at an earlier stage.	<br> The field of HIV-related policy and financing had evolved rapidly over the past decade(s) and keeps changing â€“ with attention now somewhat diminishing and thus staying well-tuned with these developments is even more important, to maintain relevance. Meanwhile, the integration of HIV with SRHR aspects, including links to MDG and post-MDG development objectives, offers continued opportunities for learning.  The blended learning approach required a careful crafting and balancing of real-time and virtual sessions, the latter including both synchronous and asynchronous elements. This in turn required professional development of course coordinator(s) and facilitators involved, which KIT had addressed. Based on this experience, the course is now changed to fully online.	<br> This course covers:    â€¢ HIV and AIDS-related international agreements, development commitments and financial mechanisms,   â€¢ influence on national planning and implementation and vice versa.   â€¢ political and institutional structures and their implications for planning and managing the response.  The module furthermore explores issues around   â€¢ universal access to HIV treatment, prevention, care and support   â€¢ the international aid architecture   â€¢ human rights   â€¢ governance  â€¢ the meaningful involvement of people living with HIV or AIDS   â€¢ research and strategic information for national planning;  â€¢  multi-stakeholder involvement   â€¢ the relationship between poverty reduction strategies, development processes and HIV and AIDS   â€¢ HIV internal mainstreaming (workplace programmes)  â€¢ costing national HIV plans; approaches to scaling up good practices.		Health Policy (incl. advocacy)				
HIV Policy, governance and financing	<br>At the end of the course students will be able to:  â€¢ Identify and apply relevant HIV rights and development-related international agreements, conventions and agencies, and analyse how these and related governance and financing mechanisms influence national development policy, planning and implementation and vice-versa  â€¢ Analyse policies and governance and financing structures and implications for managing the response to HIV in low and middle income countries.  â€¢ Perform HIV strategic policy review from a multi-stakeholder perspective, including mobilising stakeholders from different sectors.		0	F.Maldonado@kit.nl	2012-01-19 02:09:44	2015-10-09	2018-03-25 07:31:29	troped	troped	0		4 weeks, full time	Online  - using virtual learning environment (based on Moodle-software)  - participants will need ability to be online 4 hours per day as a minimum				2012-01-19 08:24:28	<br>137 hours    Contact hours: 0 hrs.; online study: approx. 70 hrs.; self-study: approx. 67 hrs.	2016-04-11	2016-05-04	<br>The blended learning version of this module was accredited in tropEd GA meeting in Cape Town, January 2008. Re-accredited in September 2009 and January 2014. This accreditation is valid until June 2019.	<br> The course will be offered on-line; generally without real-time interaction (= asynchronous: without need to be online at the same time as other participants). This means that students generally can follow the course from anywhere in the world and at flexible times convenient for them; keeping in mind however that this is a full-time course and that certain products and interactions will be required at specific time intervals. (When real-time (synchronous) interaction is required this will be indicated, e.g. for some discussions, tutorials and group assignments.)  Methods include:  - Online content delivery (e.g. recorded mini-lectures, videos, on-screen reading) (17 hours)  - Interactive exercises including online debate, discussion forums, group assignments and individual assignments such as reflection and self-assessment, in various formats (20 hours)  - Writing assignments (15 hours), including provision of feedback to peersâ€™ assignments  - Discussion sessions and tutorials (5 hours, synchronous)  - Self-study; reading and other (50 hours)   - Final paper (builds on other writing assignments and exercises) (30 hours), including selfs study and commenting online on peersâ€˜ draft proposals  - Accompanied by daily facilitation and moderation of the process and sessions by facilitator(s) (part-time during weekdays), as well as feedback by experts  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.	<br>This module is the second module in both the HIV and AIDS track as well as the sexual and reproductive health (SRH) track of the MPH course. As such it links to and builds on the initial track module, deepening understanding from a policy level point of view. It also lays down the framework for (health sector and related) responses to HIV and AIDS or, respectively, sexual and reproductive health issues. However, it is not essential, nor necessary for the student to have taken the prior modules, to follow this module.  <a href="http://www.kit.nl/health/training/hiv-policy-governance-financing/">online application</a>	<br> Participants will be assessed on a final paper (75%) and online participation and constructive peer feedback (25%).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific HIV-related policy issue. Papers are read and assessed by two independent readers on the basis of a set of criteria.   The policy brief accounts for 75% of the totals mark for the module while the constructive feedback to other participants' products, and critical, constructive interactions on the virtual learning environment account for 25% of total marks. Constructive feedback will be assessed based on the quantity and quality of feedback provided (assessed by two independent reviewers).  The final paper needs to be submitted not later than the last day of the course. Preceding paper drafts need to be uploaded online at certain times so as to allow peers to deliver their feedback also at certain time intervals.   Resit: Those students who fail can resubmit the policy brief; students will be provided one round of tutoring support. Resubmissions can be made two times per academic year.	<br> Maximum number of students: 25  Maximum number of tropEd students: 5  80% Attendance/online activity is the minimum required.	<br> â€¢ Academic training or professional qualification in a relevant area  â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries  â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0)  â€¢ Daily access to computer and internet with sufficient speed and reliability to access and use the virtual learning platform, own email and the web (real-time Skype/chat, YouTube, various websites, searching literature and other resources). (Materials like literature and presentations can be downloaded but their follow-up will still require online interaction.)  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br>1500 Euro in 2016	<br>Nuffic: www.nuffic.nl, please check Netherlands Fellowship programme; NFP application period :  1 September  â€“  20 October  2015	<br>Major changes had occurred just before previous accreditation and were not made since. However, continuous smaller changes were made every year to ensure relevance vis-Ã -vis HIV-related policy and programme realities in esp. Sub-Sahara Africa and Asia and interactions in the international arenas.	<br>Over the past years, participants expressed general satisfaction with achieving the module objectives and the variety of (and balance in) teaching methods (so far: blended learning, combining classroom and virtual sessions). The study load was thought to be demanding but acceptable, with an appropriate division over contact time, assignments and self-study.  Reading materials were appreciated in quality and quantity, although it was requested for all recommended reading materials (not provided a priori) to be made readily accessible online which in this online course has been implemented  Studentsâ€™ written session evaluations were overall very positive. Suggestions made concerned more in-depth attention for key concepts used during the course; and adapting the sequencing of some sessions to facilitate learning. KIT subsequently addressed these suggestions by adapting course contents, methods and programming.  Participants indicated that they appreciated the virtual learning environment, which according to one participant â€œâ€¦is a quite new and interesting experience for meâ€¦very convenient in term of sharing materials and interactionâ€. Participants suggested that virtual learning should be introduced to the overall master course at an earlier stage.	<br> The field of HIV-related policy and financing had evolved rapidly over the past decade(s) and keeps changing â€“ with attention now somewhat diminishing and thus staying well-tuned with these developments is even more important, to maintain relevance. Meanwhile, the integration of HIV with SRHR aspects, including links to MDG and post-MDG development objectives, offers continued opportunities for learning.  The blended learning approach required a careful crafting and balancing of real-time and virtual sessions, the latter including both synchronous and asynchronous elements. This in turn required professional development of course coordinator(s) and facilitators involved, which KIT had addressed. Based on this experience, the course is now changed to fully online.	<br> This course covers:    â€¢ HIV and AIDS-related international agreements, development commitments and financial mechanisms,   â€¢ influence on national planning and implementation and vice versa.   â€¢ political and institutional structures and their implications for planning and managing the response.  The module furthermore explores issues around   â€¢ universal access to HIV treatment, prevention, care and support   â€¢ the international aid architecture   â€¢ human rights   â€¢ governance  â€¢ the meaningful involvement of people living with HIV or AIDS   â€¢ research and strategic information for national planning;  â€¢  multi-stakeholder involvement   â€¢ the relationship between poverty reduction strategies, development processes and HIV and AIDS   â€¢ HIV internal mainstreaming (workplace programmes)  â€¢ costing national HIV plans; approaches to scaling up good practices.		Planning and programming (incl.. budgeting and evaluation)				
HIV Policy, governance and financing	<br>At the end of the course students will be able to:  â€¢ Identify and apply relevant HIV rights and development-related international agreements, conventions and agencies, and analyse how these and related governance and financing mechanisms influence national development policy, planning and implementation and vice-versa  â€¢ Analyse policies and governance and financing structures and implications for managing the response to HIV in low and middle income countries.  â€¢ Perform HIV strategic policy review from a multi-stakeholder perspective, including mobilising stakeholders from different sectors.		0	F.Maldonado@kit.nl	2012-01-19 02:09:44	2015-10-09	2018-03-25 07:31:29	troped	troped	0		4 weeks, full time	Online  - using virtual learning environment (based on Moodle-software)  - participants will need ability to be online 4 hours per day as a minimum				2012-01-19 08:24:28	<br>137 hours    Contact hours: 0 hrs.; online study: approx. 70 hrs.; self-study: approx. 67 hrs.	2016-04-11	2016-05-04	<br>The blended learning version of this module was accredited in tropEd GA meeting in Cape Town, January 2008. Re-accredited in September 2009 and January 2014. This accreditation is valid until June 2019.	<br> The course will be offered on-line; generally without real-time interaction (= asynchronous: without need to be online at the same time as other participants). This means that students generally can follow the course from anywhere in the world and at flexible times convenient for them; keeping in mind however that this is a full-time course and that certain products and interactions will be required at specific time intervals. (When real-time (synchronous) interaction is required this will be indicated, e.g. for some discussions, tutorials and group assignments.)  Methods include:  - Online content delivery (e.g. recorded mini-lectures, videos, on-screen reading) (17 hours)  - Interactive exercises including online debate, discussion forums, group assignments and individual assignments such as reflection and self-assessment, in various formats (20 hours)  - Writing assignments (15 hours), including provision of feedback to peersâ€™ assignments  - Discussion sessions and tutorials (5 hours, synchronous)  - Self-study; reading and other (50 hours)   - Final paper (builds on other writing assignments and exercises) (30 hours), including selfs study and commenting online on peersâ€˜ draft proposals  - Accompanied by daily facilitation and moderation of the process and sessions by facilitator(s) (part-time during weekdays), as well as feedback by experts  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.	<br>This module is the second module in both the HIV and AIDS track as well as the sexual and reproductive health (SRH) track of the MPH course. As such it links to and builds on the initial track module, deepening understanding from a policy level point of view. It also lays down the framework for (health sector and related) responses to HIV and AIDS or, respectively, sexual and reproductive health issues. However, it is not essential, nor necessary for the student to have taken the prior modules, to follow this module.  <a href="http://www.kit.nl/health/training/hiv-policy-governance-financing/">online application</a>	<br> Participants will be assessed on a final paper (75%) and online participation and constructive peer feedback (25%).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific HIV-related policy issue. Papers are read and assessed by two independent readers on the basis of a set of criteria.   The policy brief accounts for 75% of the totals mark for the module while the constructive feedback to other participants' products, and critical, constructive interactions on the virtual learning environment account for 25% of total marks. Constructive feedback will be assessed based on the quantity and quality of feedback provided (assessed by two independent reviewers).  The final paper needs to be submitted not later than the last day of the course. Preceding paper drafts need to be uploaded online at certain times so as to allow peers to deliver their feedback also at certain time intervals.   Resit: Those students who fail can resubmit the policy brief; students will be provided one round of tutoring support. Resubmissions can be made two times per academic year.	<br> Maximum number of students: 25  Maximum number of tropEd students: 5  80% Attendance/online activity is the minimum required.	<br> â€¢ Academic training or professional qualification in a relevant area  â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries  â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0)  â€¢ Daily access to computer and internet with sufficient speed and reliability to access and use the virtual learning platform, own email and the web (real-time Skype/chat, YouTube, various websites, searching literature and other resources). (Materials like literature and presentations can be downloaded but their follow-up will still require online interaction.)  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br>1500 Euro in 2016	<br>Nuffic: www.nuffic.nl, please check Netherlands Fellowship programme; NFP application period :  1 September  â€“  20 October  2015	<br>Major changes had occurred just before previous accreditation and were not made since. However, continuous smaller changes were made every year to ensure relevance vis-Ã -vis HIV-related policy and programme realities in esp. Sub-Sahara Africa and Asia and interactions in the international arenas.	<br>Over the past years, participants expressed general satisfaction with achieving the module objectives and the variety of (and balance in) teaching methods (so far: blended learning, combining classroom and virtual sessions). The study load was thought to be demanding but acceptable, with an appropriate division over contact time, assignments and self-study.  Reading materials were appreciated in quality and quantity, although it was requested for all recommended reading materials (not provided a priori) to be made readily accessible online which in this online course has been implemented  Studentsâ€™ written session evaluations were overall very positive. Suggestions made concerned more in-depth attention for key concepts used during the course; and adapting the sequencing of some sessions to facilitate learning. KIT subsequently addressed these suggestions by adapting course contents, methods and programming.  Participants indicated that they appreciated the virtual learning environment, which according to one participant â€œâ€¦is a quite new and interesting experience for meâ€¦very convenient in term of sharing materials and interactionâ€. Participants suggested that virtual learning should be introduced to the overall master course at an earlier stage.	<br> The field of HIV-related policy and financing had evolved rapidly over the past decade(s) and keeps changing â€“ with attention now somewhat diminishing and thus staying well-tuned with these developments is even more important, to maintain relevance. Meanwhile, the integration of HIV with SRHR aspects, including links to MDG and post-MDG development objectives, offers continued opportunities for learning.  The blended learning approach required a careful crafting and balancing of real-time and virtual sessions, the latter including both synchronous and asynchronous elements. This in turn required professional development of course coordinator(s) and facilitators involved, which KIT had addressed. Based on this experience, the course is now changed to fully online.	<br> This course covers:    â€¢ HIV and AIDS-related international agreements, development commitments and financial mechanisms,   â€¢ influence on national planning and implementation and vice versa.   â€¢ political and institutional structures and their implications for planning and managing the response.  The module furthermore explores issues around   â€¢ universal access to HIV treatment, prevention, care and support   â€¢ the international aid architecture   â€¢ human rights   â€¢ governance  â€¢ the meaningful involvement of people living with HIV or AIDS   â€¢ research and strategic information for national planning;  â€¢  multi-stakeholder involvement   â€¢ the relationship between poverty reduction strategies, development processes and HIV and AIDS   â€¢ HIV internal mainstreaming (workplace programmes)  â€¢ costing national HIV plans; approaches to scaling up good practices.						
Human Resources for Health (HRH)	<br>At the end of the module the participants should be able to:  1. Explain the concept of Human Resources in the health sector  2. Analyse and discuss issues related to availability, productivity, performance and competences in human resources in the health sector  3. Discuss strategies to assure sufficient and qualified staff that is equitably distributed  4. Critically appraise staff performance, identify performance problems and recommend appropriate solutions  5. Critically assess training programmes for health workers and provide appropriate recommendations for improvement  6. Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner		1	F.Maldonado@kit.nl	2012-01-19 02:32:38	2018-07-18	2020-09-22 11:16:07	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks	<br>Royal Tropical Institute, Amsterdam, The Netherlands	M. Dieleman 	English	advanced optional	2012-01-19 08:44:37	<br>Student Investment Hours (SIT): 84 hrs   Contact hours:  38 hrs: 4x 2,5 hrs flipped classroom teaching including discussions, 20 hrs group exercise combined with interactive presentations, 3 hrs role plays, 2 hr debate, and 3 hrs exam.                               Self study hours: 46 hrs, including 2 hrs flipped classroom preparations and 8 hrs self study for exam	2021-02-15	2021-02-26	<br>Accredited in Amsterdam, Jan 2003; reaccredited in Bordeaux, Jan 2007, in Lisbon, May 2012 and in EC TelCo, Dec 2016. This accreditation is valid until Dec 2021.	<br>Most session include the following methods: Introductory lectures, group exercises, plenary discussions    One session has a role play and one session has a debate.  In every session, the focus is on exchanging of experiences and putting these experiences in the context of global evidence and a conceptual framework.	<a href="http://www.kit.nl/health/training/human-resources-health/">online application</a>	<br>â€¢ Assessment is summative, and achievement of learning objectives is tested  in one written exam. If the HRH module is followed as part of the masterâ€™s program, the contribution of the exam to the overall program is as follows: The exam is part of all  three program components of the three different tracks of our Masterâ€™s program. It counts for 30 % of the Health systems,  policy and planning component, which is 23% of the overall exam. If external students participate in the HRH module as a separate module, students can take the exam on a voluntary basis: If external students pass, they receive a certificate and a grade report with their exam mark, the ECTS and EC grade. If they fail or decide not to take the exam, they receive a certificate of attendance. The exam takes place on the last day of the module.    â€¢ Students receive a 3 hour open book exam, with essay questions and short case studies to analyse HRH problems, to identify implications and critically describe possible actions. This assessment method corresponds with the learning objectives, content and learning methods    â€¢ The exam is marked and marks are distributed to the students 3 weeks after the exam. This is followed by a plenary feedback session during which the exam questions and the answers are presented. When students feel the need, they can make a separate appointment and discuss their exam with the module coordinator individually. This can be face-to-fade or by Skype if the student is not at KIT.    â€¢ When they fail (mark < 5,0) they are required to do a re-sit , students with a mark between 5,4 and 5,0 can choose for a re-sit.     â€¢ An example of an exam question is added at the end of this form. Students get explained in class during the module that during the exam they receive similar essay questions as they receive during their group work in class.	<br>There is no maximum number of students	<br>This module is part of our MPH course and as such the same level of academic and professional experience is required as the criteria formulated as pre-requisites to enrol in our MPH:  â€¢ Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health, such as health sciences, economics, social science or nursing.  â€¢ A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.  â€¢ Proven proficiency in spoken and written English.  â€¢ Computer literacy is expected.     A minimum TOEFL score of 5.5 or a minimum IELTS score of 6.0 is required	<br>Admission criteria for the course:  â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in low- and middle income countries  â€¢ Proficiency in spoken and written English (see above for language requirements)	<br> 1.690 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Objectives: minor changes to better reflect our pro-poor and cultural sensitive approach:   â€¢ Discuss various strategies to assure sufficient and qualified staff that is equitably distributed  â€¢ Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner    Contents:  Variation in teaching methods:  We have reduced the contact hours for organisational behaviour with 3 hours from 12 to 9 hours to better align the contents with the teachings on this topic in other sections in the ICHD, without compromising the learning for external students. This allows us to add a new topic (see below)  We have introduced flipped classroom teaching in 4 sessions: Migration and retention, performance and motivation, HRH and governance, and Strategic planning for HRH. The aim is to let students prepare themselves better by having on forehand an introductory lecture and limit the class room sessions to interactive teaching (exercises, Q&A)- this leads to 30 minutes less contact time in class Some facilitators spent too much time on the introductory lecture, and the flipped classroom teaching allowed us to change this.     Additional topic:  We have included a session on HRH financing (3 hours)  We have included an optional tutorial session on workload due to the feedback over the years that the topic is important but time insufficient to learn calculations, despite that the training manual is online available    Alignment: We have introduced the health labour market model at the start of the module to assure that students link the module contents to the overall global thinking on HRH (WHO model). We use this model as well to summarise the module contents at the end of the module.  During the summary we discuss again the concepts of leadership and management as well as the concepts of governance and the differences between these concepts	<br>Overall the students were in the years 2013-2016 positive about the objectives, topics and teaching methods. Points for improvement that were in all years mentioned were: more time dedicated to exercising workload calculations, improving the interactive teaching  of some facilitators and time management. Additional topics that were suggested (year 2014-2015): HRH financing and HR information systems. The concepts of leadership and management and of governance needed to be better explained and compared to each other (year 2014-2015 and 2015-2016). And specific remarks for 2015-2016: Module order of sessions: this was not always logical for both groups.	<br>The module, its contents and teaching methods are appreciated while. At the same time we needed to select specific content areas as HRH is a wide topic with a lot of sub-components. By introducing the health labour market model as the overarching model, KIT is better able to explain how the components we address during the module fit in the overall HRH model.  The introduction of the module is always jointly developed with WHO in Geneva- this facilitates embedment of our module in the global thinking on HRH. Introducing at the start and summarizing at the end are crucial components of a successful module. Differences between students in understanding workload made us aware of the importance of offering optional tutorials.	<br>â€¢ Introduction to Human Resources for Health  â€¢ Health labour market and strategic planning of Human Resources for Health  â€¢ Calculating workload of health workers  â€¢ Migration, retention, motivation and performance of health workers  â€¢ Governance and HRH  â€¢ Gender and rights in HRH policy and practice  â€¢ Training: training needs assessment, competences and curriculum  development  â€¢ Leadership and organisational change   â€¢ HRH financing	Netherlands	Health systems	Face to face		3 ECTS credits	
Human Resources for Health (HRH)	<br>At the end of the module the participants should be able to:  1. Explain the concept of Human Resources in the health sector  2. Analyse and discuss issues related to availability, productivity, performance and competences in human resources in the health sector  3. Discuss strategies to assure sufficient and qualified staff that is equitably distributed  4. Critically appraise staff performance, identify performance problems and recommend appropriate solutions  5. Critically assess training programmes for health workers and provide appropriate recommendations for improvement  6. Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner		1	F.Maldonado@kit.nl	2012-01-19 02:32:38	2018-07-18	2020-09-22 11:16:07	troped	troped	0		2 weeks	<br>Royal Tropical Institute, Amsterdam, The Netherlands				2012-01-19 08:44:37	<br>Student Investment Hours (SIT): 84 hrs   Contact hours:  38 hrs: 4x 2,5 hrs flipped classroom teaching including discussions, 20 hrs group exercise combined with interactive presentations, 3 hrs role plays, 2 hr debate, and 3 hrs exam.                               Self study hours: 46 hrs, including 2 hrs flipped classroom preparations and 8 hrs self study for exam	2021-02-15	2021-02-26	<br>Accredited in Amsterdam, Jan 2003; reaccredited in Bordeaux, Jan 2007, in Lisbon, May 2012 and in EC TelCo, Dec 2016. This accreditation is valid until Dec 2021.	<br>Most session include the following methods: Introductory lectures, group exercises, plenary discussions    One session has a role play and one session has a debate.  In every session, the focus is on exchanging of experiences and putting these experiences in the context of global evidence and a conceptual framework.	<a href="http://www.kit.nl/health/training/human-resources-health/">online application</a>	<br>â€¢ Assessment is summative, and achievement of learning objectives is tested  in one written exam. If the HRH module is followed as part of the masterâ€™s program, the contribution of the exam to the overall program is as follows: The exam is part of all  three program components of the three different tracks of our Masterâ€™s program. It counts for 30 % of the Health systems,  policy and planning component, which is 23% of the overall exam. If external students participate in the HRH module as a separate module, students can take the exam on a voluntary basis: If external students pass, they receive a certificate and a grade report with their exam mark, the ECTS and EC grade. If they fail or decide not to take the exam, they receive a certificate of attendance. The exam takes place on the last day of the module.    â€¢ Students receive a 3 hour open book exam, with essay questions and short case studies to analyse HRH problems, to identify implications and critically describe possible actions. This assessment method corresponds with the learning objectives, content and learning methods    â€¢ The exam is marked and marks are distributed to the students 3 weeks after the exam. This is followed by a plenary feedback session during which the exam questions and the answers are presented. When students feel the need, they can make a separate appointment and discuss their exam with the module coordinator individually. This can be face-to-fade or by Skype if the student is not at KIT.    â€¢ When they fail (mark < 5,0) they are required to do a re-sit , students with a mark between 5,4 and 5,0 can choose for a re-sit.     â€¢ An example of an exam question is added at the end of this form. Students get explained in class during the module that during the exam they receive similar essay questions as they receive during their group work in class.	<br>There is no maximum number of students	<br>This module is part of our MPH course and as such the same level of academic and professional experience is required as the criteria formulated as pre-requisites to enrol in our MPH:  â€¢ Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health, such as health sciences, economics, social science or nursing.  â€¢ A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.  â€¢ Proven proficiency in spoken and written English.  â€¢ Computer literacy is expected.     A minimum TOEFL score of 5.5 or a minimum IELTS score of 6.0 is required	<br>Admission criteria for the course:  â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in low- and middle income countries  â€¢ Proficiency in spoken and written English (see above for language requirements)	<br> 1.690 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Objectives: minor changes to better reflect our pro-poor and cultural sensitive approach:   â€¢ Discuss various strategies to assure sufficient and qualified staff that is equitably distributed  â€¢ Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner    Contents:  Variation in teaching methods:  We have reduced the contact hours for organisational behaviour with 3 hours from 12 to 9 hours to better align the contents with the teachings on this topic in other sections in the ICHD, without compromising the learning for external students. This allows us to add a new topic (see below)  We have introduced flipped classroom teaching in 4 sessions: Migration and retention, performance and motivation, HRH and governance, and Strategic planning for HRH. The aim is to let students prepare themselves better by having on forehand an introductory lecture and limit the class room sessions to interactive teaching (exercises, Q&A)- this leads to 30 minutes less contact time in class Some facilitators spent too much time on the introductory lecture, and the flipped classroom teaching allowed us to change this.     Additional topic:  We have included a session on HRH financing (3 hours)  We have included an optional tutorial session on workload due to the feedback over the years that the topic is important but time insufficient to learn calculations, despite that the training manual is online available    Alignment: We have introduced the health labour market model at the start of the module to assure that students link the module contents to the overall global thinking on HRH (WHO model). We use this model as well to summarise the module contents at the end of the module.  During the summary we discuss again the concepts of leadership and management as well as the concepts of governance and the differences between these concepts	<br>Overall the students were in the years 2013-2016 positive about the objectives, topics and teaching methods. Points for improvement that were in all years mentioned were: more time dedicated to exercising workload calculations, improving the interactive teaching  of some facilitators and time management. Additional topics that were suggested (year 2014-2015): HRH financing and HR information systems. The concepts of leadership and management and of governance needed to be better explained and compared to each other (year 2014-2015 and 2015-2016). And specific remarks for 2015-2016: Module order of sessions: this was not always logical for both groups.	<br>The module, its contents and teaching methods are appreciated while. At the same time we needed to select specific content areas as HRH is a wide topic with a lot of sub-components. By introducing the health labour market model as the overarching model, KIT is better able to explain how the components we address during the module fit in the overall HRH model.  The introduction of the module is always jointly developed with WHO in Geneva- this facilitates embedment of our module in the global thinking on HRH. Introducing at the start and summarizing at the end are crucial components of a successful module. Differences between students in understanding workload made us aware of the importance of offering optional tutorials.	<br>â€¢ Introduction to Human Resources for Health  â€¢ Health labour market and strategic planning of Human Resources for Health  â€¢ Calculating workload of health workers  â€¢ Migration, retention, motivation and performance of health workers  â€¢ Governance and HRH  â€¢ Gender and rights in HRH policy and practice  â€¢ Training: training needs assessment, competences and curriculum  development  â€¢ Leadership and organisational change   â€¢ HRH financing		Human Resources				
Human Resources for Health (HRH)	<br>At the end of the module the participants should be able to:  1. Explain the concept of Human Resources in the health sector  2. Analyse and discuss issues related to availability, productivity, performance and competences in human resources in the health sector  3. Discuss strategies to assure sufficient and qualified staff that is equitably distributed  4. Critically appraise staff performance, identify performance problems and recommend appropriate solutions  5. Critically assess training programmes for health workers and provide appropriate recommendations for improvement  6. Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner		1	F.Maldonado@kit.nl	2012-01-19 02:32:38	2018-07-18	2020-09-22 11:16:07	troped	troped	0		2 weeks	<br>Royal Tropical Institute, Amsterdam, The Netherlands				2012-01-19 08:44:37	<br>Student Investment Hours (SIT): 84 hrs   Contact hours:  38 hrs: 4x 2,5 hrs flipped classroom teaching including discussions, 20 hrs group exercise combined with interactive presentations, 3 hrs role plays, 2 hr debate, and 3 hrs exam.                               Self study hours: 46 hrs, including 2 hrs flipped classroom preparations and 8 hrs self study for exam	2021-02-15	2021-02-26	<br>Accredited in Amsterdam, Jan 2003; reaccredited in Bordeaux, Jan 2007, in Lisbon, May 2012 and in EC TelCo, Dec 2016. This accreditation is valid until Dec 2021.	<br>Most session include the following methods: Introductory lectures, group exercises, plenary discussions    One session has a role play and one session has a debate.  In every session, the focus is on exchanging of experiences and putting these experiences in the context of global evidence and a conceptual framework.	<a href="http://www.kit.nl/health/training/human-resources-health/">online application</a>	<br>â€¢ Assessment is summative, and achievement of learning objectives is tested  in one written exam. If the HRH module is followed as part of the masterâ€™s program, the contribution of the exam to the overall program is as follows: The exam is part of all  three program components of the three different tracks of our Masterâ€™s program. It counts for 30 % of the Health systems,  policy and planning component, which is 23% of the overall exam. If external students participate in the HRH module as a separate module, students can take the exam on a voluntary basis: If external students pass, they receive a certificate and a grade report with their exam mark, the ECTS and EC grade. If they fail or decide not to take the exam, they receive a certificate of attendance. The exam takes place on the last day of the module.    â€¢ Students receive a 3 hour open book exam, with essay questions and short case studies to analyse HRH problems, to identify implications and critically describe possible actions. This assessment method corresponds with the learning objectives, content and learning methods    â€¢ The exam is marked and marks are distributed to the students 3 weeks after the exam. This is followed by a plenary feedback session during which the exam questions and the answers are presented. When students feel the need, they can make a separate appointment and discuss their exam with the module coordinator individually. This can be face-to-fade or by Skype if the student is not at KIT.    â€¢ When they fail (mark < 5,0) they are required to do a re-sit , students with a mark between 5,4 and 5,0 can choose for a re-sit.     â€¢ An example of an exam question is added at the end of this form. Students get explained in class during the module that during the exam they receive similar essay questions as they receive during their group work in class.	<br>There is no maximum number of students	<br>This module is part of our MPH course and as such the same level of academic and professional experience is required as the criteria formulated as pre-requisites to enrol in our MPH:  â€¢ Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health, such as health sciences, economics, social science or nursing.  â€¢ A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.  â€¢ Proven proficiency in spoken and written English.  â€¢ Computer literacy is expected.     A minimum TOEFL score of 5.5 or a minimum IELTS score of 6.0 is required	<br>Admission criteria for the course:  â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in low- and middle income countries  â€¢ Proficiency in spoken and written English (see above for language requirements)	<br> 1.690 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Objectives: minor changes to better reflect our pro-poor and cultural sensitive approach:   â€¢ Discuss various strategies to assure sufficient and qualified staff that is equitably distributed  â€¢ Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner    Contents:  Variation in teaching methods:  We have reduced the contact hours for organisational behaviour with 3 hours from 12 to 9 hours to better align the contents with the teachings on this topic in other sections in the ICHD, without compromising the learning for external students. This allows us to add a new topic (see below)  We have introduced flipped classroom teaching in 4 sessions: Migration and retention, performance and motivation, HRH and governance, and Strategic planning for HRH. The aim is to let students prepare themselves better by having on forehand an introductory lecture and limit the class room sessions to interactive teaching (exercises, Q&A)- this leads to 30 minutes less contact time in class Some facilitators spent too much time on the introductory lecture, and the flipped classroom teaching allowed us to change this.     Additional topic:  We have included a session on HRH financing (3 hours)  We have included an optional tutorial session on workload due to the feedback over the years that the topic is important but time insufficient to learn calculations, despite that the training manual is online available    Alignment: We have introduced the health labour market model at the start of the module to assure that students link the module contents to the overall global thinking on HRH (WHO model). We use this model as well to summarise the module contents at the end of the module.  During the summary we discuss again the concepts of leadership and management as well as the concepts of governance and the differences between these concepts	<br>Overall the students were in the years 2013-2016 positive about the objectives, topics and teaching methods. Points for improvement that were in all years mentioned were: more time dedicated to exercising workload calculations, improving the interactive teaching  of some facilitators and time management. Additional topics that were suggested (year 2014-2015): HRH financing and HR information systems. The concepts of leadership and management and of governance needed to be better explained and compared to each other (year 2014-2015 and 2015-2016). And specific remarks for 2015-2016: Module order of sessions: this was not always logical for both groups.	<br>The module, its contents and teaching methods are appreciated while. At the same time we needed to select specific content areas as HRH is a wide topic with a lot of sub-components. By introducing the health labour market model as the overarching model, KIT is better able to explain how the components we address during the module fit in the overall HRH model.  The introduction of the module is always jointly developed with WHO in Geneva- this facilitates embedment of our module in the global thinking on HRH. Introducing at the start and summarizing at the end are crucial components of a successful module. Differences between students in understanding workload made us aware of the importance of offering optional tutorials.	<br>â€¢ Introduction to Human Resources for Health  â€¢ Health labour market and strategic planning of Human Resources for Health  â€¢ Calculating workload of health workers  â€¢ Migration, retention, motivation and performance of health workers  â€¢ Governance and HRH  â€¢ Gender and rights in HRH policy and practice  â€¢ Training: training needs assessment, competences and curriculum  development  â€¢ Leadership and organisational change   â€¢ HRH financing		Management/leadership				
Human Resources for Health (HRH)	<br>At the end of the module the participants should be able to:  1. Explain the concept of Human Resources in the health sector  2. Analyse and discuss issues related to availability, productivity, performance and competences in human resources in the health sector  3. Discuss strategies to assure sufficient and qualified staff that is equitably distributed  4. Critically appraise staff performance, identify performance problems and recommend appropriate solutions  5. Critically assess training programmes for health workers and provide appropriate recommendations for improvement  6. Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner		1	F.Maldonado@kit.nl	2012-01-19 02:32:38	2018-07-18	2020-09-22 11:16:07	troped	troped	0		2 weeks	<br>Royal Tropical Institute, Amsterdam, The Netherlands				2012-01-19 08:44:37	<br>Student Investment Hours (SIT): 84 hrs   Contact hours:  38 hrs: 4x 2,5 hrs flipped classroom teaching including discussions, 20 hrs group exercise combined with interactive presentations, 3 hrs role plays, 2 hr debate, and 3 hrs exam.                               Self study hours: 46 hrs, including 2 hrs flipped classroom preparations and 8 hrs self study for exam	2021-02-15	2021-02-26	<br>Accredited in Amsterdam, Jan 2003; reaccredited in Bordeaux, Jan 2007, in Lisbon, May 2012 and in EC TelCo, Dec 2016. This accreditation is valid until Dec 2021.	<br>Most session include the following methods: Introductory lectures, group exercises, plenary discussions    One session has a role play and one session has a debate.  In every session, the focus is on exchanging of experiences and putting these experiences in the context of global evidence and a conceptual framework.	<a href="http://www.kit.nl/health/training/human-resources-health/">online application</a>	<br>â€¢ Assessment is summative, and achievement of learning objectives is tested  in one written exam. If the HRH module is followed as part of the masterâ€™s program, the contribution of the exam to the overall program is as follows: The exam is part of all  three program components of the three different tracks of our Masterâ€™s program. It counts for 30 % of the Health systems,  policy and planning component, which is 23% of the overall exam. If external students participate in the HRH module as a separate module, students can take the exam on a voluntary basis: If external students pass, they receive a certificate and a grade report with their exam mark, the ECTS and EC grade. If they fail or decide not to take the exam, they receive a certificate of attendance. The exam takes place on the last day of the module.    â€¢ Students receive a 3 hour open book exam, with essay questions and short case studies to analyse HRH problems, to identify implications and critically describe possible actions. This assessment method corresponds with the learning objectives, content and learning methods    â€¢ The exam is marked and marks are distributed to the students 3 weeks after the exam. This is followed by a plenary feedback session during which the exam questions and the answers are presented. When students feel the need, they can make a separate appointment and discuss their exam with the module coordinator individually. This can be face-to-fade or by Skype if the student is not at KIT.    â€¢ When they fail (mark < 5,0) they are required to do a re-sit , students with a mark between 5,4 and 5,0 can choose for a re-sit.     â€¢ An example of an exam question is added at the end of this form. Students get explained in class during the module that during the exam they receive similar essay questions as they receive during their group work in class.	<br>There is no maximum number of students	<br>This module is part of our MPH course and as such the same level of academic and professional experience is required as the criteria formulated as pre-requisites to enrol in our MPH:  â€¢ Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health, such as health sciences, economics, social science or nursing.  â€¢ A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.  â€¢ Proven proficiency in spoken and written English.  â€¢ Computer literacy is expected.     A minimum TOEFL score of 5.5 or a minimum IELTS score of 6.0 is required	<br>Admission criteria for the course:  â€¢ Academic training or a professional qualification in a relevant field  â€¢ Work experience in a related area, including experience in management or planning in low- and middle income countries  â€¢ Proficiency in spoken and written English (see above for language requirements)	<br> 1.690 â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Objectives: minor changes to better reflect our pro-poor and cultural sensitive approach:   â€¢ Discuss various strategies to assure sufficient and qualified staff that is equitably distributed  â€¢ Analyse organisational behaviour and discuss strategic options and leadership styles for change in a culturally sensitive manner    Contents:  Variation in teaching methods:  We have reduced the contact hours for organisational behaviour with 3 hours from 12 to 9 hours to better align the contents with the teachings on this topic in other sections in the ICHD, without compromising the learning for external students. This allows us to add a new topic (see below)  We have introduced flipped classroom teaching in 4 sessions: Migration and retention, performance and motivation, HRH and governance, and Strategic planning for HRH. The aim is to let students prepare themselves better by having on forehand an introductory lecture and limit the class room sessions to interactive teaching (exercises, Q&A)- this leads to 30 minutes less contact time in class Some facilitators spent too much time on the introductory lecture, and the flipped classroom teaching allowed us to change this.     Additional topic:  We have included a session on HRH financing (3 hours)  We have included an optional tutorial session on workload due to the feedback over the years that the topic is important but time insufficient to learn calculations, despite that the training manual is online available    Alignment: We have introduced the health labour market model at the start of the module to assure that students link the module contents to the overall global thinking on HRH (WHO model). We use this model as well to summarise the module contents at the end of the module.  During the summary we discuss again the concepts of leadership and management as well as the concepts of governance and the differences between these concepts	<br>Overall the students were in the years 2013-2016 positive about the objectives, topics and teaching methods. Points for improvement that were in all years mentioned were: more time dedicated to exercising workload calculations, improving the interactive teaching  of some facilitators and time management. Additional topics that were suggested (year 2014-2015): HRH financing and HR information systems. The concepts of leadership and management and of governance needed to be better explained and compared to each other (year 2014-2015 and 2015-2016). And specific remarks for 2015-2016: Module order of sessions: this was not always logical for both groups.	<br>The module, its contents and teaching methods are appreciated while. At the same time we needed to select specific content areas as HRH is a wide topic with a lot of sub-components. By introducing the health labour market model as the overarching model, KIT is better able to explain how the components we address during the module fit in the overall HRH model.  The introduction of the module is always jointly developed with WHO in Geneva- this facilitates embedment of our module in the global thinking on HRH. Introducing at the start and summarizing at the end are crucial components of a successful module. Differences between students in understanding workload made us aware of the importance of offering optional tutorials.	<br>â€¢ Introduction to Human Resources for Health  â€¢ Health labour market and strategic planning of Human Resources for Health  â€¢ Calculating workload of health workers  â€¢ Migration, retention, motivation and performance of health workers  â€¢ Governance and HRH  â€¢ Gender and rights in HRH policy and practice  â€¢ Training: training needs assessment, competences and curriculum  development  â€¢ Leadership and organisational change   â€¢ HRH financing						
Monitoring & Evaluation in a dynamic health environment (M&E)	<br>â€¢Compare and critically discuss the functions of monitoring and evaluation of health programs within health systems  â€¢ Contrast and adapt monitoring and evaluation plans, designs, tools and indicators   â€¢Appraise and select new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches  â€¢Critically analyse how aid architecture and multiple stakeholders in the health system influence the design of an M&E strategy as well as participation and decision making  ng		1	F.Maldonado@kit.nl	2012-01-19 02:52:34	2018-07-18	2020-11-17 14:54:16	troped	romy	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks	KIT (Royal Tropical Institute),   Amsterdam,   The Netherlands	Dr Sandra Alba 	English	advanced optional	2017-10-09 18:25:27	Student Investment Hours: 84 hours  Contact hours: 45 hours plenary class sessions, 3 hour flipped classroom; 6 hours group work (case study); 3 hour group presentation,  Self-study hours: 27 hours	2021-08-16	2021-08-27	<br>Accredited in November 2010. Re-accredited in April 2016. This accreditation is valid until April 2021.	<br>Lectures, interactive group discussions, online forum discussions, group work, debates, role plays, case studies and self-study:  â€¢ 45 hours: Contact hours including lectures, exercises, group work, interactive group discussions, debates and role plays building on participant experiences  â€¢ 3 hours flipped-classroom: participants are requested to read guidelines for ethical conduct in evaluations and test their understanding with an MCQ test. Thereafter, they are requested to reflect on how the guidelines could be used to tackle a real life ethical dilemma and discuss their recommendations in an online forum with other participants. The discussion will be moderated by the course co-ordinator who will flesh-out the main recommendations arising from the forum discussion  â€¢ 6 hours: Group work will consist of developing dissemination product for a case study evaluation (radio interview, infographic and policy brief) with tailored dissemination goals and messages for a given audience (community, donors and policy-makers respectively)  â€¢ 3 hours: Participant groups will present their dissemination products to their class colleagues who will critically appraise each other. The discussion will be moderated by the course co-ordinator who will link back main elements of the group work and discussion to the theory covered in class	Key references include:  â€¢WHO 2010 - Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies   â€¢UNDP 2009 - Handbook on planning, monitoring and evaluating for development results  â€¢Guijt 2010 - Accountability and Learning  â€¢WHO 2012 - Framework and Standards for Country Health Information System	<br>â€¢3 hour open book exam questions, combination of multiple choice questions and short essay  â€¢Feedback will be given within 3 weeks  â€¢Students who fail will be given the possibility of 1 resit (distance, via email).    â€¢The group work is not part of the assessment.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of topEd students: 4	<br>â€¢ â€¢ Academic training or a professional qualification in a relevant area at least equivalent to BSc level  â€¢ At least 3 years professional experience in areas relevant to public health management and planning in low income countries  â€¢ Practical experience in Monitoring and Evaluation (at least 1 year)  â€¢ English level TOEFL 550 or IELTS 6.0 for applicants whose first language is not English	<br>Places will be allocated on a â€™first come first servedâ€™ basis	â€¢Normal fee EUR 2.650  â€¢Early bird  EUR 2.220  (payment before 1 May 2021)  â€¢tropEd fee EUR 2.120	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢The program now uses one case-study (a mixed methods evaluation of a results-based financing intervention) throughout the course. As much as possible facilitators are asked to refer to this case study in their sessions so that participants can focus on the specific learning aspects of the session, without the distraction of having to understand different and study case-study contexts each time  â€¢The group work now consists of students developing their own dissemination material (on the above mentioned evaluation) as a way to better internalise the importance of aligning dissemination goals and message to the right stakeholders  â€¢ The program includes one flipped-classroom session with a self-test (MCQ) and forum discussion  â€¢The exam now includes multiple choice questions (apx 30% of total exam grade)	<br>â€¢ â€¢ Positive aspects from student evaluations include: diversity of experienced lecturers with relevant examples, covers wide range of issues, good mix of participantsâ€™ background and nationality, competency based approach  â€¢ Negative aspects: not enough practical tools, too much/too little theory	<br>â€¢	<br>Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. Developing appropriate monitoring and evaluation (M&E) and management information systems is being increasingly recognised as an essential component of any health program.  Yet M&E practitioners operate in an ever changing and evolving scientific and socio-political landscape. Dynamic approaches which can be adapted and re-focused are essential to ensure their continued relevance and usefulness.  This context is the basis for the course content:  â€¢Introduction to core concepts: overview of M&E,   relationship between monitoring and evaluation and project cycle management, functions of M&E  â€¢ Developments and challenges: factors that influence M&E in relation to new architectures of aid, focusing on poverty and health, the multi-stakeholder environment, partnerships, Civil Society Organisation involvement and accountability,   â€¢Models and frameworks: advantages and limitations of commonly used approaches for M&E such as the logical framework approach, theory of change, monitoring tools for human resources, pharmaceutical supply chains, health governance and health equity .    â€¢Methodology: use of quantitative and qualitative evaluative approaches, and participatory methods, developments in information technology, mapping for health (GIS) and quality assurance systems  â€¢Different stakeholders: addressing and balancing perspectives of different stakeholders in decision making as well as level of participation by policy makers, donors, providers and beneficiaries   â€¢Making M&E equity aware: for example by ensuring data is gender disaggregated; and that the perspectives of minority, disadvantaged and marginalized groups are accommodated  â€¢Ethics: differences between evaluation and research, need for ethical approval, ethical conduct as an evaluator	Netherlands	Monitoring and evaluation	Face to face		3 ECTS credits	
Monitoring & Evaluation in a dynamic health environment (M&E)	<br>â€¢Compare and critically discuss the functions of monitoring and evaluation of health programs within health systems  â€¢ Contrast and adapt monitoring and evaluation plans, designs, tools and indicators   â€¢Appraise and select new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches  â€¢Critically analyse how aid architecture and multiple stakeholders in the health system influence the design of an M&E strategy as well as participation and decision making  ng		1	F.Maldonado@kit.nl	2012-01-19 02:52:34	2018-07-18	2020-11-17 14:54:16	troped	romy	0		2 weeks	KIT (Royal Tropical Institute),   Amsterdam,   The Netherlands		French		2017-10-09 18:25:27	Student Investment Hours: 84 hours  Contact hours: 45 hours plenary class sessions, 3 hour flipped classroom; 6 hours group work (case study); 3 hour group presentation,  Self-study hours: 27 hours	2021-08-16	2021-08-27	<br>Accredited in November 2010. Re-accredited in April 2016. This accreditation is valid until April 2021.	<br>Lectures, interactive group discussions, online forum discussions, group work, debates, role plays, case studies and self-study:  â€¢ 45 hours: Contact hours including lectures, exercises, group work, interactive group discussions, debates and role plays building on participant experiences  â€¢ 3 hours flipped-classroom: participants are requested to read guidelines for ethical conduct in evaluations and test their understanding with an MCQ test. Thereafter, they are requested to reflect on how the guidelines could be used to tackle a real life ethical dilemma and discuss their recommendations in an online forum with other participants. The discussion will be moderated by the course co-ordinator who will flesh-out the main recommendations arising from the forum discussion  â€¢ 6 hours: Group work will consist of developing dissemination product for a case study evaluation (radio interview, infographic and policy brief) with tailored dissemination goals and messages for a given audience (community, donors and policy-makers respectively)  â€¢ 3 hours: Participant groups will present their dissemination products to their class colleagues who will critically appraise each other. The discussion will be moderated by the course co-ordinator who will link back main elements of the group work and discussion to the theory covered in class	Key references include:  â€¢WHO 2010 - Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies   â€¢UNDP 2009 - Handbook on planning, monitoring and evaluating for development results  â€¢Guijt 2010 - Accountability and Learning  â€¢WHO 2012 - Framework and Standards for Country Health Information System	<br>â€¢3 hour open book exam questions, combination of multiple choice questions and short essay  â€¢Feedback will be given within 3 weeks  â€¢Students who fail will be given the possibility of 1 resit (distance, via email).    â€¢The group work is not part of the assessment.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of topEd students: 4	<br>â€¢ â€¢ Academic training or a professional qualification in a relevant area at least equivalent to BSc level  â€¢ At least 3 years professional experience in areas relevant to public health management and planning in low income countries  â€¢ Practical experience in Monitoring and Evaluation (at least 1 year)  â€¢ English level TOEFL 550 or IELTS 6.0 for applicants whose first language is not English	<br>Places will be allocated on a â€™first come first servedâ€™ basis	â€¢Normal fee EUR 2.650  â€¢Early bird  EUR 2.220  (payment before 1 May 2021)  â€¢tropEd fee EUR 2.120	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢The program now uses one case-study (a mixed methods evaluation of a results-based financing intervention) throughout the course. As much as possible facilitators are asked to refer to this case study in their sessions so that participants can focus on the specific learning aspects of the session, without the distraction of having to understand different and study case-study contexts each time  â€¢The group work now consists of students developing their own dissemination material (on the above mentioned evaluation) as a way to better internalise the importance of aligning dissemination goals and message to the right stakeholders  â€¢ The program includes one flipped-classroom session with a self-test (MCQ) and forum discussion  â€¢The exam now includes multiple choice questions (apx 30% of total exam grade)	<br>â€¢ â€¢ Positive aspects from student evaluations include: diversity of experienced lecturers with relevant examples, covers wide range of issues, good mix of participantsâ€™ background and nationality, competency based approach  â€¢ Negative aspects: not enough practical tools, too much/too little theory	<br>â€¢	<br>Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. Developing appropriate monitoring and evaluation (M&E) and management information systems is being increasingly recognised as an essential component of any health program.  Yet M&E practitioners operate in an ever changing and evolving scientific and socio-political landscape. Dynamic approaches which can be adapted and re-focused are essential to ensure their continued relevance and usefulness.  This context is the basis for the course content:  â€¢Introduction to core concepts: overview of M&E,   relationship between monitoring and evaluation and project cycle management, functions of M&E  â€¢ Developments and challenges: factors that influence M&E in relation to new architectures of aid, focusing on poverty and health, the multi-stakeholder environment, partnerships, Civil Society Organisation involvement and accountability,   â€¢Models and frameworks: advantages and limitations of commonly used approaches for M&E such as the logical framework approach, theory of change, monitoring tools for human resources, pharmaceutical supply chains, health governance and health equity .    â€¢Methodology: use of quantitative and qualitative evaluative approaches, and participatory methods, developments in information technology, mapping for health (GIS) and quality assurance systems  â€¢Different stakeholders: addressing and balancing perspectives of different stakeholders in decision making as well as level of participation by policy makers, donors, providers and beneficiaries   â€¢Making M&E equity aware: for example by ensuring data is gender disaggregated; and that the perspectives of minority, disadvantaged and marginalized groups are accommodated  â€¢Ethics: differences between evaluation and research, need for ethical approval, ethical conduct as an evaluator		Health indicators				
Monitoring & Evaluation in a dynamic health environment (M&E)	<br>â€¢Compare and critically discuss the functions of monitoring and evaluation of health programs within health systems  â€¢ Contrast and adapt monitoring and evaluation plans, designs, tools and indicators   â€¢Appraise and select new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches  â€¢Critically analyse how aid architecture and multiple stakeholders in the health system influence the design of an M&E strategy as well as participation and decision making  ng		1	F.Maldonado@kit.nl	2012-01-19 02:52:34	2018-07-18	2020-11-17 14:54:16	troped	romy	0		2 weeks	KIT (Royal Tropical Institute),   Amsterdam,   The Netherlands				2017-10-09 18:25:27	Student Investment Hours: 84 hours  Contact hours: 45 hours plenary class sessions, 3 hour flipped classroom; 6 hours group work (case study); 3 hour group presentation,  Self-study hours: 27 hours	2021-08-16	2021-08-27	<br>Accredited in November 2010. Re-accredited in April 2016. This accreditation is valid until April 2021.	<br>Lectures, interactive group discussions, online forum discussions, group work, debates, role plays, case studies and self-study:  â€¢ 45 hours: Contact hours including lectures, exercises, group work, interactive group discussions, debates and role plays building on participant experiences  â€¢ 3 hours flipped-classroom: participants are requested to read guidelines for ethical conduct in evaluations and test their understanding with an MCQ test. Thereafter, they are requested to reflect on how the guidelines could be used to tackle a real life ethical dilemma and discuss their recommendations in an online forum with other participants. The discussion will be moderated by the course co-ordinator who will flesh-out the main recommendations arising from the forum discussion  â€¢ 6 hours: Group work will consist of developing dissemination product for a case study evaluation (radio interview, infographic and policy brief) with tailored dissemination goals and messages for a given audience (community, donors and policy-makers respectively)  â€¢ 3 hours: Participant groups will present their dissemination products to their class colleagues who will critically appraise each other. The discussion will be moderated by the course co-ordinator who will link back main elements of the group work and discussion to the theory covered in class	Key references include:  â€¢WHO 2010 - Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies   â€¢UNDP 2009 - Handbook on planning, monitoring and evaluating for development results  â€¢Guijt 2010 - Accountability and Learning  â€¢WHO 2012 - Framework and Standards for Country Health Information System	<br>â€¢3 hour open book exam questions, combination of multiple choice questions and short essay  â€¢Feedback will be given within 3 weeks  â€¢Students who fail will be given the possibility of 1 resit (distance, via email).    â€¢The group work is not part of the assessment.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of topEd students: 4	<br>â€¢ â€¢ Academic training or a professional qualification in a relevant area at least equivalent to BSc level  â€¢ At least 3 years professional experience in areas relevant to public health management and planning in low income countries  â€¢ Practical experience in Monitoring and Evaluation (at least 1 year)  â€¢ English level TOEFL 550 or IELTS 6.0 for applicants whose first language is not English	<br>Places will be allocated on a â€™first come first servedâ€™ basis	â€¢Normal fee EUR 2.650  â€¢Early bird  EUR 2.220  (payment before 1 May 2021)  â€¢tropEd fee EUR 2.120	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢The program now uses one case-study (a mixed methods evaluation of a results-based financing intervention) throughout the course. As much as possible facilitators are asked to refer to this case study in their sessions so that participants can focus on the specific learning aspects of the session, without the distraction of having to understand different and study case-study contexts each time  â€¢The group work now consists of students developing their own dissemination material (on the above mentioned evaluation) as a way to better internalise the importance of aligning dissemination goals and message to the right stakeholders  â€¢ The program includes one flipped-classroom session with a self-test (MCQ) and forum discussion  â€¢The exam now includes multiple choice questions (apx 30% of total exam grade)	<br>â€¢ â€¢ Positive aspects from student evaluations include: diversity of experienced lecturers with relevant examples, covers wide range of issues, good mix of participantsâ€™ background and nationality, competency based approach  â€¢ Negative aspects: not enough practical tools, too much/too little theory	<br>â€¢	<br>Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. Developing appropriate monitoring and evaluation (M&E) and management information systems is being increasingly recognised as an essential component of any health program.  Yet M&E practitioners operate in an ever changing and evolving scientific and socio-political landscape. Dynamic approaches which can be adapted and re-focused are essential to ensure their continued relevance and usefulness.  This context is the basis for the course content:  â€¢Introduction to core concepts: overview of M&E,   relationship between monitoring and evaluation and project cycle management, functions of M&E  â€¢ Developments and challenges: factors that influence M&E in relation to new architectures of aid, focusing on poverty and health, the multi-stakeholder environment, partnerships, Civil Society Organisation involvement and accountability,   â€¢Models and frameworks: advantages and limitations of commonly used approaches for M&E such as the logical framework approach, theory of change, monitoring tools for human resources, pharmaceutical supply chains, health governance and health equity .    â€¢Methodology: use of quantitative and qualitative evaluative approaches, and participatory methods, developments in information technology, mapping for health (GIS) and quality assurance systems  â€¢Different stakeholders: addressing and balancing perspectives of different stakeholders in decision making as well as level of participation by policy makers, donors, providers and beneficiaries   â€¢Making M&E equity aware: for example by ensuring data is gender disaggregated; and that the perspectives of minority, disadvantaged and marginalized groups are accommodated  â€¢Ethics: differences between evaluation and research, need for ethical approval, ethical conduct as an evaluator		Health systems				
Monitoring & Evaluation in a dynamic health environment (M&E)	<br>â€¢Compare and critically discuss the functions of monitoring and evaluation of health programs within health systems  â€¢ Contrast and adapt monitoring and evaluation plans, designs, tools and indicators   â€¢Appraise and select new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches  â€¢Critically analyse how aid architecture and multiple stakeholders in the health system influence the design of an M&E strategy as well as participation and decision making  ng		1	F.Maldonado@kit.nl	2012-01-19 02:52:34	2018-07-18	2020-11-17 14:54:16	troped	romy	0		2 weeks	KIT (Royal Tropical Institute),   Amsterdam,   The Netherlands				2017-10-09 18:25:27	Student Investment Hours: 84 hours  Contact hours: 45 hours plenary class sessions, 3 hour flipped classroom; 6 hours group work (case study); 3 hour group presentation,  Self-study hours: 27 hours	2021-08-16	2021-08-27	<br>Accredited in November 2010. Re-accredited in April 2016. This accreditation is valid until April 2021.	<br>Lectures, interactive group discussions, online forum discussions, group work, debates, role plays, case studies and self-study:  â€¢ 45 hours: Contact hours including lectures, exercises, group work, interactive group discussions, debates and role plays building on participant experiences  â€¢ 3 hours flipped-classroom: participants are requested to read guidelines for ethical conduct in evaluations and test their understanding with an MCQ test. Thereafter, they are requested to reflect on how the guidelines could be used to tackle a real life ethical dilemma and discuss their recommendations in an online forum with other participants. The discussion will be moderated by the course co-ordinator who will flesh-out the main recommendations arising from the forum discussion  â€¢ 6 hours: Group work will consist of developing dissemination product for a case study evaluation (radio interview, infographic and policy brief) with tailored dissemination goals and messages for a given audience (community, donors and policy-makers respectively)  â€¢ 3 hours: Participant groups will present their dissemination products to their class colleagues who will critically appraise each other. The discussion will be moderated by the course co-ordinator who will link back main elements of the group work and discussion to the theory covered in class	Key references include:  â€¢WHO 2010 - Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies   â€¢UNDP 2009 - Handbook on planning, monitoring and evaluating for development results  â€¢Guijt 2010 - Accountability and Learning  â€¢WHO 2012 - Framework and Standards for Country Health Information System	<br>â€¢3 hour open book exam questions, combination of multiple choice questions and short essay  â€¢Feedback will be given within 3 weeks  â€¢Students who fail will be given the possibility of 1 resit (distance, via email).    â€¢The group work is not part of the assessment.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of topEd students: 4	<br>â€¢ â€¢ Academic training or a professional qualification in a relevant area at least equivalent to BSc level  â€¢ At least 3 years professional experience in areas relevant to public health management and planning in low income countries  â€¢ Practical experience in Monitoring and Evaluation (at least 1 year)  â€¢ English level TOEFL 550 or IELTS 6.0 for applicants whose first language is not English	<br>Places will be allocated on a â€™first come first servedâ€™ basis	â€¢Normal fee EUR 2.650  â€¢Early bird  EUR 2.220  (payment before 1 May 2021)  â€¢tropEd fee EUR 2.120	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢The program now uses one case-study (a mixed methods evaluation of a results-based financing intervention) throughout the course. As much as possible facilitators are asked to refer to this case study in their sessions so that participants can focus on the specific learning aspects of the session, without the distraction of having to understand different and study case-study contexts each time  â€¢The group work now consists of students developing their own dissemination material (on the above mentioned evaluation) as a way to better internalise the importance of aligning dissemination goals and message to the right stakeholders  â€¢ The program includes one flipped-classroom session with a self-test (MCQ) and forum discussion  â€¢The exam now includes multiple choice questions (apx 30% of total exam grade)	<br>â€¢ â€¢ Positive aspects from student evaluations include: diversity of experienced lecturers with relevant examples, covers wide range of issues, good mix of participantsâ€™ background and nationality, competency based approach  â€¢ Negative aspects: not enough practical tools, too much/too little theory	<br>â€¢	<br>Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. Developing appropriate monitoring and evaluation (M&E) and management information systems is being increasingly recognised as an essential component of any health program.  Yet M&E practitioners operate in an ever changing and evolving scientific and socio-political landscape. Dynamic approaches which can be adapted and re-focused are essential to ensure their continued relevance and usefulness.  This context is the basis for the course content:  â€¢Introduction to core concepts: overview of M&E,   relationship between monitoring and evaluation and project cycle management, functions of M&E  â€¢ Developments and challenges: factors that influence M&E in relation to new architectures of aid, focusing on poverty and health, the multi-stakeholder environment, partnerships, Civil Society Organisation involvement and accountability,   â€¢Models and frameworks: advantages and limitations of commonly used approaches for M&E such as the logical framework approach, theory of change, monitoring tools for human resources, pharmaceutical supply chains, health governance and health equity .    â€¢Methodology: use of quantitative and qualitative evaluative approaches, and participatory methods, developments in information technology, mapping for health (GIS) and quality assurance systems  â€¢Different stakeholders: addressing and balancing perspectives of different stakeholders in decision making as well as level of participation by policy makers, donors, providers and beneficiaries   â€¢Making M&E equity aware: for example by ensuring data is gender disaggregated; and that the perspectives of minority, disadvantaged and marginalized groups are accommodated  â€¢Ethics: differences between evaluation and research, need for ethical approval, ethical conduct as an evaluator		Planning and programming (incl.. budgeting and evaluation)				
Monitoring & Evaluation in a dynamic health environment (M&E)	<br>â€¢Compare and critically discuss the functions of monitoring and evaluation of health programs within health systems  â€¢ Contrast and adapt monitoring and evaluation plans, designs, tools and indicators   â€¢Appraise and select new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches  â€¢Critically analyse how aid architecture and multiple stakeholders in the health system influence the design of an M&E strategy as well as participation and decision making  ng		1	F.Maldonado@kit.nl	2012-01-19 02:52:34	2018-07-18	2020-11-17 14:54:16	troped	romy	0		2 weeks	KIT (Royal Tropical Institute),   Amsterdam,   The Netherlands				2017-10-09 18:25:27	Student Investment Hours: 84 hours  Contact hours: 45 hours plenary class sessions, 3 hour flipped classroom; 6 hours group work (case study); 3 hour group presentation,  Self-study hours: 27 hours	2021-08-16	2021-08-27	<br>Accredited in November 2010. Re-accredited in April 2016. This accreditation is valid until April 2021.	<br>Lectures, interactive group discussions, online forum discussions, group work, debates, role plays, case studies and self-study:  â€¢ 45 hours: Contact hours including lectures, exercises, group work, interactive group discussions, debates and role plays building on participant experiences  â€¢ 3 hours flipped-classroom: participants are requested to read guidelines for ethical conduct in evaluations and test their understanding with an MCQ test. Thereafter, they are requested to reflect on how the guidelines could be used to tackle a real life ethical dilemma and discuss their recommendations in an online forum with other participants. The discussion will be moderated by the course co-ordinator who will flesh-out the main recommendations arising from the forum discussion  â€¢ 6 hours: Group work will consist of developing dissemination product for a case study evaluation (radio interview, infographic and policy brief) with tailored dissemination goals and messages for a given audience (community, donors and policy-makers respectively)  â€¢ 3 hours: Participant groups will present their dissemination products to their class colleagues who will critically appraise each other. The discussion will be moderated by the course co-ordinator who will link back main elements of the group work and discussion to the theory covered in class	Key references include:  â€¢WHO 2010 - Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies   â€¢UNDP 2009 - Handbook on planning, monitoring and evaluating for development results  â€¢Guijt 2010 - Accountability and Learning  â€¢WHO 2012 - Framework and Standards for Country Health Information System	<br>â€¢3 hour open book exam questions, combination of multiple choice questions and short essay  â€¢Feedback will be given within 3 weeks  â€¢Students who fail will be given the possibility of 1 resit (distance, via email).    â€¢The group work is not part of the assessment.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of topEd students: 4	<br>â€¢ â€¢ Academic training or a professional qualification in a relevant area at least equivalent to BSc level  â€¢ At least 3 years professional experience in areas relevant to public health management and planning in low income countries  â€¢ Practical experience in Monitoring and Evaluation (at least 1 year)  â€¢ English level TOEFL 550 or IELTS 6.0 for applicants whose first language is not English	<br>Places will be allocated on a â€™first come first servedâ€™ basis	â€¢Normal fee EUR 2.650  â€¢Early bird  EUR 2.220  (payment before 1 May 2021)  â€¢tropEd fee EUR 2.120	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢The program now uses one case-study (a mixed methods evaluation of a results-based financing intervention) throughout the course. As much as possible facilitators are asked to refer to this case study in their sessions so that participants can focus on the specific learning aspects of the session, without the distraction of having to understand different and study case-study contexts each time  â€¢The group work now consists of students developing their own dissemination material (on the above mentioned evaluation) as a way to better internalise the importance of aligning dissemination goals and message to the right stakeholders  â€¢ The program includes one flipped-classroom session with a self-test (MCQ) and forum discussion  â€¢The exam now includes multiple choice questions (apx 30% of total exam grade)	<br>â€¢ â€¢ Positive aspects from student evaluations include: diversity of experienced lecturers with relevant examples, covers wide range of issues, good mix of participantsâ€™ background and nationality, competency based approach  â€¢ Negative aspects: not enough practical tools, too much/too little theory	<br>â€¢	<br>Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. Developing appropriate monitoring and evaluation (M&E) and management information systems is being increasingly recognised as an essential component of any health program.  Yet M&E practitioners operate in an ever changing and evolving scientific and socio-political landscape. Dynamic approaches which can be adapted and re-focused are essential to ensure their continued relevance and usefulness.  This context is the basis for the course content:  â€¢Introduction to core concepts: overview of M&E,   relationship between monitoring and evaluation and project cycle management, functions of M&E  â€¢ Developments and challenges: factors that influence M&E in relation to new architectures of aid, focusing on poverty and health, the multi-stakeholder environment, partnerships, Civil Society Organisation involvement and accountability,   â€¢Models and frameworks: advantages and limitations of commonly used approaches for M&E such as the logical framework approach, theory of change, monitoring tools for human resources, pharmaceutical supply chains, health governance and health equity .    â€¢Methodology: use of quantitative and qualitative evaluative approaches, and participatory methods, developments in information technology, mapping for health (GIS) and quality assurance systems  â€¢Different stakeholders: addressing and balancing perspectives of different stakeholders in decision making as well as level of participation by policy makers, donors, providers and beneficiaries   â€¢Making M&E equity aware: for example by ensuring data is gender disaggregated; and that the perspectives of minority, disadvantaged and marginalized groups are accommodated  â€¢Ethics: differences between evaluation and research, need for ethical approval, ethical conduct as an evaluator						
Sexual Reproductive Health and Rights including HIV/AIDS	<br>At the end of the module, participants are able to:  LO1: Critically analyze various concepts related to sexual and reproductive health and rights within the development context.  LO2: Explain and present trends and patterns on a range of SRHR issues and analyze the multi-faceted factors driving them.  LO3: Analyze SRHR issues from a rights-based and gender-based perspective  LO4: Identify and discuss principles of context-specific good practices and interventions in the area of SRHR.		1	F.Maldonado@kit.nl	2012-01-19 02:59:08	2019-03-28	2020-09-22 11:27:10	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3,5 weeks	KIT, Amsterdam	Dinu Abdella	English	advanced optional	2012-01-19 09:09:50	<br> 126 Student Investment Hours (SIT)  Contact hours: 46 (incl. tutorials, exam), self-study hours: 80 (44 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-03-08	2021-03-26	<br> Accredited in 2002. Re-accredited in April 2007 on the EC phone conference, re-accredited in October 2011, in June 2013 and in October 2018 in Berlin. This accreditation is valid until October 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™ own experiences, case studies  â€¢ Group work, discussion forum,     The educational approach for both the face to face and on-site use of an online learning platform (Virtual Ground) is based on the following principles:  As an interdisciplinary approach is required to tackle the SRHR including HIV and AIDS issues, inter-professional collaboration and skills will be practiced throughout the course, primarily based on adult learning principles.  Learning methods include: presentations, case studies and scenarios, problem analysis, group exercises, on-site e-learning and online learning activities (in Virtual Ground), self-study, peer-study, and study visit (local field trip).	SRHR HIV/AIDS is the first module in the SRHR Track of the MPH course, but it is also a stand-alone short course.	<br>The module will be assessed as below:    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weighting: Open book exam counts for 100%    General rules & Instructions:  â€¢ The open book exam has separate instructions. Instructions for open book exam, and assessment guides are in the Annex 1 & 2 to this form.   â€¢ The student is required to attend at least 90% of the face to face sessions     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of the resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 30  â€¢ Maximum number of tropEd students: 7  â€¢ 90% Attendance is the minimum required.	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.0  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	see under prerequisites	<br>â‚¬2.210â‚¬	<br>Nuffic: please check "Orange Knowledge Programme" (https://www.studyinholland.nl/scholarships/highlighted-scholarships/orange-knowledge-programme)	<br>â€¢ The total intake has been increased from 28 to 30. The total TropEd intake is up from 5 to 7.  â€¢ The direct contact hours has been aligned with other contemporary modules at KIT and in line with TropEd regulations.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2017/2018, student evaluation of the module was as follows:    â€¢ Students indicated that the module was very well received, students were really enthusiastic. They saw links with concepts and contents discussed in many other modules: assessment of health status, marginalized and vulnerable groups, emergency settings, etc.   â€¢ The objectives of the module were in line with the learning needs  â€¢ The participants stated that  they were satisfied on variety of teaching methods. Facilitators were â€˜great and qualifiedâ€™!  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered.  They said â€œOnline platform was nice, but needed more structuring and moderation/feedback on specific assignmentsâ€œ. Also like: â€œThe discussion forum needed more structure, more facilitation; some people got feedback on assignments, others didnâ€™tâ€œ.  â€¢ Students commented that although the quality of reading materials were very good, these were too much. Students commented like â€œSome topics: too much, such as for fragile settings; for STIâ€™s reading could focus more on good practiceâ€œ  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Exam was fair and exam covered objectives of the module. Contents that were covered in the exam were actually taught. However, students commented that with five questions, with sub-questions; nearly all students found it too much for the 3 hours available. Students also felt that the distribution of marks across questions was less fair.  â€¢   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o The learning methods for each session were aligned and diversified;   o We revisited the instructions of the exams  o The number of sessions and average contact time per sessions was adjusted to make more room for self-study  â€¢ We have also learned how to respond to studentâ€™s feedback, and action to be taken as soon as possible , preferably during the module.    Based on the lessons learned and the feedback from students, we have already taken the following actions/decisions:  â€¢ Reviewed organization of assignments and tasks foreseen at online platform (discussion forum). Ensure that everyone gets feedback (either by other students or moderator).  â€¢ Reviewed of exam questions, and pre-test exam questions by one or a few facilitators/coordinators.   â€¢ Someone of the staff should be present during the exam to answer questions on comprehension of exam questions.  â€¢ Some slight changes in time allocated to STIâ€™s and SRH in fragile settings	<br>The module covers the following contents: (A final Program Schedule will be uploaded in the Virtual Grounds well in Advance. But a typical program schedule is attached as Annex 3)  â€¢ Overview of relevant historical developments, such as the International Conference on Population and Development (ICPD, 1994) and the adoption of the Sustainable Development Goals (SDGs), and contemporary concepts in SRHR and HIV;  â€¢ Causes, consequences and patterns of a range of SRHR issues: sexual health; family planning; infertility; maternal health; antenatal, perinatal and postpartum health; newborn health; abortion; adolescent health; sexual and gender based violence and HIV.  â€¢ Key consideration for SRHR and HIV policy and practice: such as gender transformation; rights-based approaches; sexuality; stigma and discrimination; health promotion; motivational interviewing; health advocacy and ethics.   â€¢ Participantsâ€™ own cultural and social norms and values in relation to sexuality and the way these drive SRHR challenges and responses; with attention to vulnerable groups, such as adolescents, sexual minorities, people living with disabilities, and people living with HIV, across different contexts, including in fragile and conflict-affected settings.	Netherlands	HIV/AIDS	Face to face		4.5 ECTS credits	
Sexual Reproductive Health and Rights including HIV/AIDS	<br>At the end of the module, participants are able to:  LO1: Critically analyze various concepts related to sexual and reproductive health and rights within the development context.  LO2: Explain and present trends and patterns on a range of SRHR issues and analyze the multi-faceted factors driving them.  LO3: Analyze SRHR issues from a rights-based and gender-based perspective  LO4: Identify and discuss principles of context-specific good practices and interventions in the area of SRHR.		1	F.Maldonado@kit.nl	2012-01-19 02:59:08	2019-03-28	2020-09-22 11:27:10	troped	troped	0		3,5 weeks	KIT, Amsterdam				2012-01-19 09:09:50	<br> 126 Student Investment Hours (SIT)  Contact hours: 46 (incl. tutorials, exam), self-study hours: 80 (44 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-03-08	2021-03-26	<br> Accredited in 2002. Re-accredited in April 2007 on the EC phone conference, re-accredited in October 2011, in June 2013 and in October 2018 in Berlin. This accreditation is valid until October 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™ own experiences, case studies  â€¢ Group work, discussion forum,     The educational approach for both the face to face and on-site use of an online learning platform (Virtual Ground) is based on the following principles:  As an interdisciplinary approach is required to tackle the SRHR including HIV and AIDS issues, inter-professional collaboration and skills will be practiced throughout the course, primarily based on adult learning principles.  Learning methods include: presentations, case studies and scenarios, problem analysis, group exercises, on-site e-learning and online learning activities (in Virtual Ground), self-study, peer-study, and study visit (local field trip).	SRHR HIV/AIDS is the first module in the SRHR Track of the MPH course, but it is also a stand-alone short course.	<br>The module will be assessed as below:    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weighting: Open book exam counts for 100%    General rules & Instructions:  â€¢ The open book exam has separate instructions. Instructions for open book exam, and assessment guides are in the Annex 1 & 2 to this form.   â€¢ The student is required to attend at least 90% of the face to face sessions     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of the resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 30  â€¢ Maximum number of tropEd students: 7  â€¢ 90% Attendance is the minimum required.	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.0  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	see under prerequisites	<br>â‚¬2.210â‚¬	<br>Nuffic: please check "Orange Knowledge Programme" (https://www.studyinholland.nl/scholarships/highlighted-scholarships/orange-knowledge-programme)	<br>â€¢ The total intake has been increased from 28 to 30. The total TropEd intake is up from 5 to 7.  â€¢ The direct contact hours has been aligned with other contemporary modules at KIT and in line with TropEd regulations.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2017/2018, student evaluation of the module was as follows:    â€¢ Students indicated that the module was very well received, students were really enthusiastic. They saw links with concepts and contents discussed in many other modules: assessment of health status, marginalized and vulnerable groups, emergency settings, etc.   â€¢ The objectives of the module were in line with the learning needs  â€¢ The participants stated that  they were satisfied on variety of teaching methods. Facilitators were â€˜great and qualifiedâ€™!  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered.  They said â€œOnline platform was nice, but needed more structuring and moderation/feedback on specific assignmentsâ€œ. Also like: â€œThe discussion forum needed more structure, more facilitation; some people got feedback on assignments, others didnâ€™tâ€œ.  â€¢ Students commented that although the quality of reading materials were very good, these were too much. Students commented like â€œSome topics: too much, such as for fragile settings; for STIâ€™s reading could focus more on good practiceâ€œ  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Exam was fair and exam covered objectives of the module. Contents that were covered in the exam were actually taught. However, students commented that with five questions, with sub-questions; nearly all students found it too much for the 3 hours available. Students also felt that the distribution of marks across questions was less fair.  â€¢   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o The learning methods for each session were aligned and diversified;   o We revisited the instructions of the exams  o The number of sessions and average contact time per sessions was adjusted to make more room for self-study  â€¢ We have also learned how to respond to studentâ€™s feedback, and action to be taken as soon as possible , preferably during the module.    Based on the lessons learned and the feedback from students, we have already taken the following actions/decisions:  â€¢ Reviewed organization of assignments and tasks foreseen at online platform (discussion forum). Ensure that everyone gets feedback (either by other students or moderator).  â€¢ Reviewed of exam questions, and pre-test exam questions by one or a few facilitators/coordinators.   â€¢ Someone of the staff should be present during the exam to answer questions on comprehension of exam questions.  â€¢ Some slight changes in time allocated to STIâ€™s and SRH in fragile settings	<br>The module covers the following contents: (A final Program Schedule will be uploaded in the Virtual Grounds well in Advance. But a typical program schedule is attached as Annex 3)  â€¢ Overview of relevant historical developments, such as the International Conference on Population and Development (ICPD, 1994) and the adoption of the Sustainable Development Goals (SDGs), and contemporary concepts in SRHR and HIV;  â€¢ Causes, consequences and patterns of a range of SRHR issues: sexual health; family planning; infertility; maternal health; antenatal, perinatal and postpartum health; newborn health; abortion; adolescent health; sexual and gender based violence and HIV.  â€¢ Key consideration for SRHR and HIV policy and practice: such as gender transformation; rights-based approaches; sexuality; stigma and discrimination; health promotion; motivational interviewing; health advocacy and ethics.   â€¢ Participantsâ€™ own cultural and social norms and values in relation to sexuality and the way these drive SRHR challenges and responses; with attention to vulnerable groups, such as adolescents, sexual minorities, people living with disabilities, and people living with HIV, across different contexts, including in fragile and conflict-affected settings.		Sexual & reproductive health				
Sexual Reproductive Health and Rights including HIV/AIDS	<br>At the end of the module, participants are able to:  LO1: Critically analyze various concepts related to sexual and reproductive health and rights within the development context.  LO2: Explain and present trends and patterns on a range of SRHR issues and analyze the multi-faceted factors driving them.  LO3: Analyze SRHR issues from a rights-based and gender-based perspective  LO4: Identify and discuss principles of context-specific good practices and interventions in the area of SRHR.		1	F.Maldonado@kit.nl	2012-01-19 02:59:08	2019-03-28	2020-09-22 11:27:10	troped	troped	0		3,5 weeks	KIT, Amsterdam				2012-01-19 09:09:50	<br> 126 Student Investment Hours (SIT)  Contact hours: 46 (incl. tutorials, exam), self-study hours: 80 (44 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-03-08	2021-03-26	<br> Accredited in 2002. Re-accredited in April 2007 on the EC phone conference, re-accredited in October 2011, in June 2013 and in October 2018 in Berlin. This accreditation is valid until October 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™ own experiences, case studies  â€¢ Group work, discussion forum,     The educational approach for both the face to face and on-site use of an online learning platform (Virtual Ground) is based on the following principles:  As an interdisciplinary approach is required to tackle the SRHR including HIV and AIDS issues, inter-professional collaboration and skills will be practiced throughout the course, primarily based on adult learning principles.  Learning methods include: presentations, case studies and scenarios, problem analysis, group exercises, on-site e-learning and online learning activities (in Virtual Ground), self-study, peer-study, and study visit (local field trip).	SRHR HIV/AIDS is the first module in the SRHR Track of the MPH course, but it is also a stand-alone short course.	<br>The module will be assessed as below:    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weighting: Open book exam counts for 100%    General rules & Instructions:  â€¢ The open book exam has separate instructions. Instructions for open book exam, and assessment guides are in the Annex 1 & 2 to this form.   â€¢ The student is required to attend at least 90% of the face to face sessions     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of the resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 30  â€¢ Maximum number of tropEd students: 7  â€¢ 90% Attendance is the minimum required.	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.0  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	see under prerequisites	<br>â‚¬2.210â‚¬	<br>Nuffic: please check "Orange Knowledge Programme" (https://www.studyinholland.nl/scholarships/highlighted-scholarships/orange-knowledge-programme)	<br>â€¢ The total intake has been increased from 28 to 30. The total TropEd intake is up from 5 to 7.  â€¢ The direct contact hours has been aligned with other contemporary modules at KIT and in line with TropEd regulations.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2017/2018, student evaluation of the module was as follows:    â€¢ Students indicated that the module was very well received, students were really enthusiastic. They saw links with concepts and contents discussed in many other modules: assessment of health status, marginalized and vulnerable groups, emergency settings, etc.   â€¢ The objectives of the module were in line with the learning needs  â€¢ The participants stated that  they were satisfied on variety of teaching methods. Facilitators were â€˜great and qualifiedâ€™!  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered.  They said â€œOnline platform was nice, but needed more structuring and moderation/feedback on specific assignmentsâ€œ. Also like: â€œThe discussion forum needed more structure, more facilitation; some people got feedback on assignments, others didnâ€™tâ€œ.  â€¢ Students commented that although the quality of reading materials were very good, these were too much. Students commented like â€œSome topics: too much, such as for fragile settings; for STIâ€™s reading could focus more on good practiceâ€œ  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Exam was fair and exam covered objectives of the module. Contents that were covered in the exam were actually taught. However, students commented that with five questions, with sub-questions; nearly all students found it too much for the 3 hours available. Students also felt that the distribution of marks across questions was less fair.  â€¢   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o The learning methods for each session were aligned and diversified;   o We revisited the instructions of the exams  o The number of sessions and average contact time per sessions was adjusted to make more room for self-study  â€¢ We have also learned how to respond to studentâ€™s feedback, and action to be taken as soon as possible , preferably during the module.    Based on the lessons learned and the feedback from students, we have already taken the following actions/decisions:  â€¢ Reviewed organization of assignments and tasks foreseen at online platform (discussion forum). Ensure that everyone gets feedback (either by other students or moderator).  â€¢ Reviewed of exam questions, and pre-test exam questions by one or a few facilitators/coordinators.   â€¢ Someone of the staff should be present during the exam to answer questions on comprehension of exam questions.  â€¢ Some slight changes in time allocated to STIâ€™s and SRH in fragile settings	<br>The module covers the following contents: (A final Program Schedule will be uploaded in the Virtual Grounds well in Advance. But a typical program schedule is attached as Annex 3)  â€¢ Overview of relevant historical developments, such as the International Conference on Population and Development (ICPD, 1994) and the adoption of the Sustainable Development Goals (SDGs), and contemporary concepts in SRHR and HIV;  â€¢ Causes, consequences and patterns of a range of SRHR issues: sexual health; family planning; infertility; maternal health; antenatal, perinatal and postpartum health; newborn health; abortion; adolescent health; sexual and gender based violence and HIV.  â€¢ Key consideration for SRHR and HIV policy and practice: such as gender transformation; rights-based approaches; sexuality; stigma and discrimination; health promotion; motivational interviewing; health advocacy and ethics.   â€¢ Participantsâ€™ own cultural and social norms and values in relation to sexuality and the way these drive SRHR challenges and responses; with attention to vulnerable groups, such as adolescents, sexual minorities, people living with disabilities, and people living with HIV, across different contexts, including in fragile and conflict-affected settings.		Vulnerable groups (in general)				
Sexual Reproductive Health and Rights including HIV/AIDS	<br>At the end of the module, participants are able to:  LO1: Critically analyze various concepts related to sexual and reproductive health and rights within the development context.  LO2: Explain and present trends and patterns on a range of SRHR issues and analyze the multi-faceted factors driving them.  LO3: Analyze SRHR issues from a rights-based and gender-based perspective  LO4: Identify and discuss principles of context-specific good practices and interventions in the area of SRHR.		1	F.Maldonado@kit.nl	2012-01-19 02:59:08	2019-03-28	2020-09-22 11:27:10	troped	troped	0		3,5 weeks	KIT, Amsterdam				2012-01-19 09:09:50	<br> 126 Student Investment Hours (SIT)  Contact hours: 46 (incl. tutorials, exam), self-study hours: 80 (44 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-03-08	2021-03-26	<br> Accredited in 2002. Re-accredited in April 2007 on the EC phone conference, re-accredited in October 2011, in June 2013 and in October 2018 in Berlin. This accreditation is valid until October 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™ own experiences, case studies  â€¢ Group work, discussion forum,     The educational approach for both the face to face and on-site use of an online learning platform (Virtual Ground) is based on the following principles:  As an interdisciplinary approach is required to tackle the SRHR including HIV and AIDS issues, inter-professional collaboration and skills will be practiced throughout the course, primarily based on adult learning principles.  Learning methods include: presentations, case studies and scenarios, problem analysis, group exercises, on-site e-learning and online learning activities (in Virtual Ground), self-study, peer-study, and study visit (local field trip).	SRHR HIV/AIDS is the first module in the SRHR Track of the MPH course, but it is also a stand-alone short course.	<br>The module will be assessed as below:    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weighting: Open book exam counts for 100%    General rules & Instructions:  â€¢ The open book exam has separate instructions. Instructions for open book exam, and assessment guides are in the Annex 1 & 2 to this form.   â€¢ The student is required to attend at least 90% of the face to face sessions     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of the resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 30  â€¢ Maximum number of tropEd students: 7  â€¢ 90% Attendance is the minimum required.	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.0  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	see under prerequisites	<br>â‚¬2.210â‚¬	<br>Nuffic: please check "Orange Knowledge Programme" (https://www.studyinholland.nl/scholarships/highlighted-scholarships/orange-knowledge-programme)	<br>â€¢ The total intake has been increased from 28 to 30. The total TropEd intake is up from 5 to 7.  â€¢ The direct contact hours has been aligned with other contemporary modules at KIT and in line with TropEd regulations.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2017/2018, student evaluation of the module was as follows:    â€¢ Students indicated that the module was very well received, students were really enthusiastic. They saw links with concepts and contents discussed in many other modules: assessment of health status, marginalized and vulnerable groups, emergency settings, etc.   â€¢ The objectives of the module were in line with the learning needs  â€¢ The participants stated that  they were satisfied on variety of teaching methods. Facilitators were â€˜great and qualifiedâ€™!  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered.  They said â€œOnline platform was nice, but needed more structuring and moderation/feedback on specific assignmentsâ€œ. Also like: â€œThe discussion forum needed more structure, more facilitation; some people got feedback on assignments, others didnâ€™tâ€œ.  â€¢ Students commented that although the quality of reading materials were very good, these were too much. Students commented like â€œSome topics: too much, such as for fragile settings; for STIâ€™s reading could focus more on good practiceâ€œ  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Exam was fair and exam covered objectives of the module. Contents that were covered in the exam were actually taught. However, students commented that with five questions, with sub-questions; nearly all students found it too much for the 3 hours available. Students also felt that the distribution of marks across questions was less fair.  â€¢   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o The learning methods for each session were aligned and diversified;   o We revisited the instructions of the exams  o The number of sessions and average contact time per sessions was adjusted to make more room for self-study  â€¢ We have also learned how to respond to studentâ€™s feedback, and action to be taken as soon as possible , preferably during the module.    Based on the lessons learned and the feedback from students, we have already taken the following actions/decisions:  â€¢ Reviewed organization of assignments and tasks foreseen at online platform (discussion forum). Ensure that everyone gets feedback (either by other students or moderator).  â€¢ Reviewed of exam questions, and pre-test exam questions by one or a few facilitators/coordinators.   â€¢ Someone of the staff should be present during the exam to answer questions on comprehension of exam questions.  â€¢ Some slight changes in time allocated to STIâ€™s and SRH in fragile settings	<br>The module covers the following contents: (A final Program Schedule will be uploaded in the Virtual Grounds well in Advance. But a typical program schedule is attached as Annex 3)  â€¢ Overview of relevant historical developments, such as the International Conference on Population and Development (ICPD, 1994) and the adoption of the Sustainable Development Goals (SDGs), and contemporary concepts in SRHR and HIV;  â€¢ Causes, consequences and patterns of a range of SRHR issues: sexual health; family planning; infertility; maternal health; antenatal, perinatal and postpartum health; newborn health; abortion; adolescent health; sexual and gender based violence and HIV.  â€¢ Key consideration for SRHR and HIV policy and practice: such as gender transformation; rights-based approaches; sexuality; stigma and discrimination; health promotion; motivational interviewing; health advocacy and ethics.   â€¢ Participantsâ€™ own cultural and social norms and values in relation to sexuality and the way these drive SRHR challenges and responses; with attention to vulnerable groups, such as adolescents, sexual minorities, people living with disabilities, and people living with HIV, across different contexts, including in fragile and conflict-affected settings.		gender				
Sexual Reproductive Health and Rights including HIV/AIDS	<br>At the end of the module, participants are able to:  LO1: Critically analyze various concepts related to sexual and reproductive health and rights within the development context.  LO2: Explain and present trends and patterns on a range of SRHR issues and analyze the multi-faceted factors driving them.  LO3: Analyze SRHR issues from a rights-based and gender-based perspective  LO4: Identify and discuss principles of context-specific good practices and interventions in the area of SRHR.		1	F.Maldonado@kit.nl	2012-01-19 02:59:08	2019-03-28	2020-09-22 11:27:10	troped	troped	0		3,5 weeks	KIT, Amsterdam				2012-01-19 09:09:50	<br> 126 Student Investment Hours (SIT)  Contact hours: 46 (incl. tutorials, exam), self-study hours: 80 (44 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-03-08	2021-03-26	<br> Accredited in 2002. Re-accredited in April 2007 on the EC phone conference, re-accredited in October 2011, in June 2013 and in October 2018 in Berlin. This accreditation is valid until October 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™ own experiences, case studies  â€¢ Group work, discussion forum,     The educational approach for both the face to face and on-site use of an online learning platform (Virtual Ground) is based on the following principles:  As an interdisciplinary approach is required to tackle the SRHR including HIV and AIDS issues, inter-professional collaboration and skills will be practiced throughout the course, primarily based on adult learning principles.  Learning methods include: presentations, case studies and scenarios, problem analysis, group exercises, on-site e-learning and online learning activities (in Virtual Ground), self-study, peer-study, and study visit (local field trip).	SRHR HIV/AIDS is the first module in the SRHR Track of the MPH course, but it is also a stand-alone short course.	<br>The module will be assessed as below:    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weighting: Open book exam counts for 100%    General rules & Instructions:  â€¢ The open book exam has separate instructions. Instructions for open book exam, and assessment guides are in the Annex 1 & 2 to this form.   â€¢ The student is required to attend at least 90% of the face to face sessions     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of the resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 30  â€¢ Maximum number of tropEd students: 7  â€¢ 90% Attendance is the minimum required.	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.0  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	see under prerequisites	<br>â‚¬2.210â‚¬	<br>Nuffic: please check "Orange Knowledge Programme" (https://www.studyinholland.nl/scholarships/highlighted-scholarships/orange-knowledge-programme)	<br>â€¢ The total intake has been increased from 28 to 30. The total TropEd intake is up from 5 to 7.  â€¢ The direct contact hours has been aligned with other contemporary modules at KIT and in line with TropEd regulations.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2017/2018, student evaluation of the module was as follows:    â€¢ Students indicated that the module was very well received, students were really enthusiastic. They saw links with concepts and contents discussed in many other modules: assessment of health status, marginalized and vulnerable groups, emergency settings, etc.   â€¢ The objectives of the module were in line with the learning needs  â€¢ The participants stated that  they were satisfied on variety of teaching methods. Facilitators were â€˜great and qualifiedâ€™!  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered.  They said â€œOnline platform was nice, but needed more structuring and moderation/feedback on specific assignmentsâ€œ. Also like: â€œThe discussion forum needed more structure, more facilitation; some people got feedback on assignments, others didnâ€™tâ€œ.  â€¢ Students commented that although the quality of reading materials were very good, these were too much. Students commented like â€œSome topics: too much, such as for fragile settings; for STIâ€™s reading could focus more on good practiceâ€œ  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Exam was fair and exam covered objectives of the module. Contents that were covered in the exam were actually taught. However, students commented that with five questions, with sub-questions; nearly all students found it too much for the 3 hours available. Students also felt that the distribution of marks across questions was less fair.  â€¢   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o The learning methods for each session were aligned and diversified;   o We revisited the instructions of the exams  o The number of sessions and average contact time per sessions was adjusted to make more room for self-study  â€¢ We have also learned how to respond to studentâ€™s feedback, and action to be taken as soon as possible , preferably during the module.    Based on the lessons learned and the feedback from students, we have already taken the following actions/decisions:  â€¢ Reviewed organization of assignments and tasks foreseen at online platform (discussion forum). Ensure that everyone gets feedback (either by other students or moderator).  â€¢ Reviewed of exam questions, and pre-test exam questions by one or a few facilitators/coordinators.   â€¢ Someone of the staff should be present during the exam to answer questions on comprehension of exam questions.  â€¢ Some slight changes in time allocated to STIâ€™s and SRH in fragile settings	<br>The module covers the following contents: (A final Program Schedule will be uploaded in the Virtual Grounds well in Advance. But a typical program schedule is attached as Annex 3)  â€¢ Overview of relevant historical developments, such as the International Conference on Population and Development (ICPD, 1994) and the adoption of the Sustainable Development Goals (SDGs), and contemporary concepts in SRHR and HIV;  â€¢ Causes, consequences and patterns of a range of SRHR issues: sexual health; family planning; infertility; maternal health; antenatal, perinatal and postpartum health; newborn health; abortion; adolescent health; sexual and gender based violence and HIV.  â€¢ Key consideration for SRHR and HIV policy and practice: such as gender transformation; rights-based approaches; sexuality; stigma and discrimination; health promotion; motivational interviewing; health advocacy and ethics.   â€¢ Participantsâ€™ own cultural and social norms and values in relation to sexuality and the way these drive SRHR challenges and responses; with attention to vulnerable groups, such as adolescents, sexual minorities, people living with disabilities, and people living with HIV, across different contexts, including in fragile and conflict-affected settings.						
Qualitative Research Methods in Global Health	After completion of the course the participants will be able to:  -  Compare the theoretical foundations and the principles of analysis in qualitative content analysis, ethnography, anthropology, grounded theory, phenomenology and hermeneutics   -  Differentiate research questions in Global Health requiring qualitative research methodology  -  Construct a research plan for a small study on a topic for relevance in low income countries using qualitative research methodology  -  Formulate ethical considerations in relation to qualitative studies on sensitive topics in low income countries   -  Collect, record and assess quality of data according to sound methodological and ethical  principles using qualitative research interviews and focus group discussions  -  Prepare collected data for analysis by transforming audio recorded data to texts including transcription, translation and evaluation of the quality of the data transformation  -  Employ qualitative content analysis of manifest messages in a text, identify latent messages and appraise methodological limitations and strengths in such analysis  -  Estimate the impact of different socio cultural understanding of a studied topic between the researchers and the participants and within the research team and propose ways to handle such differences  -  Differentiate ways of presenting results from qualitative studies depending on the methodological/theoretical approach employed   -  Critically read and analyse publications using qualitative methodology on topic related to Global Health in low income countries and debate various aspects of trustworthiness		0		2012-01-19 09:18:15	2012-01-19	2017-10-10 04:47:45	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	7  weeks		Dr Pia Olsson              	English	advanced optional	2012-01-19 15:28:00	300 hours: 100 direct contact hours, 200 self-study hours	2011-11-21	2012-01-13	Accreditated in London, September 2009. This accreditation is valid until September 2014.	<br>-  Students&rsquo; learning is facilitated by lectures, individual literature studies, seminars, as well as individual and group assignments.   -  Assignments include data collection, transcription, analysis, presentation and evaluation of the process as well as application for ethical clearance of a fictive or planned study.   -  Seminars are held on theoretical modules and analysis of publications.   -  Sessions are interactive and all lectures, readings, assignments, and examinations are in English.  -  Participants&rsquo; activities are vital and teachers strive to integrate their previous knowledge and experiences from low income settings or conflict zones.  -  Participants bringing own data can partly use them in assignments provided that there are no ethical hindrances and permission is given by the original research team.		Assessment is done based on:  -  One written (1000 words) and oral presentation (20 minutes) of assignment on data collection, transcription and analysis (20%)  -  One written research plan (2000 words) (20%)  -  One written analysis (500 words) of a chosen published article (10%)  -  One individual 2-hours written test will conclude the course (50%)  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.  Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	Maximum 25 students	For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.    Before the module can be started a successfully completed one-week introduction to qualitative research methods is required.	This is an optional course within the Masters program in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 2250 SEK per credit, i.e., for a 10 credit course 22 500SEK. For a full year of master studies in International health it is 135 000SEK. There is also a fee for submitting an application, 900SEK.	Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				The content of this course covers theoretical basis as well as considerations and practical steps of planning, carrying, present and critically analyse qualitative studies in Global Health in low resource settings. Throughout the course examples will be given from research projects in Sri Lanka, Tanzania, India, the Congo, Nicaragua and other low income countries and conflict zones.     The following topics will be covered:  -  Theoretical foundations and principles for analysis in phenomenology, hermeneutics, ethnography, anthropology, grounded theory, and qualitative content analysis  -  Rational for using qualitative methods in Global Health research  -  Research questions in Global Health that need qualitative methodology  -  Combining qualitative and quantitative studies in Global Health  -  Organising fieldwork in low income countries  -  Qualitative research interviews   -  Analysing interview technique using video recording  -  Focus group discussions  -  Transcription, translation and quality check of textual data  -  Analysing using; qualitative content analysis, ethnography, and anthropology approaches  -  Soft ware as devise in analyses of texts  -  Manifest and latent messages in texts  -  Pre-understanding and interpretation in qualitative research  -  Ethics in cross-culture qualitative studies  -  Ethical clearance application  -  Measures to achieve trustworthiness; validity and reliability  -  Writing up qualitative research  -  Critical reading of publications using qualitative methodology  -  Cross cultural challenges when carrying out qualitative studies	Sweden	Qualitative methods	Face to face		10 ECTS credits	
Qualitative Research Methods in Global Health	After completion of the course the participants will be able to:  -  Compare the theoretical foundations and the principles of analysis in qualitative content analysis, ethnography, anthropology, grounded theory, phenomenology and hermeneutics   -  Differentiate research questions in Global Health requiring qualitative research methodology  -  Construct a research plan for a small study on a topic for relevance in low income countries using qualitative research methodology  -  Formulate ethical considerations in relation to qualitative studies on sensitive topics in low income countries   -  Collect, record and assess quality of data according to sound methodological and ethical  principles using qualitative research interviews and focus group discussions  -  Prepare collected data for analysis by transforming audio recorded data to texts including transcription, translation and evaluation of the quality of the data transformation  -  Employ qualitative content analysis of manifest messages in a text, identify latent messages and appraise methodological limitations and strengths in such analysis  -  Estimate the impact of different socio cultural understanding of a studied topic between the researchers and the participants and within the research team and propose ways to handle such differences  -  Differentiate ways of presenting results from qualitative studies depending on the methodological/theoretical approach employed   -  Critically read and analyse publications using qualitative methodology on topic related to Global Health in low income countries and debate various aspects of trustworthiness		0		2012-01-19 09:18:15	2012-01-19	2017-10-10 04:47:45	troped	troped	0		7  weeks					2012-01-19 15:28:00	300 hours: 100 direct contact hours, 200 self-study hours	2011-11-21	2012-01-13	Accreditated in London, September 2009. This accreditation is valid until September 2014.	<br>-  Students&rsquo; learning is facilitated by lectures, individual literature studies, seminars, as well as individual and group assignments.   -  Assignments include data collection, transcription, analysis, presentation and evaluation of the process as well as application for ethical clearance of a fictive or planned study.   -  Seminars are held on theoretical modules and analysis of publications.   -  Sessions are interactive and all lectures, readings, assignments, and examinations are in English.  -  Participants&rsquo; activities are vital and teachers strive to integrate their previous knowledge and experiences from low income settings or conflict zones.  -  Participants bringing own data can partly use them in assignments provided that there are no ethical hindrances and permission is given by the original research team.		Assessment is done based on:  -  One written (1000 words) and oral presentation (20 minutes) of assignment on data collection, transcription and analysis (20%)  -  One written research plan (2000 words) (20%)  -  One written analysis (500 words) of a chosen published article (10%)  -  One individual 2-hours written test will conclude the course (50%)  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.  Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	Maximum 25 students	For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.    Before the module can be started a successfully completed one-week introduction to qualitative research methods is required.	This is an optional course within the Masters program in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 2250 SEK per credit, i.e., for a 10 credit course 22 500SEK. For a full year of master studies in International health it is 135 000SEK. There is also a fee for submitting an application, 900SEK.	Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				The content of this course covers theoretical basis as well as considerations and practical steps of planning, carrying, present and critically analyse qualitative studies in Global Health in low resource settings. Throughout the course examples will be given from research projects in Sri Lanka, Tanzania, India, the Congo, Nicaragua and other low income countries and conflict zones.     The following topics will be covered:  -  Theoretical foundations and principles for analysis in phenomenology, hermeneutics, ethnography, anthropology, grounded theory, and qualitative content analysis  -  Rational for using qualitative methods in Global Health research  -  Research questions in Global Health that need qualitative methodology  -  Combining qualitative and quantitative studies in Global Health  -  Organising fieldwork in low income countries  -  Qualitative research interviews   -  Analysing interview technique using video recording  -  Focus group discussions  -  Transcription, translation and quality check of textual data  -  Analysing using; qualitative content analysis, ethnography, and anthropology approaches  -  Soft ware as devise in analyses of texts  -  Manifest and latent messages in texts  -  Pre-understanding and interpretation in qualitative research  -  Ethics in cross-culture qualitative studies  -  Ethical clearance application  -  Measures to achieve trustworthiness; validity and reliability  -  Writing up qualitative research  -  Critical reading of publications using qualitative methodology  -  Cross cultural challenges when carrying out qualitative studies		Research method				
Qualitative Research Methods in Global Health	After completion of the course the participants will be able to:  -  Compare the theoretical foundations and the principles of analysis in qualitative content analysis, ethnography, anthropology, grounded theory, phenomenology and hermeneutics   -  Differentiate research questions in Global Health requiring qualitative research methodology  -  Construct a research plan for a small study on a topic for relevance in low income countries using qualitative research methodology  -  Formulate ethical considerations in relation to qualitative studies on sensitive topics in low income countries   -  Collect, record and assess quality of data according to sound methodological and ethical  principles using qualitative research interviews and focus group discussions  -  Prepare collected data for analysis by transforming audio recorded data to texts including transcription, translation and evaluation of the quality of the data transformation  -  Employ qualitative content analysis of manifest messages in a text, identify latent messages and appraise methodological limitations and strengths in such analysis  -  Estimate the impact of different socio cultural understanding of a studied topic between the researchers and the participants and within the research team and propose ways to handle such differences  -  Differentiate ways of presenting results from qualitative studies depending on the methodological/theoretical approach employed   -  Critically read and analyse publications using qualitative methodology on topic related to Global Health in low income countries and debate various aspects of trustworthiness		0		2012-01-19 09:18:15	2012-01-19	2017-10-10 04:47:45	troped	troped	0		7  weeks					2012-01-19 15:28:00	300 hours: 100 direct contact hours, 200 self-study hours	2011-11-21	2012-01-13	Accreditated in London, September 2009. This accreditation is valid until September 2014.	<br>-  Students&rsquo; learning is facilitated by lectures, individual literature studies, seminars, as well as individual and group assignments.   -  Assignments include data collection, transcription, analysis, presentation and evaluation of the process as well as application for ethical clearance of a fictive or planned study.   -  Seminars are held on theoretical modules and analysis of publications.   -  Sessions are interactive and all lectures, readings, assignments, and examinations are in English.  -  Participants&rsquo; activities are vital and teachers strive to integrate their previous knowledge and experiences from low income settings or conflict zones.  -  Participants bringing own data can partly use them in assignments provided that there are no ethical hindrances and permission is given by the original research team.		Assessment is done based on:  -  One written (1000 words) and oral presentation (20 minutes) of assignment on data collection, transcription and analysis (20%)  -  One written research plan (2000 words) (20%)  -  One written analysis (500 words) of a chosen published article (10%)  -  One individual 2-hours written test will conclude the course (50%)  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.  Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	Maximum 25 students	For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.    Before the module can be started a successfully completed one-week introduction to qualitative research methods is required.	This is an optional course within the Masters program in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 2250 SEK per credit, i.e., for a 10 credit course 22 500SEK. For a full year of master studies in International health it is 135 000SEK. There is also a fee for submitting an application, 900SEK.	Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				The content of this course covers theoretical basis as well as considerations and practical steps of planning, carrying, present and critically analyse qualitative studies in Global Health in low resource settings. Throughout the course examples will be given from research projects in Sri Lanka, Tanzania, India, the Congo, Nicaragua and other low income countries and conflict zones.     The following topics will be covered:  -  Theoretical foundations and principles for analysis in phenomenology, hermeneutics, ethnography, anthropology, grounded theory, and qualitative content analysis  -  Rational for using qualitative methods in Global Health research  -  Research questions in Global Health that need qualitative methodology  -  Combining qualitative and quantitative studies in Global Health  -  Organising fieldwork in low income countries  -  Qualitative research interviews   -  Analysing interview technique using video recording  -  Focus group discussions  -  Transcription, translation and quality check of textual data  -  Analysing using; qualitative content analysis, ethnography, and anthropology approaches  -  Soft ware as devise in analyses of texts  -  Manifest and latent messages in texts  -  Pre-understanding and interpretation in qualitative research  -  Ethics in cross-culture qualitative studies  -  Ethical clearance application  -  Measures to achieve trustworthiness; validity and reliability  -  Writing up qualitative research  -  Critical reading of publications using qualitative methodology  -  Cross cultural challenges when carrying out qualitative studies		Sociology (incl.. socio-cultural aspects)				
Qualitative Research Methods in Global Health	After completion of the course the participants will be able to:  -  Compare the theoretical foundations and the principles of analysis in qualitative content analysis, ethnography, anthropology, grounded theory, phenomenology and hermeneutics   -  Differentiate research questions in Global Health requiring qualitative research methodology  -  Construct a research plan for a small study on a topic for relevance in low income countries using qualitative research methodology  -  Formulate ethical considerations in relation to qualitative studies on sensitive topics in low income countries   -  Collect, record and assess quality of data according to sound methodological and ethical  principles using qualitative research interviews and focus group discussions  -  Prepare collected data for analysis by transforming audio recorded data to texts including transcription, translation and evaluation of the quality of the data transformation  -  Employ qualitative content analysis of manifest messages in a text, identify latent messages and appraise methodological limitations and strengths in such analysis  -  Estimate the impact of different socio cultural understanding of a studied topic between the researchers and the participants and within the research team and propose ways to handle such differences  -  Differentiate ways of presenting results from qualitative studies depending on the methodological/theoretical approach employed   -  Critically read and analyse publications using qualitative methodology on topic related to Global Health in low income countries and debate various aspects of trustworthiness		0		2012-01-19 09:18:15	2012-01-19	2017-10-10 04:47:45	troped	troped	0		7  weeks					2012-01-19 15:28:00	300 hours: 100 direct contact hours, 200 self-study hours	2011-11-21	2012-01-13	Accreditated in London, September 2009. This accreditation is valid until September 2014.	<br>-  Students&rsquo; learning is facilitated by lectures, individual literature studies, seminars, as well as individual and group assignments.   -  Assignments include data collection, transcription, analysis, presentation and evaluation of the process as well as application for ethical clearance of a fictive or planned study.   -  Seminars are held on theoretical modules and analysis of publications.   -  Sessions are interactive and all lectures, readings, assignments, and examinations are in English.  -  Participants&rsquo; activities are vital and teachers strive to integrate their previous knowledge and experiences from low income settings or conflict zones.  -  Participants bringing own data can partly use them in assignments provided that there are no ethical hindrances and permission is given by the original research team.		Assessment is done based on:  -  One written (1000 words) and oral presentation (20 minutes) of assignment on data collection, transcription and analysis (20%)  -  One written research plan (2000 words) (20%)  -  One written analysis (500 words) of a chosen published article (10%)  -  One individual 2-hours written test will conclude the course (50%)  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.  Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	Maximum 25 students	For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.    Before the module can be started a successfully completed one-week introduction to qualitative research methods is required.	This is an optional course within the Masters program in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 2250 SEK per credit, i.e., for a 10 credit course 22 500SEK. For a full year of master studies in International health it is 135 000SEK. There is also a fee for submitting an application, 900SEK.	Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				The content of this course covers theoretical basis as well as considerations and practical steps of planning, carrying, present and critically analyse qualitative studies in Global Health in low resource settings. Throughout the course examples will be given from research projects in Sri Lanka, Tanzania, India, the Congo, Nicaragua and other low income countries and conflict zones.     The following topics will be covered:  -  Theoretical foundations and principles for analysis in phenomenology, hermeneutics, ethnography, anthropology, grounded theory, and qualitative content analysis  -  Rational for using qualitative methods in Global Health research  -  Research questions in Global Health that need qualitative methodology  -  Combining qualitative and quantitative studies in Global Health  -  Organising fieldwork in low income countries  -  Qualitative research interviews   -  Analysing interview technique using video recording  -  Focus group discussions  -  Transcription, translation and quality check of textual data  -  Analysing using; qualitative content analysis, ethnography, and anthropology approaches  -  Soft ware as devise in analyses of texts  -  Manifest and latent messages in texts  -  Pre-understanding and interpretation in qualitative research  -  Ethics in cross-culture qualitative studies  -  Ethical clearance application  -  Measures to achieve trustworthiness; validity and reliability  -  Writing up qualitative research  -  Critical reading of publications using qualitative methodology  -  Cross cultural challenges when carrying out qualitative studies						
Public Health in Humanitarian Action	<br>At the completion of the course students should be able to:   -  Analyse public health risks in disasters, and plan for needs assessments including nutritional surveys   -  Compare different international standards and guidelines for the delivery of response to disasters  -  Plan interventions concerning the most common health problems in disasters   -  Identify and critically analyse the relationship between gender, health and disasters  -  Identify the appropriate health, nutritional, and psychosocial interventions for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Plan  the set up of management and evaluation of various interventions		0		2012-01-19 09:25:09	2015-08-21	2017-10-10 04:47:46	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	3,5 weeks,	IMCH premises, Drottningatan 4, Uppsala	Lars Ã…ke Persson 	English	advanced optional	2012-01-19 15:34:20	150 hours   50 direct contact hours, 100 self-study hours	2016-03-07	2016-03-30	<br>Accredited in Stockholm tropEd GA meeting in September 2010, valid until September 2015.	<br>Interactive lectures, seminars, group work, tutorials, individual paper writing		<br>Assessments of the students&rsquo; achievements are obtained through a quiz (40%) and a group work presented in a 3000 word paper, describing a special area of interest and standards for interventions (60%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>Number of students: 25	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.  Another prerequisite is the course Public health in Humanitarian Action Part I or equivalent studies.	<br>This is an optional course within the Masters program in International Health. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd Europe network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>-  Health care systems for protecting public health in disasters including health services, water and sanitation and health promotion  -  Epidemiology in disasters, including needs assessment techniques for different target groups   -  Disease control and control of epidemics in emergencies  -  Interventions for the  most common health problems in disasters including mental health   -  Gender analysis models and gender programmes in different disasters. Discussion of  problems and solutions in a multicultural context   -  Planning of appropriate health, nutritional, and psychosocial interventions for general populations and for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Disaster management, including project planning and evaluation of interventions  -  a) Self studies of an area  of interest  e.g. child soldiers, elderly, or haemorrhagic fevers  -  b) writing of a 3000 word summary of findings   -  c) presentation of the findings to the course participants	Sweden	Health in emergencies	Face to face		5 ECTS credits	
Public Health in Humanitarian Action	<br>At the completion of the course students should be able to:   -  Analyse public health risks in disasters, and plan for needs assessments including nutritional surveys   -  Compare different international standards and guidelines for the delivery of response to disasters  -  Plan interventions concerning the most common health problems in disasters   -  Identify and critically analyse the relationship between gender, health and disasters  -  Identify the appropriate health, nutritional, and psychosocial interventions for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Plan  the set up of management and evaluation of various interventions		0		2012-01-19 09:25:09	2015-08-21	2017-10-10 04:47:46	troped	troped	0		3,5 weeks,	IMCH premises, Drottningatan 4, Uppsala	Magdalena Bjerneld 			2012-01-19 15:34:20	150 hours   50 direct contact hours, 100 self-study hours	2016-03-07	2016-03-30	<br>Accredited in Stockholm tropEd GA meeting in September 2010, valid until September 2015.	<br>Interactive lectures, seminars, group work, tutorials, individual paper writing		<br>Assessments of the students&rsquo; achievements are obtained through a quiz (40%) and a group work presented in a 3000 word paper, describing a special area of interest and standards for interventions (60%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>Number of students: 25	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.  Another prerequisite is the course Public health in Humanitarian Action Part I or equivalent studies.	<br>This is an optional course within the Masters program in International Health. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd Europe network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>-  Health care systems for protecting public health in disasters including health services, water and sanitation and health promotion  -  Epidemiology in disasters, including needs assessment techniques for different target groups   -  Disease control and control of epidemics in emergencies  -  Interventions for the  most common health problems in disasters including mental health   -  Gender analysis models and gender programmes in different disasters. Discussion of  problems and solutions in a multicultural context   -  Planning of appropriate health, nutritional, and psychosocial interventions for general populations and for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Disaster management, including project planning and evaluation of interventions  -  a) Self studies of an area  of interest  e.g. child soldiers, elderly, or haemorrhagic fevers  -  b) writing of a 3000 word summary of findings   -  c) presentation of the findings to the course participants		Nutrition				
Public Health in Humanitarian Action	<br>At the completion of the course students should be able to:   -  Analyse public health risks in disasters, and plan for needs assessments including nutritional surveys   -  Compare different international standards and guidelines for the delivery of response to disasters  -  Plan interventions concerning the most common health problems in disasters   -  Identify and critically analyse the relationship between gender, health and disasters  -  Identify the appropriate health, nutritional, and psychosocial interventions for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Plan  the set up of management and evaluation of various interventions		0		2012-01-19 09:25:09	2015-08-21	2017-10-10 04:47:46	troped	troped	0		3,5 weeks,	IMCH premises, Drottningatan 4, Uppsala				2012-01-19 15:34:20	150 hours   50 direct contact hours, 100 self-study hours	2016-03-07	2016-03-30	<br>Accredited in Stockholm tropEd GA meeting in September 2010, valid until September 2015.	<br>Interactive lectures, seminars, group work, tutorials, individual paper writing		<br>Assessments of the students&rsquo; achievements are obtained through a quiz (40%) and a group work presented in a 3000 word paper, describing a special area of interest and standards for interventions (60%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>Number of students: 25	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.  Another prerequisite is the course Public health in Humanitarian Action Part I or equivalent studies.	<br>This is an optional course within the Masters program in International Health. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd Europe network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>-  Health care systems for protecting public health in disasters including health services, water and sanitation and health promotion  -  Epidemiology in disasters, including needs assessment techniques for different target groups   -  Disease control and control of epidemics in emergencies  -  Interventions for the  most common health problems in disasters including mental health   -  Gender analysis models and gender programmes in different disasters. Discussion of  problems and solutions in a multicultural context   -  Planning of appropriate health, nutritional, and psychosocial interventions for general populations and for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Disaster management, including project planning and evaluation of interventions  -  a) Self studies of an area  of interest  e.g. child soldiers, elderly, or haemorrhagic fevers  -  b) writing of a 3000 word summary of findings   -  c) presentation of the findings to the course participants		Psychosomatics & stress				
Public Health in Humanitarian Action	<br>At the completion of the course students should be able to:   -  Analyse public health risks in disasters, and plan for needs assessments including nutritional surveys   -  Compare different international standards and guidelines for the delivery of response to disasters  -  Plan interventions concerning the most common health problems in disasters   -  Identify and critically analyse the relationship between gender, health and disasters  -  Identify the appropriate health, nutritional, and psychosocial interventions for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Plan  the set up of management and evaluation of various interventions		0		2012-01-19 09:25:09	2015-08-21	2017-10-10 04:47:46	troped	troped	0		3,5 weeks,	IMCH premises, Drottningatan 4, Uppsala				2012-01-19 15:34:20	150 hours   50 direct contact hours, 100 self-study hours	2016-03-07	2016-03-30	<br>Accredited in Stockholm tropEd GA meeting in September 2010, valid until September 2015.	<br>Interactive lectures, seminars, group work, tutorials, individual paper writing		<br>Assessments of the students&rsquo; achievements are obtained through a quiz (40%) and a group work presented in a 3000 word paper, describing a special area of interest and standards for interventions (60%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>Number of students: 25	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.  Another prerequisite is the course Public health in Humanitarian Action Part I or equivalent studies.	<br>This is an optional course within the Masters program in International Health. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd Europe network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>-  Health care systems for protecting public health in disasters including health services, water and sanitation and health promotion  -  Epidemiology in disasters, including needs assessment techniques for different target groups   -  Disease control and control of epidemics in emergencies  -  Interventions for the  most common health problems in disasters including mental health   -  Gender analysis models and gender programmes in different disasters. Discussion of  problems and solutions in a multicultural context   -  Planning of appropriate health, nutritional, and psychosocial interventions for general populations and for vulnerable groups such as malnourished children, pregnant and lactating women, elderly, HIV/AIDS, doubled orphans etc.   -  Disaster management, including project planning and evaluation of interventions  -  a) Self studies of an area  of interest  e.g. child soldiers, elderly, or haemorrhagic fevers  -  b) writing of a 3000 word summary of findings   -  c) presentation of the findings to the course participants						
Health Program Management	<br>Knowledge objectives:    At the end of the module the student should be able to:    Analyse and assess major health system barriers and based on that analysis formulate health programs as solutions for improved health outcome in different cultural and political settings.     Skills objectives:    Design and manage the implementation of a Health Program in different cultural and political settings with an emphasis on low and middle-income countries.    Apply common management techniques and tools to solve organisational and management problems related implementation of a health program, including human resources, financing, and monitoring and evaluation.    Present and convincingly argue for the implementation of a health program.		0		2012-01-19 09:31:26	2015-08-21	2017-10-10 04:47:46	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	seven weeks,	IMCH, Uppsala	Carina KÃ¤llestÃ¥l 	English	advanced optional	2012-01-19 15:39:38	300 hours SIT  120 direct contact hours, 180 self-study hours	2015-09-23	2015-11-06	<br>Accredited in June 2011. This accreditation is valid until June 2016.	<br>The learning methods include:    Lectures; during lectures the student is introduced to concepts and issues from the different modules above (40% of the course time).    Supervised group work; during supervised group work the student is working in a group with the concepts and issues presented during lectures, with support from a teacher (20% of course time).    Seminar; during the seminar the student is active in presenting and defending a group work and is also criticizing and commenting on another group work (10% of course time).      Un-supervised group work; during unsupervised group work the student is working on a group assignment together with fellow students (30% of course time).     Lectures are interactive and all lectures, readings, assignments, and examinations are in English. Library access and computer support are available.		<br>Written exam, 3-hour closed book examination, covering the content of the course (40%),    Group work consisting of a critical analysis of a Health Program Management Case (40%),     Oral presentation of group work including criticism of and comments on another group&rsquo;s presentation (20%).     From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.    Students who do not receive a passing grade have the right to redo their course work, including examinations and assignments within 3 weeks.	<br>25 students may be accepted per semester.	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.	<br>This is an optional course within the Masters Programme in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>None.				<br>The Health Program Management Course includes the following modules:    -  Health Systems analysis focusing on the Health System building blocks as defined by WHO. This module builds on the Health Systems concepts introduced in the core module of the Global Health course. It is designed to give a deeper understanding of how a Health System can be analyzed and how a reform can be designed. Gaining skills in identifying barriers to health systems&rsquo; goals, and design reform to overcome these, is key content.  -  Program management and program implementation in health. This module introduces concepts of change management and how it can be applied in Health Program Management. It builds on general management concepts introduced in the core module of the Global Health course and focuses on managing reform from a public administrations&rsquo; perspective, e.g. from a ministry of health or health authority.  -  Financial management and cost effectiveness in health programs and health interventions, with a focus on low and middle income countries. The course provides skills to manage and reform the interaction between health authorities, providers and health staff, e.g. models and tools for effectively financing health services in order to achieve health systems goals like accessibility and equity in utilization.    -  Human resource management with a focus on motivation to work and recruitment in a context of scarce resources and brain drain. Building on the human resource management concepts introduced in the core module of the Global Health course, several practical tools are introduced to increase the skills of managing staff supply.   -  Logical Framework Approach (LFA). Building the LFA module in the core module of the Global Health, this course focus on how to use the tool in practice. Special attention is given to how project planning tools like LFA are used in planning, design, implementation and M&E of health sector reform.   -  The role and impact of gender in health program management and health program implementation, with a specific focus on low and middle income countries.   -  Presentation techniques	Sweden	Health systems	Face to face		10 ECTS credits	
Health Program Management	<br>Knowledge objectives:    At the end of the module the student should be able to:    Analyse and assess major health system barriers and based on that analysis formulate health programs as solutions for improved health outcome in different cultural and political settings.     Skills objectives:    Design and manage the implementation of a Health Program in different cultural and political settings with an emphasis on low and middle-income countries.    Apply common management techniques and tools to solve organisational and management problems related implementation of a health program, including human resources, financing, and monitoring and evaluation.    Present and convincingly argue for the implementation of a health program.		0		2012-01-19 09:31:26	2015-08-21	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Uppsala				2012-01-19 15:39:38	300 hours SIT  120 direct contact hours, 180 self-study hours	2015-09-23	2015-11-06	<br>Accredited in June 2011. This accreditation is valid until June 2016.	<br>The learning methods include:    Lectures; during lectures the student is introduced to concepts and issues from the different modules above (40% of the course time).    Supervised group work; during supervised group work the student is working in a group with the concepts and issues presented during lectures, with support from a teacher (20% of course time).    Seminar; during the seminar the student is active in presenting and defending a group work and is also criticizing and commenting on another group work (10% of course time).      Un-supervised group work; during unsupervised group work the student is working on a group assignment together with fellow students (30% of course time).     Lectures are interactive and all lectures, readings, assignments, and examinations are in English. Library access and computer support are available.		<br>Written exam, 3-hour closed book examination, covering the content of the course (40%),    Group work consisting of a critical analysis of a Health Program Management Case (40%),     Oral presentation of group work including criticism of and comments on another group&rsquo;s presentation (20%).     From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.    Students who do not receive a passing grade have the right to redo their course work, including examinations and assignments within 3 weeks.	<br>25 students may be accepted per semester.	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.	<br>This is an optional course within the Masters Programme in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>None.				<br>The Health Program Management Course includes the following modules:    -  Health Systems analysis focusing on the Health System building blocks as defined by WHO. This module builds on the Health Systems concepts introduced in the core module of the Global Health course. It is designed to give a deeper understanding of how a Health System can be analyzed and how a reform can be designed. Gaining skills in identifying barriers to health systems&rsquo; goals, and design reform to overcome these, is key content.  -  Program management and program implementation in health. This module introduces concepts of change management and how it can be applied in Health Program Management. It builds on general management concepts introduced in the core module of the Global Health course and focuses on managing reform from a public administrations&rsquo; perspective, e.g. from a ministry of health or health authority.  -  Financial management and cost effectiveness in health programs and health interventions, with a focus on low and middle income countries. The course provides skills to manage and reform the interaction between health authorities, providers and health staff, e.g. models and tools for effectively financing health services in order to achieve health systems goals like accessibility and equity in utilization.    -  Human resource management with a focus on motivation to work and recruitment in a context of scarce resources and brain drain. Building on the human resource management concepts introduced in the core module of the Global Health course, several practical tools are introduced to increase the skills of managing staff supply.   -  Logical Framework Approach (LFA). Building the LFA module in the core module of the Global Health, this course focus on how to use the tool in practice. Special attention is given to how project planning tools like LFA are used in planning, design, implementation and M&E of health sector reform.   -  The role and impact of gender in health program management and health program implementation, with a specific focus on low and middle income countries.   -  Presentation techniques		Management/leadership				
Health Program Management	<br>Knowledge objectives:    At the end of the module the student should be able to:    Analyse and assess major health system barriers and based on that analysis formulate health programs as solutions for improved health outcome in different cultural and political settings.     Skills objectives:    Design and manage the implementation of a Health Program in different cultural and political settings with an emphasis on low and middle-income countries.    Apply common management techniques and tools to solve organisational and management problems related implementation of a health program, including human resources, financing, and monitoring and evaluation.    Present and convincingly argue for the implementation of a health program.		0		2012-01-19 09:31:26	2015-08-21	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Uppsala				2012-01-19 15:39:38	300 hours SIT  120 direct contact hours, 180 self-study hours	2015-09-23	2015-11-06	<br>Accredited in June 2011. This accreditation is valid until June 2016.	<br>The learning methods include:    Lectures; during lectures the student is introduced to concepts and issues from the different modules above (40% of the course time).    Supervised group work; during supervised group work the student is working in a group with the concepts and issues presented during lectures, with support from a teacher (20% of course time).    Seminar; during the seminar the student is active in presenting and defending a group work and is also criticizing and commenting on another group work (10% of course time).      Un-supervised group work; during unsupervised group work the student is working on a group assignment together with fellow students (30% of course time).     Lectures are interactive and all lectures, readings, assignments, and examinations are in English. Library access and computer support are available.		<br>Written exam, 3-hour closed book examination, covering the content of the course (40%),    Group work consisting of a critical analysis of a Health Program Management Case (40%),     Oral presentation of group work including criticism of and comments on another group&rsquo;s presentation (20%).     From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.    Students who do not receive a passing grade have the right to redo their course work, including examinations and assignments within 3 weeks.	<br>25 students may be accepted per semester.	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.	<br>This is an optional course within the Masters Programme in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>None.				<br>The Health Program Management Course includes the following modules:    -  Health Systems analysis focusing on the Health System building blocks as defined by WHO. This module builds on the Health Systems concepts introduced in the core module of the Global Health course. It is designed to give a deeper understanding of how a Health System can be analyzed and how a reform can be designed. Gaining skills in identifying barriers to health systems&rsquo; goals, and design reform to overcome these, is key content.  -  Program management and program implementation in health. This module introduces concepts of change management and how it can be applied in Health Program Management. It builds on general management concepts introduced in the core module of the Global Health course and focuses on managing reform from a public administrations&rsquo; perspective, e.g. from a ministry of health or health authority.  -  Financial management and cost effectiveness in health programs and health interventions, with a focus on low and middle income countries. The course provides skills to manage and reform the interaction between health authorities, providers and health staff, e.g. models and tools for effectively financing health services in order to achieve health systems goals like accessibility and equity in utilization.    -  Human resource management with a focus on motivation to work and recruitment in a context of scarce resources and brain drain. Building on the human resource management concepts introduced in the core module of the Global Health course, several practical tools are introduced to increase the skills of managing staff supply.   -  Logical Framework Approach (LFA). Building the LFA module in the core module of the Global Health, this course focus on how to use the tool in practice. Special attention is given to how project planning tools like LFA are used in planning, design, implementation and M&E of health sector reform.   -  The role and impact of gender in health program management and health program implementation, with a specific focus on low and middle income countries.   -  Presentation techniques		Sociology (incl.. socio-cultural aspects)				
Health Program Management	<br>Knowledge objectives:    At the end of the module the student should be able to:    Analyse and assess major health system barriers and based on that analysis formulate health programs as solutions for improved health outcome in different cultural and political settings.     Skills objectives:    Design and manage the implementation of a Health Program in different cultural and political settings with an emphasis on low and middle-income countries.    Apply common management techniques and tools to solve organisational and management problems related implementation of a health program, including human resources, financing, and monitoring and evaluation.    Present and convincingly argue for the implementation of a health program.		0		2012-01-19 09:31:26	2015-08-21	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Uppsala				2012-01-19 15:39:38	300 hours SIT  120 direct contact hours, 180 self-study hours	2015-09-23	2015-11-06	<br>Accredited in June 2011. This accreditation is valid until June 2016.	<br>The learning methods include:    Lectures; during lectures the student is introduced to concepts and issues from the different modules above (40% of the course time).    Supervised group work; during supervised group work the student is working in a group with the concepts and issues presented during lectures, with support from a teacher (20% of course time).    Seminar; during the seminar the student is active in presenting and defending a group work and is also criticizing and commenting on another group work (10% of course time).      Un-supervised group work; during unsupervised group work the student is working on a group assignment together with fellow students (30% of course time).     Lectures are interactive and all lectures, readings, assignments, and examinations are in English. Library access and computer support are available.		<br>Written exam, 3-hour closed book examination, covering the content of the course (40%),    Group work consisting of a critical analysis of a Health Program Management Case (40%),     Oral presentation of group work including criticism of and comments on another group&rsquo;s presentation (20%).     From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.    Students who do not receive a passing grade have the right to redo their course work, including examinations and assignments within 3 weeks.	<br>25 students may be accepted per semester.	<br>For admission a university degree is required, with a minimum of 180 credit points in medicine, nursing, nutrition or another area relevant to international health. English proficiency verified by: Degree from any Nordic higher education, or graduation from university where the medium of instruction was English, or TOEFL score 550 (paper based test), 213 (computer based test), 79 (Internet based test), or IELTS score 6.0 (no band lower than 5.0) or Cambridge CAE, CPE.	<br>This is an optional course within the Masters Programme in International Health. Other students may join this course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health or within the TropEd network.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>None.				<br>The Health Program Management Course includes the following modules:    -  Health Systems analysis focusing on the Health System building blocks as defined by WHO. This module builds on the Health Systems concepts introduced in the core module of the Global Health course. It is designed to give a deeper understanding of how a Health System can be analyzed and how a reform can be designed. Gaining skills in identifying barriers to health systems&rsquo; goals, and design reform to overcome these, is key content.  -  Program management and program implementation in health. This module introduces concepts of change management and how it can be applied in Health Program Management. It builds on general management concepts introduced in the core module of the Global Health course and focuses on managing reform from a public administrations&rsquo; perspective, e.g. from a ministry of health or health authority.  -  Financial management and cost effectiveness in health programs and health interventions, with a focus on low and middle income countries. The course provides skills to manage and reform the interaction between health authorities, providers and health staff, e.g. models and tools for effectively financing health services in order to achieve health systems goals like accessibility and equity in utilization.    -  Human resource management with a focus on motivation to work and recruitment in a context of scarce resources and brain drain. Building on the human resource management concepts introduced in the core module of the Global Health course, several practical tools are introduced to increase the skills of managing staff supply.   -  Logical Framework Approach (LFA). Building the LFA module in the core module of the Global Health, this course focus on how to use the tool in practice. Special attention is given to how project planning tools like LFA are used in planning, design, implementation and M&E of health sector reform.   -  The role and impact of gender in health program management and health program implementation, with a specific focus on low and middle income countries.   -  Presentation techniques						
Global Sexual and Reproductive Health and Rights/ gSRHR (2017 is the last course in this form)	<br>At the end of the course the student should be able to:  â€¢ Demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health  â€¢ Analyse how human, sexual and reproductive rights are supported by SRHR relevant international conventions  â€¢ Describe historical important milestones in relation to sexual and reproductive health in a global perspective  â€¢ Analyse how sexual and reproductive health are influenced by and influence the public health in a global perspective  â€¢ Explain the role of sexuality in development and propose how it can be integrated in  SRHR program in low/middle income countries   â€¢ Examine gender inequalities and how these inequalities prevent development of an optimal SRHR development for men and women and also development of countries.  â€¢ Demonstrate advanced knowledge of contemporary issues in maternal and neonatal health in developing countries  â€¢ Distinguish the current recommendations for SRHR services in low income settings in the areas of maternal (antenatal, delivery, postnatal) and neonatal care, contraception, safe abortion, sexually transmitted infections) and debate opportunities and obstacles for their implementation.  â€¢ Demonstrate knowledge and understanding of evidence based interventions to cope with the main obstetric complications and evaluate managerial and organizational structures needed for this purpose  â€¢ Recognize special health needs of adolescent and recommendations how to involve them in SRHR programs  â€¢ Discuss ways to engage men in SRHR programs and education  â€¢ Compare ways that women, children and men are targets of sexual and gender based violence in low income countries and discuss programs on community  and health sector level to prevent  sexual violence and  gender based violence (GBV)  â€¢ Debate the impact of trade liberalization, international migration, trafficking commercialized sex on SRHR in LMIC.  â€¢ Formulate strategies for implementation of SRHR interventions at community and health facility level in order to reduce critical obstetric situations  â€¢ Debate  benefits and obstacles for investing in SRHR including staff and infrastructure needed to meet the SRHR needs in developing countries  â€¢ Critically read, analyse, discuss  literature addressing SRHR		0	carina.kallestal@kbh.uu.se	2012-01-19 09:38:25	2016-04-27	2017-10-10 04:47:46	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	seven weeks,	IMCH, Drottninggatan 4, Uppsala	Dr Pia Axemo 	English	advanced optional	2012-01-19 15:48:32	270 hrs, 10 ECTS  Contact hours 80 ( lectures,  tutorials,  group work seminars)  190 hours self-study ( Self reading  60 hours, Group work preparations and individual work preparation 50hrs, Writing up assignments 30 hrs, Exam preparation and writing up 50 hrs)	2017-03-27	2017-05-10	<br>Accredited in September 2009 and re-accredited in March 2015. This accreditation is valid until March 2020.	<br>Learning is facilitated by literature studies, interactive lectures, seminars, group works and individual work with an emphasis on own analysis in the group works and exam		<br>Assessment is done based on one written take home assignment essay (85 %), three group works (15%) presented orally in a seminar and formative feedback by fellow student and supervisor. Participants who do not receive a passing grade have the right to redo the assessments, including assignment essay and assignments covering the group works	<br>Number of students: 30	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish Universities. The tuition fee is 2250SEK per credit, i.e. for a 10 ECTS course the 22500 SEK.   There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>Course coordinator changed, objectives same but with some added, learning methods changed to more use of visual material, assessment procedures changed to home examination instead of written exam with more analytical questions included. The home examination give the student more possibilities to organise new ways of thinking and to summarise and evaluate actions taken in the field of SRHR both locally and globally. To get a common ground to build on, literature reading and seminar was introduced early in the course.	<br>Students wanted less group works and also strict criteria for grading of assessments. A course manual showing in detail evaluation criteria and detailed course objectives and contents have been prepared. Students were very satisfied with course leaders active participation and presence during the course period.	<br>Very detailed written information regarding course moments important.	<br>â€¢ Major issues in SRHR and current strategies to improve maternal and perinatal health,    â€¢ Key issues in maternal reproductive health, global inequalities    â€¢ Adolescent  SRHR , global inequialities    â€¢ Gender based violence, consequences for physical and psychological wellbeing, possible evidence based interventions    â€¢ International migration and SRHR risks    â€¢ Political aspects of sexual health, treatment of sexual issues in the society, implication of stigma, sensitivities and taboos for practice of sexual health medicine and provision of services    â€¢ Gender issues in Sexual and reproductive health    â€¢ Critical review of key papers of SRHR	Sweden	Gender & health	Face to face		10 ECTS credits	
Global Sexual and Reproductive Health and Rights/ gSRHR (2017 is the last course in this form)	<br>At the end of the course the student should be able to:  â€¢ Demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health  â€¢ Analyse how human, sexual and reproductive rights are supported by SRHR relevant international conventions  â€¢ Describe historical important milestones in relation to sexual and reproductive health in a global perspective  â€¢ Analyse how sexual and reproductive health are influenced by and influence the public health in a global perspective  â€¢ Explain the role of sexuality in development and propose how it can be integrated in  SRHR program in low/middle income countries   â€¢ Examine gender inequalities and how these inequalities prevent development of an optimal SRHR development for men and women and also development of countries.  â€¢ Demonstrate advanced knowledge of contemporary issues in maternal and neonatal health in developing countries  â€¢ Distinguish the current recommendations for SRHR services in low income settings in the areas of maternal (antenatal, delivery, postnatal) and neonatal care, contraception, safe abortion, sexually transmitted infections) and debate opportunities and obstacles for their implementation.  â€¢ Demonstrate knowledge and understanding of evidence based interventions to cope with the main obstetric complications and evaluate managerial and organizational structures needed for this purpose  â€¢ Recognize special health needs of adolescent and recommendations how to involve them in SRHR programs  â€¢ Discuss ways to engage men in SRHR programs and education  â€¢ Compare ways that women, children and men are targets of sexual and gender based violence in low income countries and discuss programs on community  and health sector level to prevent  sexual violence and  gender based violence (GBV)  â€¢ Debate the impact of trade liberalization, international migration, trafficking commercialized sex on SRHR in LMIC.  â€¢ Formulate strategies for implementation of SRHR interventions at community and health facility level in order to reduce critical obstetric situations  â€¢ Debate  benefits and obstacles for investing in SRHR including staff and infrastructure needed to meet the SRHR needs in developing countries  â€¢ Critically read, analyse, discuss  literature addressing SRHR		0	carina.kallestal@kbh.uu.se	2012-01-19 09:38:25	2016-04-27	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Drottninggatan 4, Uppsala				2012-01-19 15:48:32	270 hrs, 10 ECTS  Contact hours 80 ( lectures,  tutorials,  group work seminars)  190 hours self-study ( Self reading  60 hours, Group work preparations and individual work preparation 50hrs, Writing up assignments 30 hrs, Exam preparation and writing up 50 hrs)	2017-03-27	2017-05-10	<br>Accredited in September 2009 and re-accredited in March 2015. This accreditation is valid until March 2020.	<br>Learning is facilitated by literature studies, interactive lectures, seminars, group works and individual work with an emphasis on own analysis in the group works and exam		<br>Assessment is done based on one written take home assignment essay (85 %), three group works (15%) presented orally in a seminar and formative feedback by fellow student and supervisor. Participants who do not receive a passing grade have the right to redo the assessments, including assignment essay and assignments covering the group works	<br>Number of students: 30	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish Universities. The tuition fee is 2250SEK per credit, i.e. for a 10 ECTS course the 22500 SEK.   There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>Course coordinator changed, objectives same but with some added, learning methods changed to more use of visual material, assessment procedures changed to home examination instead of written exam with more analytical questions included. The home examination give the student more possibilities to organise new ways of thinking and to summarise and evaluate actions taken in the field of SRHR both locally and globally. To get a common ground to build on, literature reading and seminar was introduced early in the course.	<br>Students wanted less group works and also strict criteria for grading of assessments. A course manual showing in detail evaluation criteria and detailed course objectives and contents have been prepared. Students were very satisfied with course leaders active participation and presence during the course period.	<br>Very detailed written information regarding course moments important.	<br>â€¢ Major issues in SRHR and current strategies to improve maternal and perinatal health,    â€¢ Key issues in maternal reproductive health, global inequalities    â€¢ Adolescent  SRHR , global inequialities    â€¢ Gender based violence, consequences for physical and psychological wellbeing, possible evidence based interventions    â€¢ International migration and SRHR risks    â€¢ Political aspects of sexual health, treatment of sexual issues in the society, implication of stigma, sensitivities and taboos for practice of sexual health medicine and provision of services    â€¢ Gender issues in Sexual and reproductive health    â€¢ Critical review of key papers of SRHR		Sexual & reproductive health				
Global Sexual and Reproductive Health and Rights/ gSRHR (2017 is the last course in this form)	<br>At the end of the course the student should be able to:  â€¢ Demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health  â€¢ Analyse how human, sexual and reproductive rights are supported by SRHR relevant international conventions  â€¢ Describe historical important milestones in relation to sexual and reproductive health in a global perspective  â€¢ Analyse how sexual and reproductive health are influenced by and influence the public health in a global perspective  â€¢ Explain the role of sexuality in development and propose how it can be integrated in  SRHR program in low/middle income countries   â€¢ Examine gender inequalities and how these inequalities prevent development of an optimal SRHR development for men and women and also development of countries.  â€¢ Demonstrate advanced knowledge of contemporary issues in maternal and neonatal health in developing countries  â€¢ Distinguish the current recommendations for SRHR services in low income settings in the areas of maternal (antenatal, delivery, postnatal) and neonatal care, contraception, safe abortion, sexually transmitted infections) and debate opportunities and obstacles for their implementation.  â€¢ Demonstrate knowledge and understanding of evidence based interventions to cope with the main obstetric complications and evaluate managerial and organizational structures needed for this purpose  â€¢ Recognize special health needs of adolescent and recommendations how to involve them in SRHR programs  â€¢ Discuss ways to engage men in SRHR programs and education  â€¢ Compare ways that women, children and men are targets of sexual and gender based violence in low income countries and discuss programs on community  and health sector level to prevent  sexual violence and  gender based violence (GBV)  â€¢ Debate the impact of trade liberalization, international migration, trafficking commercialized sex on SRHR in LMIC.  â€¢ Formulate strategies for implementation of SRHR interventions at community and health facility level in order to reduce critical obstetric situations  â€¢ Debate  benefits and obstacles for investing in SRHR including staff and infrastructure needed to meet the SRHR needs in developing countries  â€¢ Critically read, analyse, discuss  literature addressing SRHR		0	carina.kallestal@kbh.uu.se	2012-01-19 09:38:25	2016-04-27	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Drottninggatan 4, Uppsala				2012-01-19 15:48:32	270 hrs, 10 ECTS  Contact hours 80 ( lectures,  tutorials,  group work seminars)  190 hours self-study ( Self reading  60 hours, Group work preparations and individual work preparation 50hrs, Writing up assignments 30 hrs, Exam preparation and writing up 50 hrs)	2017-03-27	2017-05-10	<br>Accredited in September 2009 and re-accredited in March 2015. This accreditation is valid until March 2020.	<br>Learning is facilitated by literature studies, interactive lectures, seminars, group works and individual work with an emphasis on own analysis in the group works and exam		<br>Assessment is done based on one written take home assignment essay (85 %), three group works (15%) presented orally in a seminar and formative feedback by fellow student and supervisor. Participants who do not receive a passing grade have the right to redo the assessments, including assignment essay and assignments covering the group works	<br>Number of students: 30	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish Universities. The tuition fee is 2250SEK per credit, i.e. for a 10 ECTS course the 22500 SEK.   There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>Course coordinator changed, objectives same but with some added, learning methods changed to more use of visual material, assessment procedures changed to home examination instead of written exam with more analytical questions included. The home examination give the student more possibilities to organise new ways of thinking and to summarise and evaluate actions taken in the field of SRHR both locally and globally. To get a common ground to build on, literature reading and seminar was introduced early in the course.	<br>Students wanted less group works and also strict criteria for grading of assessments. A course manual showing in detail evaluation criteria and detailed course objectives and contents have been prepared. Students were very satisfied with course leaders active participation and presence during the course period.	<br>Very detailed written information regarding course moments important.	<br>â€¢ Major issues in SRHR and current strategies to improve maternal and perinatal health,    â€¢ Key issues in maternal reproductive health, global inequalities    â€¢ Adolescent  SRHR , global inequialities    â€¢ Gender based violence, consequences for physical and psychological wellbeing, possible evidence based interventions    â€¢ International migration and SRHR risks    â€¢ Political aspects of sexual health, treatment of sexual issues in the society, implication of stigma, sensitivities and taboos for practice of sexual health medicine and provision of services    â€¢ Gender issues in Sexual and reproductive health    â€¢ Critical review of key papers of SRHR		Sexuality				
Global Sexual and Reproductive Health and Rights/ gSRHR (2017 is the last course in this form)	<br>At the end of the course the student should be able to:  â€¢ Demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health  â€¢ Analyse how human, sexual and reproductive rights are supported by SRHR relevant international conventions  â€¢ Describe historical important milestones in relation to sexual and reproductive health in a global perspective  â€¢ Analyse how sexual and reproductive health are influenced by and influence the public health in a global perspective  â€¢ Explain the role of sexuality in development and propose how it can be integrated in  SRHR program in low/middle income countries   â€¢ Examine gender inequalities and how these inequalities prevent development of an optimal SRHR development for men and women and also development of countries.  â€¢ Demonstrate advanced knowledge of contemporary issues in maternal and neonatal health in developing countries  â€¢ Distinguish the current recommendations for SRHR services in low income settings in the areas of maternal (antenatal, delivery, postnatal) and neonatal care, contraception, safe abortion, sexually transmitted infections) and debate opportunities and obstacles for their implementation.  â€¢ Demonstrate knowledge and understanding of evidence based interventions to cope with the main obstetric complications and evaluate managerial and organizational structures needed for this purpose  â€¢ Recognize special health needs of adolescent and recommendations how to involve them in SRHR programs  â€¢ Discuss ways to engage men in SRHR programs and education  â€¢ Compare ways that women, children and men are targets of sexual and gender based violence in low income countries and discuss programs on community  and health sector level to prevent  sexual violence and  gender based violence (GBV)  â€¢ Debate the impact of trade liberalization, international migration, trafficking commercialized sex on SRHR in LMIC.  â€¢ Formulate strategies for implementation of SRHR interventions at community and health facility level in order to reduce critical obstetric situations  â€¢ Debate  benefits and obstacles for investing in SRHR including staff and infrastructure needed to meet the SRHR needs in developing countries  â€¢ Critically read, analyse, discuss  literature addressing SRHR		0	carina.kallestal@kbh.uu.se	2012-01-19 09:38:25	2016-04-27	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Drottninggatan 4, Uppsala				2012-01-19 15:48:32	270 hrs, 10 ECTS  Contact hours 80 ( lectures,  tutorials,  group work seminars)  190 hours self-study ( Self reading  60 hours, Group work preparations and individual work preparation 50hrs, Writing up assignments 30 hrs, Exam preparation and writing up 50 hrs)	2017-03-27	2017-05-10	<br>Accredited in September 2009 and re-accredited in March 2015. This accreditation is valid until March 2020.	<br>Learning is facilitated by literature studies, interactive lectures, seminars, group works and individual work with an emphasis on own analysis in the group works and exam		<br>Assessment is done based on one written take home assignment essay (85 %), three group works (15%) presented orally in a seminar and formative feedback by fellow student and supervisor. Participants who do not receive a passing grade have the right to redo the assessments, including assignment essay and assignments covering the group works	<br>Number of students: 30	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish Universities. The tuition fee is 2250SEK per credit, i.e. for a 10 ECTS course the 22500 SEK.   There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>Course coordinator changed, objectives same but with some added, learning methods changed to more use of visual material, assessment procedures changed to home examination instead of written exam with more analytical questions included. The home examination give the student more possibilities to organise new ways of thinking and to summarise and evaluate actions taken in the field of SRHR both locally and globally. To get a common ground to build on, literature reading and seminar was introduced early in the course.	<br>Students wanted less group works and also strict criteria for grading of assessments. A course manual showing in detail evaluation criteria and detailed course objectives and contents have been prepared. Students were very satisfied with course leaders active participation and presence during the course period.	<br>Very detailed written information regarding course moments important.	<br>â€¢ Major issues in SRHR and current strategies to improve maternal and perinatal health,    â€¢ Key issues in maternal reproductive health, global inequalities    â€¢ Adolescent  SRHR , global inequialities    â€¢ Gender based violence, consequences for physical and psychological wellbeing, possible evidence based interventions    â€¢ International migration and SRHR risks    â€¢ Political aspects of sexual health, treatment of sexual issues in the society, implication of stigma, sensitivities and taboos for practice of sexual health medicine and provision of services    â€¢ Gender issues in Sexual and reproductive health    â€¢ Critical review of key papers of SRHR		Violence / war				
Global Sexual and Reproductive Health and Rights/ gSRHR (2017 is the last course in this form)	<br>At the end of the course the student should be able to:  â€¢ Demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health  â€¢ Analyse how human, sexual and reproductive rights are supported by SRHR relevant international conventions  â€¢ Describe historical important milestones in relation to sexual and reproductive health in a global perspective  â€¢ Analyse how sexual and reproductive health are influenced by and influence the public health in a global perspective  â€¢ Explain the role of sexuality in development and propose how it can be integrated in  SRHR program in low/middle income countries   â€¢ Examine gender inequalities and how these inequalities prevent development of an optimal SRHR development for men and women and also development of countries.  â€¢ Demonstrate advanced knowledge of contemporary issues in maternal and neonatal health in developing countries  â€¢ Distinguish the current recommendations for SRHR services in low income settings in the areas of maternal (antenatal, delivery, postnatal) and neonatal care, contraception, safe abortion, sexually transmitted infections) and debate opportunities and obstacles for their implementation.  â€¢ Demonstrate knowledge and understanding of evidence based interventions to cope with the main obstetric complications and evaluate managerial and organizational structures needed for this purpose  â€¢ Recognize special health needs of adolescent and recommendations how to involve them in SRHR programs  â€¢ Discuss ways to engage men in SRHR programs and education  â€¢ Compare ways that women, children and men are targets of sexual and gender based violence in low income countries and discuss programs on community  and health sector level to prevent  sexual violence and  gender based violence (GBV)  â€¢ Debate the impact of trade liberalization, international migration, trafficking commercialized sex on SRHR in LMIC.  â€¢ Formulate strategies for implementation of SRHR interventions at community and health facility level in order to reduce critical obstetric situations  â€¢ Debate  benefits and obstacles for investing in SRHR including staff and infrastructure needed to meet the SRHR needs in developing countries  â€¢ Critically read, analyse, discuss  literature addressing SRHR		0	carina.kallestal@kbh.uu.se	2012-01-19 09:38:25	2016-04-27	2017-10-10 04:47:46	troped	troped	0		seven weeks,	IMCH, Drottninggatan 4, Uppsala				2012-01-19 15:48:32	270 hrs, 10 ECTS  Contact hours 80 ( lectures,  tutorials,  group work seminars)  190 hours self-study ( Self reading  60 hours, Group work preparations and individual work preparation 50hrs, Writing up assignments 30 hrs, Exam preparation and writing up 50 hrs)	2017-03-27	2017-05-10	<br>Accredited in September 2009 and re-accredited in March 2015. This accreditation is valid until March 2020.	<br>Learning is facilitated by literature studies, interactive lectures, seminars, group works and individual work with an emphasis on own analysis in the group works and exam		<br>Assessment is done based on one written take home assignment essay (85 %), three group works (15%) presented orally in a seminar and formative feedback by fellow student and supervisor. Participants who do not receive a passing grade have the right to redo the assessments, including assignment essay and assignments covering the group works	<br>Number of students: 30	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside EU, European Economic Area (EEA) and Switzerland pays fees for study at Swedish Universities. The tuition fee is 2250SEK per credit, i.e. for a 10 ECTS course the 22500 SEK.   There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>Course coordinator changed, objectives same but with some added, learning methods changed to more use of visual material, assessment procedures changed to home examination instead of written exam with more analytical questions included. The home examination give the student more possibilities to organise new ways of thinking and to summarise and evaluate actions taken in the field of SRHR both locally and globally. To get a common ground to build on, literature reading and seminar was introduced early in the course.	<br>Students wanted less group works and also strict criteria for grading of assessments. A course manual showing in detail evaluation criteria and detailed course objectives and contents have been prepared. Students were very satisfied with course leaders active participation and presence during the course period.	<br>Very detailed written information regarding course moments important.	<br>â€¢ Major issues in SRHR and current strategies to improve maternal and perinatal health,    â€¢ Key issues in maternal reproductive health, global inequalities    â€¢ Adolescent  SRHR , global inequialities    â€¢ Gender based violence, consequences for physical and psychological wellbeing, possible evidence based interventions    â€¢ International migration and SRHR risks    â€¢ Political aspects of sexual health, treatment of sexual issues in the society, implication of stigma, sensitivities and taboos for practice of sexual health medicine and provision of services    â€¢ Gender issues in Sexual and reproductive health    â€¢ Critical review of key papers of SRHR						
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden	Eva-Charlotte EkstrÃ¶m	English	advanced optional	2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.	Sweden	Climate	Face to face		10 ECTS credits	
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0		7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden				2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.		Food				
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0		7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden				2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.		MDG				
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0		7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden				2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.		Nutrition				
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0		7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden				2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.		global				
Global Nutrition (2017 is the last course in this form)	<br>At the end of the course students are expected to be able to:   -  Outline the magnitude, prevalence and geographical distribution of the main under and overnutrition related problems in low-income settings and societies undergoing the nutrition transition and their current trends.   -  Map and appraise the importance of the causes of malnutrition and evaluate their consequences for public health and societal development as related to millennium development goals (MDG)  -  Predict the consequences of climate change on food and nutrition security as well as analyse effects of food production and choice of diet on climate change   -  Outline steps to assess dietary intake and nutritional status in the community and justify selection of indices for assessment  -  Apply anthropometric standardization procedures, interpret and judge the results of the standardization  -  Demonstrate practical skills in using WHO International Growth Standard to calculate z-scores from anthropometric data and calculate prevalence of malnutrition as well as interpret the results   -  Outline the current recommendations for optimal infant feeding practices and control of micronutrient deficiencies in infants, children and women as well as propose and critically appraise public health strategies for their implementation   -  Map and analyse critical factors for implementation of nutrition programmes and propose and justify strategies for effective programmes   -  Outline main principles of management and rehabilitation of sever acute malnutrition in children and discuss difficulties in its integration in primary health care programmes  -  Critically read, analyse, synthesize, present and discuss literature addressing global nutritional problems.		0	Lotta.Ekstrom@kbh.uu.se	2012-01-19 09:45:48	2016-04-27	2017-10-10 04:47:46	troped	troped	0		7 weeks	<br>Department of Women&rsquo;s and Children&rsquo;s Health  International Maternal and Child Health (IMCH)  Uppsala University    University Hospital  SE-751 85 Uppsala   Sweden				2012-01-19 15:56:18	300 hours SIT  119 contact hours (45 lecture, 21 seminar, 8 tutorials, 42 group assignments, 3 exam) self study hours 181 (individual reading 112, writing literature review assignment 45, exam preparation 24)	2017-01-16	2017-03-05	<br>Accredited in Paris, May 2008. Re-accredited in February 2013. This accreditation is valid until February 2018.	<br>The course consists of a series of lectures where the main themes of the course are presented to the students.  Sessions are interactive and students are encouraged to draw on their own experiences and exposures to issues related to global nutrition. A particular focus is on critical reading seminars lead by the instructor where the students&rsquo; skills in analysing scientific literature are promoted through discussions. In other seminars the students themselves present and discuss work they have done in reading, analysing and synthesising literature as part of their individual literature review assignment as well as group assignment. In tutorials the students learn how to assess nutritional status, perform anthropometric standardisation and conversion of anthropometric data to anthropometric indices.  Group assignments are used to promote the students skills in analysing and discussing current issues in global nutrition. Another particular focus of the course is an individual literature review assignment where the students&rsquo; ability to read, analyse and synthesize scientific literature is promoted.		<br>Different assessments procedures are used to measure attainment of learning objectives; 1) written 3h examination (60 % of course grade) given at the end of the course with open ended answer on questions with a predominance on questions that requires comprehension as evaluated by explanation or justification for the answer and a few questions relying on memorization. 2) an individual literature review of 1500 words and its presentation in a poster (40% of course grade) after 5 weeks of course work are the summative assessments. The students&rsquo; achievements are monitored during the course by attendance in the compulsory seminars and tutorials and by monitoring successful fulfilment of assignments. Further, the processes towards writing the literature review is monitored by giving feed back on critical steps involved such as topic formulation and selection of literature. Major themes presented in lectures are summed up by the instructor in bi-directional question answer sessions which provides opportunities to clarify issues and ensure that major learning aims are achieved.    In addition to exam and literature review completion of assignments in relation to seminars, tutorials and group work are required for passing the course.  The grades awarded are fail, pass or pass with distinction. Participants who do not receive a passing grade have the right to redo their course work, including examinations and assignments.	<br>Maximum 30 students	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health at IMCH or within the TropEd network as well as those who have two years minimum of work experience relevant to international health issues. Students within the TropEd network MSc programme should state this clearly in their application as well as provide a supporting letter from their home institution	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master programme please see the programme website for more information: www.uu.se/en/node1386	<br>No major changes of themes have been done. Changes due to new developments in the different themes have consecutively been done as content of course is revised yearly in relation to scientific literature and international policy developments. This has for example resulted in a larger focus on â€œNutrition and climate changeâ€ including its bi-directional association as a reflection on on-going international work on mitigations of climate change. Further, due to the increasing contribution of overweight and obesity to the global disease burden has a larger emphasis been put on the theme â€œnutrition transition and chronic diseasesâ€	<br>Summary evaluations by the students whether the course fulfilled their expectations and were pleased with the courses given 2009 -2012 show generally high average (4.8, 4.1, 4.7, and 4.3 respectively on a 5 (best) graded scale). Evaluation of main instructor&rsquo;s lectures in different themes are with few exception on average rated between 4.0- 4.7 based on evaluation with more than 85% of the students participating.    Specific oral and written feedback is that the critical reading is a very useful exercise and that the introduction of discussions in groups of students before discussions in seminar has been very helpful in promotion of their critical reading skills.     Similarly the use of â€œconcept mappingâ€  as a tool to visualize complex association has been receiving favourable evaluations.     Negative evaluation relates commonly to too little coverage of a particular topic which I have tried to accommodate if fitting into the course aims.      In evaluations the students have asked for more time for particular group work such as climate change which has been accomodated in new time plan.  Similarly the students have asked for more time for literature review and revised schedule includes larger block of times (a day at a time) where student can focus and spend on the assignment.	<br>As indicated in â€œstudent evaluationsâ€ the time allocation between different SIT has been made, thus more time has been provided for particular group assignments while some smaller group assignments have been taken out after discussion with students.     The critical reading sessions have been improved by, for each scientific paper providing a more developed and specific list of issues to look for in the paper and which should be discussed in the seminar. A more consistent application of concept mapping in critical reading sessions have been introduced and received favourable comments from the students in that it facilitate their understanding of statistical modelling.     Many students do not have much experience in writing literature reviews and the literature review assignment has been improved by the development of a detailed grading template which is in itself an instruction on what should be included in the review and how should it be written. To increase the variations in presentation techniques the students now present their literature review in form of a poster. An introduction to poster development has also been included in the course to facilitate this.     The anthropometric standardization tutorial/assignment used to be based on the students&rsquo; practise in anthropometric assessment. However, due to the need of large number of repeated measurements and the time it involved students are now using already collected data for standardisation exercise. By doing this it is also easier to display different types of anthropometric assessment problem. The students still have a tutorial session including hands on practice of the most common anthropometric measurements but these are not used for calculation of measurement errors.     Sometimes there are students who are more or less popular to work with in group assignments. To ensure that all students work with each other I am responsible for making the division into groups for the group assignments. Further, the group composition is changed for each assignment to ensure maximum rotation and collaboration between the students.	<br>The course analyses the role of nutrition for societal development at different levels including its relation to millennium development goals. Climate change is a particular topic where the threat of climate change for food and nutrition security is presented as well as the effect of economic development and change in dietary pattern on climate change.  The course addresses infant and young child feeding including that in HIV exposed populations, as well analyses causes of child malnutrition and present internationally recommended strategies to improve child health and nutrition. Women&rsquo;s diet and nutrition, in particular during pregnancy is presented due to its importance not only for their own health but also for that of their off-springs using a life cycle perspective and consequences for developmental origin of adult health and diseases. The course present and analyse both the problem of undernutrition (including micronutrient deficiencies) as well as over nutrition focusing on low income settings as well as societies undergoing the nutrition transition. The course also includes a module on assessment of food and nutrition security in the community including infant and young child feeding practices, household food security, and anthropometrical methods.  Practical skills will be promoted in assessing the most commonly used anthropometric measures and sessions will include standardisation of anthropometric assessments and conversion of anthropometric data to z-scores by use of WHO-anthro software. The course presents programmatic approaches for prevention and control of malnutrition and analyses issues of relevance for effective nutrition programmes. A special module outlines management and rehabilitation of severely malnourished children in the community.						
Global Health	<br>Overall objectives  At the end of the course students will be able to:  A. Students should be able to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low- and middle-income societies.  B. Students should be able to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle-income societies.  C. Students should be able to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  D. Students should be able to clearly communicate and work professionally in a multi-disciplinary team.      Specific objectives in the eight core modules    The course modules are    -  Global public health  -  Basic research methods in international health  -  Health systems and management  -  Infectious diseases and epidemics  -  Global nutrition  -  Child health  -  Sexual and reproductive health  -  Humanitarian assistance      A. Students should be able to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low- and middle-income societies.    The student should be able to    Global public health    -  Present an overview of the global burden of disease and its relation to population development, environment and economy.    Basic research methods in international health  -  Outline and apply the basic concepts of study design and statistical analysis as well as qualitative analysis.  -  Be aware that there are many types of academically relevant information and they must be accessed through different routes.     Health systems and management  -  Describe basic characteristics of health care systems in low income countries  -  Describe basics of health planning in low- and middle-income societies      Infectious diseases and epidemics  -  Present an overview of the impact of infectious diseases on public health  -      Global nutrition  -  Describe the magnitude, prevalence and geographical distribution of the main nutritional problems in low-income countries    Child health  -  Review mortality patterns in different regions of the world and global commitments for children.    Sexual and reproductive health  -  Summarise the main elements of the Human and reproductive rights convention and the most important reproductive health problems in a life cycle and global perspective.  -  Analyse possibilities and obstacles for the utilisation of methods for family planning, access to safe methods for abortions and for effective STD programs.  -  Describe typical risks for reproductive health during adolescence including gender differences and consequences for development of health programs for young people.    Humanitarian assistance  -  Describe the critical public health problems associated with selected disaster types.      B. Students should be able to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle-income societies.    The student should be able to    Global public health  -  Give examples of how poverty, gender and nutrition affect health.  -  Present some culturally dependent variations in views of health and health care.    Basic research methods in international health  -  Critically interpret study findings.    Health systems and management  -  Describe some basic concepts and tools in health economics    Infectious diseases and epidemics  -  Describe the relationships between poverty, gender and infectious diseases in a life cycle perspective    Global nutrition  -  Explain the structure of causes contributing to malnutrition and analyse its importance for development.    Child health  -  Explain the interactions between nutrition and infections    Sexual and reproductive health  -  Describe and suggest reasons behind the gender inequality in burden of disease.  -  Explain the relation between socio-cultural context and reproductive health problems in adolescents.  Humanitarian assistance  -  Interpret and analyse disaster health and nutrition data and technical reports.      C. Students should be able to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities    Global public health  -  Give examples of the role of the health sector in improving public health and the major ways in which health care systems are organized and financed.  -  Describe the basic principles for a public health approach to mental health.    Basic research methods in international health  -  Develop, conduct and interpret own research.  -  Perform a simple literature review and critically review a published report.  -  Develop a quantitative questionnaire and enter data into a statistical program.  -  Be able to clean a data set and perform a descriptive analysis.  -  Develop a guide to a qualitative interview.  -  Perform a simple qualitative content analysis.    Health systems and management  -  Describe basic health care financing models with focus on low- and middle-income countries  -  Be aware of international organisations advice on management    Infectious diseases and epidemics  -  Explain the basic principals and current recommendations for prevention, diagnosis, treatment and care of individuals in low-resource settings, for the major infectious diseases as diarrheic diseases including cholera, TB, HIV/AIDS, Malaria, Leishmaniasis, Tryponosomias, and Filaria.  -  Describe internationally recognised standards for effective public health programs for preventing, identifying and controlling the major diseases.    Global nutrition  -  Give examples of how to assess the main nutritional problems and appraise the appropriateness of their use in given situations.    Child health  -  Apply principles if management of common childhood diseases.  -  Apply principles of management of neonates where resources are scarce.    Sexual and reproductive health  -  Explain the essential elements of supervision of care in normal and high-risk pregnancy, birth and postpartum care of woman and newborn in a low-recourse setting.  -  Give examples of immediate consequences of the most common sexually transmitted diseases (STD) and state pros and cons of a syndrome approach to treatment.   -  Give examples of individual and public health consequences of female genital mutilation (FGM).    Humanitarian assistance  -  Identify and give examples of priority interventions in different disaster types.      D. Students should be able to clearly communicate and work professionally in a multi-disciplinary team.    Global public health  -  Give examples of main components in effective plans for staff training in low-resource settings.    Basic research methods in international health  -  Identify and solve problems involved in producing a research proposal.    Health systems and management  -  Describe some basic characteristics and tools for monitoring and evaluation.     Infectious diseases and epidemics  -  Justify the need for integration of health promotion actions into health services and the community at large.  -  Locate access and utilize information from different sources related to infectious diseases.    Global nutrition  -  Give examples of current recommendations and strategies for controlling main nutritional problems and discuss constraint for their effectiveness.  -  Locate, assess and utilise information from different sources related to nutrition.    Child health  -  Explain how interventions and programs may address child health problems.    Sexual and reproductive health  -  Summarize the idea behind the â€œWHO reproductive health libraryâ€ and pick up relevant information from it.    Humanitarian assistance  -  Explain international codes and standards such as â€œSphere projectâ€ and â€œCode of Conductâ€.		0		2012-01-19 21:18:19	2014-06-02	2017-10-10 04:47:47	troped	troped	0	Sweden - Department of WomenÂ´s and ChildrenÂ´s Health, International Maternal and Child Health (IMCH), Uppsala University	13 weeks during the fall semester		Carina KÃ¤llestÃ¥l 	English	core course	2012-01-20 03:31:44	600 hours  248 contact hours, 352 self-study	2014-09-01	2014-11-28	<br>Accredited in tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	<br>The course consists of a series of lectures, tutorials, seminars, group work and assignments presented orally or in written form by the students. Within each module often a 3-hour lecture introduces the subject area, followed by seminars, assignments for groups or individuals, further lectures covering different applied areas and frequently the modules ending by a workshop or seminar where assignments are presented and discussed. Sessions are interactive and students are encouraged to draw on their own experiences of international health.		<br>A 3-hour written examination (relative weight 50%) and a 3000 word literature review essay that is presented and defended in a seminar (relative weight 50%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>25 students may be accepted per semester	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>This is a core course within the Masters program in International Health. Other students, e.g. from the TropEd network, may join the course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health. Priority is also given to students with a work experience in the international health sector. The application must be done before the 15th of January each year.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>The course consists of the following eight modules: Global public health, Basic research methods in global health, Health systems and management, Infectious diseases and epidemics, Global nutrition, Child health, Sexual and reproductive health and Humanitarian assistance.  Details please see <a href="www.troped.org/?q=node/77">here</a>	Sweden		Face to face	<br>The department research focus on child health including nutrition and sexual and reproductive health and thus those are our focus areas also in the education.	20 ECTS credits	
Global Health	<br>Overall objectives  At the end of the course students will be able to:  A. Students should be able to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low- and middle-income societies.  B. Students should be able to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle-income societies.  C. Students should be able to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  D. Students should be able to clearly communicate and work professionally in a multi-disciplinary team.      Specific objectives in the eight core modules    The course modules are    -  Global public health  -  Basic research methods in international health  -  Health systems and management  -  Infectious diseases and epidemics  -  Global nutrition  -  Child health  -  Sexual and reproductive health  -  Humanitarian assistance      A. Students should be able to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low- and middle-income societies.    The student should be able to    Global public health    -  Present an overview of the global burden of disease and its relation to population development, environment and economy.    Basic research methods in international health  -  Outline and apply the basic concepts of study design and statistical analysis as well as qualitative analysis.  -  Be aware that there are many types of academically relevant information and they must be accessed through different routes.     Health systems and management  -  Describe basic characteristics of health care systems in low income countries  -  Describe basics of health planning in low- and middle-income societies      Infectious diseases and epidemics  -  Present an overview of the impact of infectious diseases on public health  -      Global nutrition  -  Describe the magnitude, prevalence and geographical distribution of the main nutritional problems in low-income countries    Child health  -  Review mortality patterns in different regions of the world and global commitments for children.    Sexual and reproductive health  -  Summarise the main elements of the Human and reproductive rights convention and the most important reproductive health problems in a life cycle and global perspective.  -  Analyse possibilities and obstacles for the utilisation of methods for family planning, access to safe methods for abortions and for effective STD programs.  -  Describe typical risks for reproductive health during adolescence including gender differences and consequences for development of health programs for young people.    Humanitarian assistance  -  Describe the critical public health problems associated with selected disaster types.      B. Students should be able to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle-income societies.    The student should be able to    Global public health  -  Give examples of how poverty, gender and nutrition affect health.  -  Present some culturally dependent variations in views of health and health care.    Basic research methods in international health  -  Critically interpret study findings.    Health systems and management  -  Describe some basic concepts and tools in health economics    Infectious diseases and epidemics  -  Describe the relationships between poverty, gender and infectious diseases in a life cycle perspective    Global nutrition  -  Explain the structure of causes contributing to malnutrition and analyse its importance for development.    Child health  -  Explain the interactions between nutrition and infections    Sexual and reproductive health  -  Describe and suggest reasons behind the gender inequality in burden of disease.  -  Explain the relation between socio-cultural context and reproductive health problems in adolescents.  Humanitarian assistance  -  Interpret and analyse disaster health and nutrition data and technical reports.      C. Students should be able to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities    Global public health  -  Give examples of the role of the health sector in improving public health and the major ways in which health care systems are organized and financed.  -  Describe the basic principles for a public health approach to mental health.    Basic research methods in international health  -  Develop, conduct and interpret own research.  -  Perform a simple literature review and critically review a published report.  -  Develop a quantitative questionnaire and enter data into a statistical program.  -  Be able to clean a data set and perform a descriptive analysis.  -  Develop a guide to a qualitative interview.  -  Perform a simple qualitative content analysis.    Health systems and management  -  Describe basic health care financing models with focus on low- and middle-income countries  -  Be aware of international organisations advice on management    Infectious diseases and epidemics  -  Explain the basic principals and current recommendations for prevention, diagnosis, treatment and care of individuals in low-resource settings, for the major infectious diseases as diarrheic diseases including cholera, TB, HIV/AIDS, Malaria, Leishmaniasis, Tryponosomias, and Filaria.  -  Describe internationally recognised standards for effective public health programs for preventing, identifying and controlling the major diseases.    Global nutrition  -  Give examples of how to assess the main nutritional problems and appraise the appropriateness of their use in given situations.    Child health  -  Apply principles if management of common childhood diseases.  -  Apply principles of management of neonates where resources are scarce.    Sexual and reproductive health  -  Explain the essential elements of supervision of care in normal and high-risk pregnancy, birth and postpartum care of woman and newborn in a low-recourse setting.  -  Give examples of immediate consequences of the most common sexually transmitted diseases (STD) and state pros and cons of a syndrome approach to treatment.   -  Give examples of individual and public health consequences of female genital mutilation (FGM).    Humanitarian assistance  -  Identify and give examples of priority interventions in different disaster types.      D. Students should be able to clearly communicate and work professionally in a multi-disciplinary team.    Global public health  -  Give examples of main components in effective plans for staff training in low-resource settings.    Basic research methods in international health  -  Identify and solve problems involved in producing a research proposal.    Health systems and management  -  Describe some basic characteristics and tools for monitoring and evaluation.     Infectious diseases and epidemics  -  Justify the need for integration of health promotion actions into health services and the community at large.  -  Locate access and utilize information from different sources related to infectious diseases.    Global nutrition  -  Give examples of current recommendations and strategies for controlling main nutritional problems and discuss constraint for their effectiveness.  -  Locate, assess and utilise information from different sources related to nutrition.    Child health  -  Explain how interventions and programs may address child health problems.    Sexual and reproductive health  -  Summarize the idea behind the â€œWHO reproductive health libraryâ€ and pick up relevant information from it.    Humanitarian assistance  -  Explain international codes and standards such as â€œSphere projectâ€ and â€œCode of Conductâ€.		0		2012-01-19 21:18:19	2014-06-02	2017-10-10 04:47:47	troped	troped	0		13 weeks during the fall semester					2012-01-20 03:31:44	600 hours  248 contact hours, 352 self-study	2014-09-01	2014-11-28	<br>Accredited in tropEd GA meeting in Heidelberg, January 2010. Accreditation valid until January 2015.	<br>The course consists of a series of lectures, tutorials, seminars, group work and assignments presented orally or in written form by the students. Within each module often a 3-hour lecture introduces the subject area, followed by seminars, assignments for groups or individuals, further lectures covering different applied areas and frequently the modules ending by a workshop or seminar where assignments are presented and discussed. Sessions are interactive and students are encouraged to draw on their own experiences of international health.		<br>A 3-hour written examination (relative weight 50%) and a 3000 word literature review essay that is presented and defended in a seminar (relative weight 50%).  From autumn 2013, all courses in Uppsala will be given the grades: passed with distinction/ passed/ not passed.	<br>25 students may be accepted per semester	<br>University degree, minimum of 180 ECTS, in medicine, nursing, nutrition or another area relevant to international health. English proficiency (IELTS min 6, TOEFL min 550 paper based test)	<br>This is a core course within the Masters program in International Health. Other students, e.g. from the TropEd network, may join the course. Priority will be given to applicants who take this course as part of the Masterâ€™s Programme in International Health. Priority is also given to students with a work experience in the international health sector. The application must be done before the 15th of January each year.	<br>For students outside the European Union (EU), European Economic Area (EEA) and Switzerland pays fees for study at Swedish universities. The tuition fee is 4 833 SEK per credit, i.e., for a 10 credit course 48 333 SEK. For a full year of master studies in International health it is 145 000 SEK. There is also a fee for submitting an application, 900 SEK.	<br>Not available for single courses. For the Master program please see the programme website for more information: www.uu.se/en/node1386				<br>The course consists of the following eight modules: Global public health, Basic research methods in global health, Health systems and management, Infectious diseases and epidemics, Global nutrition, Child health, Sexual and reproductive health and Humanitarian assistance.  Details please see <a href="www.troped.org/?q=node/77">here</a>				<br>The department research focus on child health including nutrition and sexual and reproductive health and thus those are our focus areas also in the education.		
Health Care and Management (HCM) From Research to Implementation	<br>  According tropEd by the end of the core course, students will be able:    - to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.    - to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.    - to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.    - to clearly communicate and work professionally in a multi-disciplinary team.    Introduction and orientation  Setting the Scene  The participants will be able  -  to demonstrate an in-depth understanding of international/global health and the HCM    â€“ to appraise the teaching and learning concepts at Swiss TPH  â€“ to apply common scientific standards and professional presentation skills    Content: Introduction to HCM, PHC and international/global health, concepts of learning and how to present, introduction to IT infrastructure and information, documentation  36 hours student investment time*    Concepts and research methods  Basic Tool Kit  The participants will be able  â€“ to critically apply the basic concepts, methods and tools for collecting, analysing and interpreting qualitative and quantitative data     Content: Basic statistics, statistic tutorials, basic epidemiology, introduction to evidence based medicine, introduction to qualitative research methods, introduction to epidemiological software  94 hours student investment time*    Applied Epidemiology  The participants will be able  - to design a study protocol based on the concepts and strategies of epidemiological research  - to critically reflect and interpret selected research findings    Content: Epidemiological framework, population based sampling, study protocol, study instruments, analytical plan and presenting the study  40 hours student investment time*    Community Approach  The participants will be able  - to apply research methods, tools and communication skills in a field study and to present the results and the study process    Field exercise in a rural part of Switzerland  54 hours student investment time*    Health problems and responses  Essential Laboratory and Parasitology  The participants will be able  â€“ to identify the most important parasites and vectors  â€“ to describe their cycles and transmission  â€“ to reflect on prevention and vector control strategies    Content: Introduction to medical parasitology, essential laboratory, integrated vector management   40 hours student investment time*  Health Care  The participants will be able  - to know the basics of clinical presentation of selected diseases  â€“ to critically analyse disease patterns, transmission, prevention strategies and treatment concepts of selected important health problems  â€“ to appraise gender, socio-economic and cultural determinants of health in a cross disciplinary perspective    Content: Primary oral care, gender and health, diarrhoea,  integrated management of childhood illnesses, visit to WHO and ICRC, neglected tropical diseases, growth and nutrition  water and sanitation, respiratory infections, tuberculosis, AB resistance in TB, viruses hepatitis/hepatopathies, one medicine, filarial infections, schistosomiasis, malaria, sexually transmitted infections, dermatology, accidents due to venomous and poisonous animals, one medicine potential (human/animal) and care, HIV/AIDs seek â€“ test â€“ treat â€“ retrain, HIV/TB programme aspects, transition in health,  135 hours student investment time*    Reproductive and Child Health  The participants will be able  - to critically appraise the dimension of reproductive health in the 21st century and to evaluate selected actions in this field     Content: Introduction to sexual and reproductive health and rights, family planning and the post-2015 Agenda, issues of safe motherhood, maternal, newborn and child health, sexual and reproductive health and human rights, HIV and AIDS, socio-cultural and economic mediators or sexual and reproductive health   45 hours student investment time*    Health system management and communication  Information, Education, Communication  The participants will be able  - to appraise tools and methods for community empowerment   - to appraise the particularities of inter-cultural and gender settings  - to apply concepts, methods and tools in order to reach a common understanding  â€“ to apply the basic principles of group dynamics  â€“ to practice clearly and effectively written communication    Content: Health promotion and community empowerment, cultureâ€™s consequences, working in groups, communicating effectively about rational drug use, essay writing in international health  50 hours student investment time*    Management Strategies  The participants will be able  â€“ to adopt a systemic view on health and health systems at local, national and international level  â€“ to critically appraise the different strategies, concepts and tools of managing (strategic and operational) health and health related issues and evaluate them based on evidence and professional experience    Content: Introduction to health systems,  sustainable development goals, technology management and eHealth, project cycle management and logframe, introduction to health economics cost effectiveness in setting priorities, access to essential medicines: from policy to responsible use, sector wide approach, health system strengthening, integrating new interventions in the health system, health workforce development, financing and payment of health services at district level, health in humanitarian assistance, health metrics in health systems, improving health systems and quality of care, social marketing   135 hours student investment time		1	courses@swisstph.ch	2012-01-19 21:30:36	2017-03-15	2020-03-17 11:26:51	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	14 weeks	Swiss TPH, Seminarroom â€œMatterhornâ€	Bernadette Peterhans	English	core course	2012-01-20 03:46:42	<br>Total Overall Student Investment Time 629 hours  Total Direct Contact Time 376 hours	2021-03-08	2021-06-11	<br>  Accredited in Berlin 1998. Re-accredited in Berlin Jan 2005, in Barcelona in October 2011 and in Amsterdam October 2016. This accreditation is valid until October 2021.	<br>  The HCM course takes as a premise the principles of adult learning, where the learner bears responsibility for her/his learning process.   The main task of a teacher is to facilitate learning. The 'facilitators' give guidance and provide the learner with materials and adequate learning opportunities. A broad spectrum of educational methods are used: field exercise, individual or group work and presentations, laboratory practical, visits, lectures, seminars, demonÂ¬straÂ¬tions, tutorial, etc.		<br>  Assessment takes place throughout the course. A wide range of different examination methods are used: short answer questions, MCQ, essay, group or individual presentations, practical test, case studies. Most but not all of the exams are â€œopen book examsâ€: candidates are allowed to use their notes and books during the exams. Participants are not asked to memorize facts but rather to put different elements into context.     Overall Concept and Research Methods 7 ECTS, Health problems 7 ECTS, Management systems and management 6 ETCS    Breakdown: Each module comprises an individual or group assessment (Basic tool kit: short answer questions 3 ECTS; applied epidemiology: group presentation of a study design, 1 ECTS and individual case studies 1 ECTS; community approach: group presentation 2 ECTS; essential laboratory: practical test 1 ECTS; health care: MCQ and short answer questions, 2 ECTS: reproductive health: case studies, 2 ECTS; management strategies: short answer questions, 2 ECTS.   A 1500 - 2000 words essay, 3 ECTS and at the end of the diploma course a final oral exam has to be taken, 3 ECTS.    If a student should fail any of the components they are allowed to resit the assessment once.	Max number is 24 participants	<br>  Candidates with a first professional qualification must have at least 2 years professional experience     â€“ English requirements: TOEFL Paper 550 /TOEFL Computer 213/TOEFL internet 79 â€“ 80/IELTS 6.0 or native speaker   or completed higher education in English (with written proof)     The number of participants being limited, the following points will be considered for allocation of places: experience in a resource poor setting, public health or health promotion experience, a contract for work in a resource constrained setting.		CHF 7000.-	A limited number of scholarships are available	<br>  No major changes over the years since last accreditation, however fine tuning did take place according the feedback from the participants and the change of priorities within the public, national, global health field.	<br>  The overall participants satisfaction in educational approach and content is very high. The participants appreciate the balance between the different topics and the teaching approach with a focus to transfer theory into practice. However depending on the needs of the participants for one or the other subject more in-depth knowledge is asked, as well as more time for self-directed learning.   There is detailed information about participants satisfaction for each lecture as well as for the overall course since 1994 available.	<br>  To ensure that the content of the course is covering the expectations of the participants  It has to be a good balance between lectures and group work  Group work has to be well supervised and facilitated	<br>  The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation   2. Concepts and research methods (4Â½ - 7Â½ ECTS)   7 ECTS  3. Health problems and responses (4Â½ - 7Â½ ECTS)  7 ECTS  4. Health systems, management and communication (4Â½ - 7Â½ ECTS) 6 ECTS  Please find details above	Switzerland		Face to face	<br>  The course is a diploma course (Diploma of Advanced Studies of the University of Basel) as well as a core course for the Master in International Health (MIH) within the tropEd programme. However participants who want to join the MIH programme will only be definitely admitted to the whole programme after successfully (achieving an average of 80% and above in the performance) finishing the core course.	20 ECTS credits	
Health Care and Management (HCM) From Research to Implementation	<br>  According tropEd by the end of the core course, students will be able:    - to identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.    - to critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.    - to plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.    - to clearly communicate and work professionally in a multi-disciplinary team.    Introduction and orientation  Setting the Scene  The participants will be able  -  to demonstrate an in-depth understanding of international/global health and the HCM    â€“ to appraise the teaching and learning concepts at Swiss TPH  â€“ to apply common scientific standards and professional presentation skills    Content: Introduction to HCM, PHC and international/global health, concepts of learning and how to present, introduction to IT infrastructure and information, documentation  36 hours student investment time*    Concepts and research methods  Basic Tool Kit  The participants will be able  â€“ to critically apply the basic concepts, methods and tools for collecting, analysing and interpreting qualitative and quantitative data     Content: Basic statistics, statistic tutorials, basic epidemiology, introduction to evidence based medicine, introduction to qualitative research methods, introduction to epidemiological software  94 hours student investment time*    Applied Epidemiology  The participants will be able  - to design a study protocol based on the concepts and strategies of epidemiological research  - to critically reflect and interpret selected research findings    Content: Epidemiological framework, population based sampling, study protocol, study instruments, analytical plan and presenting the study  40 hours student investment time*    Community Approach  The participants will be able  - to apply research methods, tools and communication skills in a field study and to present the results and the study process    Field exercise in a rural part of Switzerland  54 hours student investment time*    Health problems and responses  Essential Laboratory and Parasitology  The participants will be able  â€“ to identify the most important parasites and vectors  â€“ to describe their cycles and transmission  â€“ to reflect on prevention and vector control strategies    Content: Introduction to medical parasitology, essential laboratory, integrated vector management   40 hours student investment time*  Health Care  The participants will be able  - to know the basics of clinical presentation of selected diseases  â€“ to critically analyse disease patterns, transmission, prevention strategies and treatment concepts of selected important health problems  â€“ to appraise gender, socio-economic and cultural determinants of health in a cross disciplinary perspective    Content: Primary oral care, gender and health, diarrhoea,  integrated management of childhood illnesses, visit to WHO and ICRC, neglected tropical diseases, growth and nutrition  water and sanitation, respiratory infections, tuberculosis, AB resistance in TB, viruses hepatitis/hepatopathies, one medicine, filarial infections, schistosomiasis, malaria, sexually transmitted infections, dermatology, accidents due to venomous and poisonous animals, one medicine potential (human/animal) and care, HIV/AIDs seek â€“ test â€“ treat â€“ retrain, HIV/TB programme aspects, transition in health,  135 hours student investment time*    Reproductive and Child Health  The participants will be able  - to critically appraise the dimension of reproductive health in the 21st century and to evaluate selected actions in this field     Content: Introduction to sexual and reproductive health and rights, family planning and the post-2015 Agenda, issues of safe motherhood, maternal, newborn and child health, sexual and reproductive health and human rights, HIV and AIDS, socio-cultural and economic mediators or sexual and reproductive health   45 hours student investment time*    Health system management and communication  Information, Education, Communication  The participants will be able  - to appraise tools and methods for community empowerment   - to appraise the particularities of inter-cultural and gender settings  - to apply concepts, methods and tools in order to reach a common understanding  â€“ to apply the basic principles of group dynamics  â€“ to practice clearly and effectively written communication    Content: Health promotion and community empowerment, cultureâ€™s consequences, working in groups, communicating effectively about rational drug use, essay writing in international health  50 hours student investment time*    Management Strategies  The participants will be able  â€“ to adopt a systemic view on health and health systems at local, national and international level  â€“ to critically appraise the different strategies, concepts and tools of managing (strategic and operational) health and health related issues and evaluate them based on evidence and professional experience    Content: Introduction to health systems,  sustainable development goals, technology management and eHealth, project cycle management and logframe, introduction to health economics cost effectiveness in setting priorities, access to essential medicines: from policy to responsible use, sector wide approach, health system strengthening, integrating new interventions in the health system, health workforce development, financing and payment of health services at district level, health in humanitarian assistance, health metrics in health systems, improving health systems and quality of care, social marketing   135 hours student investment time		1	courses@swisstph.ch	2012-01-19 21:30:36	2017-03-15	2020-03-17 11:26:51	troped	troped	0		14 weeks	Swiss TPH, Seminarroom â€œMatterhornâ€				2012-01-20 03:46:42	<br>Total Overall Student Investment Time 629 hours  Total Direct Contact Time 376 hours	2021-03-08	2021-06-11	<br>  Accredited in Berlin 1998. Re-accredited in Berlin Jan 2005, in Barcelona in October 2011 and in Amsterdam October 2016. This accreditation is valid until October 2021.	<br>  The HCM course takes as a premise the principles of adult learning, where the learner bears responsibility for her/his learning process.   The main task of a teacher is to facilitate learning. The 'facilitators' give guidance and provide the learner with materials and adequate learning opportunities. A broad spectrum of educational methods are used: field exercise, individual or group work and presentations, laboratory practical, visits, lectures, seminars, demonÂ¬straÂ¬tions, tutorial, etc.		<br>  Assessment takes place throughout the course. A wide range of different examination methods are used: short answer questions, MCQ, essay, group or individual presentations, practical test, case studies. Most but not all of the exams are â€œopen book examsâ€: candidates are allowed to use their notes and books during the exams. Participants are not asked to memorize facts but rather to put different elements into context.     Overall Concept and Research Methods 7 ECTS, Health problems 7 ECTS, Management systems and management 6 ETCS    Breakdown: Each module comprises an individual or group assessment (Basic tool kit: short answer questions 3 ECTS; applied epidemiology: group presentation of a study design, 1 ECTS and individual case studies 1 ECTS; community approach: group presentation 2 ECTS; essential laboratory: practical test 1 ECTS; health care: MCQ and short answer questions, 2 ECTS: reproductive health: case studies, 2 ECTS; management strategies: short answer questions, 2 ECTS.   A 1500 - 2000 words essay, 3 ECTS and at the end of the diploma course a final oral exam has to be taken, 3 ECTS.    If a student should fail any of the components they are allowed to resit the assessment once.	Max number is 24 participants	<br>  Candidates with a first professional qualification must have at least 2 years professional experience     â€“ English requirements: TOEFL Paper 550 /TOEFL Computer 213/TOEFL internet 79 â€“ 80/IELTS 6.0 or native speaker   or completed higher education in English (with written proof)     The number of participants being limited, the following points will be considered for allocation of places: experience in a resource poor setting, public health or health promotion experience, a contract for work in a resource constrained setting.		CHF 7000.-	A limited number of scholarships are available	<br>  No major changes over the years since last accreditation, however fine tuning did take place according the feedback from the participants and the change of priorities within the public, national, global health field.	<br>  The overall participants satisfaction in educational approach and content is very high. The participants appreciate the balance between the different topics and the teaching approach with a focus to transfer theory into practice. However depending on the needs of the participants for one or the other subject more in-depth knowledge is asked, as well as more time for self-directed learning.   There is detailed information about participants satisfaction for each lecture as well as for the overall course since 1994 available.	<br>  To ensure that the content of the course is covering the expectations of the participants  It has to be a good balance between lectures and group work  Group work has to be well supervised and facilitated	<br>  The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation   2. Concepts and research methods (4Â½ - 7Â½ ECTS)   7 ECTS  3. Health problems and responses (4Â½ - 7Â½ ECTS)  7 ECTS  4. Health systems, management and communication (4Â½ - 7Â½ ECTS) 6 ECTS  Please find details above				<br>  The course is a diploma course (Diploma of Advanced Studies of the University of Basel) as well as a core course for the Master in International Health (MIH) within the tropEd programme. However participants who want to join the MIH programme will only be definitely admitted to the whole programme after successfully (achieving an average of 80% and above in the performance) finishing the core course.		
Core Course for the MSc Global Health	<br>By the end of the core course, students should be able to:  â€¢ Identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ Critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ Plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ Clearly communicate and work professionally in a multi-disciplinary team.    On completion of the course participants should be able to:    Identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ Demonstrate a clear understanding of the key factors and forces shaping the health and well-being of disadvantaged populations in low, middle income and transitional countries;   â€¢ Demonstrate competence in specialist areas of international health. Take account of both global and local perspectives relevant to the social and organisational context of health service provision  Critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies  â€¢ Identify, analyse and critically appraise research approaches, design and method   â€¢ Critically analyse the development, use and application of a range of qualitative and quantitative techniques   â€¢ Critically interpret, analyse and utilise statistical and numerical information on health outcomes .   â€¢ Demonstrate competence in defining key epidemiological concepts and approaches, including their strengths and weaknesses    Plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ Acknowledge and deploy diverse perspectives on health, illness and well-being   â€¢ Confidently engage in utilising relevant and appropriate tools and frameworks for planning, developing and managing health systems   â€¢ Critically analyse and respond effectively and appropriately to policy and practice issues in international health and social development in diverse settings  â€¢ Demonstrate effective planning and management responses to challenges faced by health systems within resource-poor settings  â€¢ Contribute effectively to policy making at various levels recognising the variety of processes and inherent power dynamics involved  Clearly communicate and work professionally in a multi-disciplinary team  â€¢ Communicate effectively to diverse audiences in health and development utilising a range of media.  â€¢ Collaborate professionally in multi-disciplinary teams in health and development fora at local, national and global levelsOn completion of the course participants should be able to:    1) Critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity  â— Problematise the production and evaluation of research knowledge and evidence in global health and development   â— Contextualise methodological debates in relation to epistemology, theory and methods   â— Critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the global health and development.  â— Critically interpret, analyse and utilise statistical and numerical information on health outcomes.   â— Demonstrate competence in defining key epidemiological concepts and approaches, including their strengths and weaknesses  2) Identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level:   â— Demonstrate a clear understanding of the key factors and forces shaping the health and well-being of disadvantaged populations in low, middle income and transitional settings  â— Demonstrate competence in specialist areas of global public health such as the health and epidemiological profiles of major NCDs (global mental health, CVD, diabetes etc) and CDs (HIV, TB, malaria etc.), health equity approaches to social determinants of health and the imapct of globalisation on determinants of health  â— Critically assess the major factors that have been affecting patterns of disease in recent years including biological, environmental, social, economic and political factors   â— Analyse both global and local perspectives relevant to the social and organisational context of health service provision  3) Propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.  â— Acknowledge and deploy diverse perspectives on health, illness and well-being   â— Confidently engage in utilising relevant and appropriate tools and frameworks for planning, developing and managing health systems   â— Demonstrate effective planning and management responses to challenges faced by health systems within resource-poor settings  â— Contribute effectively to policy making at various levels recognising the variety of processes and inherent power dynamics involved  4) Describe the role, decision-making process and impact of global health policy actors:  â€¢ Critically analyse the history of global health policy development and the evolving role of global health policy actors  â€¢ Critically analyse and respond effectively to policy and practice issues in global health and social devleopment in diverse settings  5) Collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting  â— Communicate effectively to diverse audiences in health and development utilising a range of media.  â— Collaborate professionally in multi-disciplinary teams in health and development fora at local, national and global levels		1	ceyber@qmu.ac.uk	2012-01-19 22:12:12	2019-07-16	2020-11-23 10:33:57	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	12 weeks full-time study, starting in September and finishing 12 weeks later. Induction week takes place one week before the start of the core course and is not credit-bearing.	<br>Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)	Dr Carola Eyber 	English	core course	2012-01-20 04:30:16	<br>20 ECTS = 600 student investment hours:   â— 162 direct contact hours  â— 438 hours student self-study	2020-09-28	2020-12-18	<br>Accredited in 1998 in Berlin, re-accredited May 2006, re-accredited in January 2010, April 2015 and June 2020 (online GA/Hamburg). This accreditation is valid until June 2025.	<br>Methods include a variety of student-centred teaching/learning approaches:   â— interactive presentations led by lecturer/students;   â— Group work on problem-solving;   â— case studies,   â— film discussions,   â— simulations and role plays;   â— online discussion forums  â— tutorials among others.    The core course consists of three modules run intensively over a period of 4 weeks each. The basic design for each module is three 3 hour teaching sessions a week with some additional tutorials, group work and additional discussion sessions each week. Each module differs in how the 3 hour session is designed but most will include teaching inputs (lectures) of between 1-1.5 hours, followed by group exercises and activities based around readings, case studies, group work, problem solving etc. Research seminars and visits to practice-based environments are also offered which vary each year.  Students are expected to carry out directed reading for every session to prepare for the student-led work which they do in their self directed study time. In some cases, students are required to carry out group work to prepare presentations for class, or other similar exercises.     The Hub, the Blackboard virtual learning platform used by the university, is used extensively to provide teaching and learning materials to students (readings, lectures, and supplementary materials such as short videos), to communicate with students, and to enable discussions on literature and other topics. All assessed work is submitted through the Hub which also has plagiarism software (TurnItIn) that encourages students to check their work for plagiarism before submission. The QMU campus is well equipped with computer terminals available for students use, linked to a centralised platform which is available remotely through internet access (i.e. from home or outside the UK).    Tutorials are also held alongside the classes to assist preparation of assessed work.     Each student is assigned a personal tutor for the duration of the course, who advises and guides the student in academic and pastoral matters. Students have study skills support and, if required, assistance with academic English skills from the Effective Learning Service; they can also assist with assignment planning. A special needs coordinator liaises with the disabilities support unit at the university to support students with any disabilities or learning support needs such as dyslexia.		<br> Assessment types differ across the different modules in order to evaluate different content and transferable skills. There are two formative assessments (non-graded), which include in-class exercises and take-home short assignments â€“ these help to monitor studentsâ€™ understanding and engagement with the teaching material and content.    Summative (graded) assessments are based on presentations in-class, written essays and exams.  A selection of assignments (one-third) are second marked to ensure consistent marking; all failures (two opportunities to resubmit for a pass grade only) and resubmissions are also second marked. Resits are still automatically capped at 50% and must be undertaken by end of May of every academic year.  Where a module has more than 1 summative assignment, students must pass both elements in order to pass the module. Feedback is given in electronic form and returned to students via the virtual learning platform within 4 weeks of submission.   Assessments for different modules are listed below.    Academic Learning Skills    Assessed through a formative assignment. The formative assignment consists of an essay of 1500 words on a contemporary global health issue that relates to the candidatesâ€™ area of interest. The assignment is marked within three weeks with the aim of informing students of any areas of their writing which needs to improve before submitting the first module assignment. Students get written and oral feedback from their personal academic tutor. Those who fail the formative assignment or achieve a low grade are referred to the Effective Learning Service at QMU who provide additional support.  In addition, students do an online â€˜Research Readinessâ€™ test which assesses their ability to use and critically assess online sources, amongst other topics. Students repeat the test at the end of the module; they tend to appreciate seeing that their score has improved.    Global Public Health & Social Policy    1) Assessed group work: Students will prepare (in small groups) a topic on Global Health and its impact on health, well-being and Environment/Climate change. They will present this in class and engage in a debate with their fellow students  30% of the total mark  2) 3000 word written assignment demonstrating the studentâ€™s ability to analyse and synthesise at least three elements covered during the module. 70% of the total mark    Global Health Research Module  1) Assignment based on developing a â€˜real worldâ€™ research design for a selected health/development issue  - 2,500 words 60% of the total mark  2) Qualitative practical research assignment â€“ conduct, transcribe and reflect on a semi-structured interview (usually conducted with a peer student) â€“ 1,500 words 20% of the total mark  3) Quantitative practical research assignment â€“ online test of basic statistical and epidemiological concepts 20% of the total mark     Health Systems, Services and Communities Module    1) Group-based presentation on health service delivery models for â€˜priorityâ€™ interventions (20% of total mark)  2) Individual write-up of equity analysis of qual/quant data on access to health services (20% of total mark)  3) 800-word editorial on citizen engagement towards universal health coverage (UHC) (60% of total mark)	<br>Up to 30 students; there is no nominal limit to the number of tropEd students.  Application deadlines: General guidelines for applying - early May for non-EU applicants and early August for EU/UK applicants	<br>The course is open to health and social science professionals and students with a relevant undergraduate degree. Proven proficiency in spoken and written English to IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  Relevant work experience is desirable, preferably within a  low, middle income or transitional setting.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>Selection carried out by IGHD admissions committee in line with QMU postgraduate admissions requirements. If all requirements are fulfilled selection is made on a first come first served basis.   Criteria include:  â— Relevant undergraduate degree in a related subject area or professional qualification in a related areas (recognised for professional body membership and equivalent in academic terms to an honours degree) or a qualification in a related area from a professional institution   â— IELTS overall 6.0 with no component less than 5.5; TOEFL iBT an overall score of 80 with no component less than 17.  â— Personal statement that clearly explains motivation to study global health and development, ideally  based in previous or current experience  â— Clearly stated intention or commitment to work in global health.     Relevant work experience is desirable, preferably within a  low, middle income or transitional setting	<br>Scot/UK/EU: Â£960 x 3 modules = Â£2880  International: Â£1950 x 3 modules = Â£5850	Currently no scholarships available	<br>Our University is undergoing academic restructuring of modules, increasing the size of our modules from a standard 5 ECTS to a 6.5/7 ECTS size. In order to comply with this move, we have restructured the core course content which had been organised into 4 x 5 ECTS modules into 3 x 6.5/7 ECTS. The content has remained the same but the content of one of the modules, Global Public Health, has been split into different units which have now been absorbed into Global Health Research, Global Health & Social Policy and Health Systems, Services & Communities.     The way in which we deliver the modules will now change: previously we ran 2 modules alongside one another but now we will run each of the three modules as 4 week blocks each. We believe that this will allow students to focus more intensely on each block and immerse themselves in the topic.     The programme leader, Suzanne Fustukian, has retired and Carola Eyber has now taken over this function.    The university has changed its assessment regulations from allowing only 1 resit to allowing 2 resits across all undergraduate and postgraduate degrees. Resits are still automatically capped at 50% and must be undertaken by end of May of every academic year.	<br>Student feedback has been consistently positive for the four modules that make up the core course in relation to content, teaching methods, support from academic staff, organisation of and structure of modules, facilities and assessments. Below are two examples from the evaluation forms which illustrate some of the different aspects of this:     â€œTo me health systems were a big in transparent black box. Thanks to the module I got an understanding of the vast complexity and dynamic interrelations between actors and institutions on which I can build my further researchâ€ (Academic year 2017/18)     â€œI feel that the classes systematically built upon learnings made in previous classes, and were very well thought out and suited to the needs of the studentsâ€ (Academic year 2016/17).    The two areas where students felt improvements needed to be made were in relation to group work and the teaching in quantitative skills:     â€œThe group presentation provided us with a way to share our different experiences and compile our knowledge in line with the course. But it was also challenging due to the unavailability and non participation of some members of the groups. These elements impacted a lot on the quality of the workâ€ (Academic year 2016/17)    â€œSpending more time on the quantitative research methods would be useful - I don't quite feel a have a full grasp on sampling strategies etc.â€ (Academic year 2017/18)    Both of these points are being taken seriously by the teaching team. In regard to group work we have reduced the mark allocated to group activities so that students do not feel that their marks are dragged down by group members who are not performing. Module coordinators are also monitoring group work much more closely.  In regard to increasing the quantitative skills, we have increased our tutorials on biostats and added an assessment in order to motivate student to engage more intensely with this aspect of the core course. This will now be happening as part of the Global Health Research module instead of previously the Global Public Health module.	<br>Striking the right balance between students who have a lot of quantitative and epidemiological skills and those who have none continues to be difficult. We are working on ways to resolve this through developing different learning pathways through our online platform, offering for example some students an opportunity of a background/catch-up session before they join the mainstream teaching.     Students continue to stress the importance of transferrable, â€˜softâ€™ skills as they prepare themselves for the professional global health environment. This seems to be becoming even more relevant and the content needs to reflect this appropriately, for example through the group poster assignment that is being done for Health Systems, Services and Communities.	<br> The content of the core course is organised into 3 distinct modules preceded by an Induction week:     1) Induction, orientation and Academic Learning Skills (non-credit bearing/33 SITs)  â— Induction to course regulations,   â— introductions to cohort,   â— IT and library  â— Academic Learning Skills: database searching, academic writing, critical analysis, critical reflection, referencing and plagiarism, working in groups, presentation skills    1) Global Public Health and Social Policy (7 ECTS/210 SITs)  This module engages students in examining current global public health issues and challenges as well as the impact of globalisation on health and well-being and the influence of global and national actors on health and social policy. It examines the changing contexts of global health and the impact of globalisation. It examines trends in global public health, major diseases patterns and how these relate to the current sustainable development goals. The module also analyses elements of the policy process (including agenda setting and policy transfer) and the role of social policy in addressing contemporary challenges in global health.Key issues addressed include:   â— Global public health approaches and health risks in a globalised world  â— Health transitions and the Global Burden of Disease  â— Landscapes of global health (urbanisation, migration, conflict, natural disasters and complex emergencies, climate change).  â— Demographic, epidemiological and environmental transitions in the context of globalisation  â— Major global trends in health and illness patterns and analysis of biological, social and structural risk factors influencing these   â— History of global health policy making and of global health actors   â— Political economy of health and development  â— Global health governance  â— Health equity and social determinants of health   â— Selected issues and challenges in prevention & control of infectious diseases, non-communicable diseases, and other global public health risks (e.g. malaria, TB, HIV, COVID-19, injuries, violence, CVD, diabetes, mental health)  â— Social policy processes and power   â— Agenda setting and policy transfer  â— Social policy addressing changing contexts (ageing populations, integration of health and social care, etc.) and the role of the state in shaping social policies.    2) Health Systems, Services and Communities (6.5 ECTS/195 SITs)  The module will approach the study of health systems by introducing core building blocks of health care systems, their functions, and modes of operation as well as considering debates around the challenges facing health systems today.  The implications of different types of systems for access, quality and equity in health services will be examined.  Health systems will also be examined as core social institutions in terms of  terms of their organizational culture, pathways to care, and interface with communities   Key issues addressed include:   â— The boundaries and the goals of the health system  â— Key components make up a health system  â— How health systems evolve in the context of epidemiological transitions, and trends in financing and service delivery  â— How we determine whether health systems work to achieve their goals  â— Systems requirements for delivering services in the most efficient and equitable way  â— Communities participation in health systems to promote equity, responsiveness, and accountability    3) Global Health Research (6.5 ECTS/195 SITs)  The module consists of the following units:   a) Concepts & principles underlying research   â— Introduction: epistemology, theories & methodology  â— Role of theory in research  â— Ethical issues in research  b) Research methodologies  â— Research design: QUAL, QUANT & Mixed Methods  â— Sampling approaches: QUAL and QUANT (tutorial)  â— Epidemiology: Concepts & approaches  â— Designing an epidemiological study: different types of epidemiological designs & strengths and weaknesses  c) Methods & skills development  â— FGD and interviews  â— Developing interview protocol (tutorial)  â— Participant observation/PRA  â— Survey design I  â— Survey Design II   â— Basic biostatistics and epidemiology I (tutorial)  â— Basic biostatistics and epidemiology II (tutorial)  d) Critical reflection on trustworthiness of evidence  â— Trustworthiness in research design: critical evaluation of research studies  â— Evaluating evidence and policy development	United Kingdom		Face to face	<br>The IGHD core course has a strong emphasis on the analysis of social and structural determinants of health and health systems development. We also analyse health policies throughout the course and relate these to global public health issues across the core course.	20 ECTS credits	
Core Course for the MSc Global Health	<br>By the end of the core course, students should be able to:  â€¢ Identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ Critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ Plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ Clearly communicate and work professionally in a multi-disciplinary team.    On completion of the course participants should be able to:    Identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ Demonstrate a clear understanding of the key factors and forces shaping the health and well-being of disadvantaged populations in low, middle income and transitional countries;   â€¢ Demonstrate competence in specialist areas of international health. Take account of both global and local perspectives relevant to the social and organisational context of health service provision  Critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies  â€¢ Identify, analyse and critically appraise research approaches, design and method   â€¢ Critically analyse the development, use and application of a range of qualitative and quantitative techniques   â€¢ Critically interpret, analyse and utilise statistical and numerical information on health outcomes .   â€¢ Demonstrate competence in defining key epidemiological concepts and approaches, including their strengths and weaknesses    Plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ Acknowledge and deploy diverse perspectives on health, illness and well-being   â€¢ Confidently engage in utilising relevant and appropriate tools and frameworks for planning, developing and managing health systems   â€¢ Critically analyse and respond effectively and appropriately to policy and practice issues in international health and social development in diverse settings  â€¢ Demonstrate effective planning and management responses to challenges faced by health systems within resource-poor settings  â€¢ Contribute effectively to policy making at various levels recognising the variety of processes and inherent power dynamics involved  Clearly communicate and work professionally in a multi-disciplinary team  â€¢ Communicate effectively to diverse audiences in health and development utilising a range of media.  â€¢ Collaborate professionally in multi-disciplinary teams in health and development fora at local, national and global levelsOn completion of the course participants should be able to:    1) Critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity  â— Problematise the production and evaluation of research knowledge and evidence in global health and development   â— Contextualise methodological debates in relation to epistemology, theory and methods   â— Critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the global health and development.  â— Critically interpret, analyse and utilise statistical and numerical information on health outcomes.   â— Demonstrate competence in defining key epidemiological concepts and approaches, including their strengths and weaknesses  2) Identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level:   â— Demonstrate a clear understanding of the key factors and forces shaping the health and well-being of disadvantaged populations in low, middle income and transitional settings  â— Demonstrate competence in specialist areas of global public health such as the health and epidemiological profiles of major NCDs (global mental health, CVD, diabetes etc) and CDs (HIV, TB, malaria etc.), health equity approaches to social determinants of health and the imapct of globalisation on determinants of health  â— Critically assess the major factors that have been affecting patterns of disease in recent years including biological, environmental, social, economic and political factors   â— Analyse both global and local perspectives relevant to the social and organisational context of health service provision  3) Propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.  â— Acknowledge and deploy diverse perspectives on health, illness and well-being   â— Confidently engage in utilising relevant and appropriate tools and frameworks for planning, developing and managing health systems   â— Demonstrate effective planning and management responses to challenges faced by health systems within resource-poor settings  â— Contribute effectively to policy making at various levels recognising the variety of processes and inherent power dynamics involved  4) Describe the role, decision-making process and impact of global health policy actors:  â€¢ Critically analyse the history of global health policy development and the evolving role of global health policy actors  â€¢ Critically analyse and respond effectively to policy and practice issues in global health and social devleopment in diverse settings  5) Collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting  â— Communicate effectively to diverse audiences in health and development utilising a range of media.  â— Collaborate professionally in multi-disciplinary teams in health and development fora at local, national and global levels		1	ceyber@qmu.ac.uk	2012-01-19 22:12:12	2019-07-16	2020-11-23 10:33:57	troped	romy	0		12 weeks full-time study, starting in September and finishing 12 weeks later. Induction week takes place one week before the start of the core course and is not credit-bearing.	<br>Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2012-01-20 04:30:16	<br>20 ECTS = 600 student investment hours:   â— 162 direct contact hours  â— 438 hours student self-study	2020-09-28	2020-12-18	<br>Accredited in 1998 in Berlin, re-accredited May 2006, re-accredited in January 2010, April 2015 and June 2020 (online GA/Hamburg). This accreditation is valid until June 2025.	<br>Methods include a variety of student-centred teaching/learning approaches:   â— interactive presentations led by lecturer/students;   â— Group work on problem-solving;   â— case studies,   â— film discussions,   â— simulations and role plays;   â— online discussion forums  â— tutorials among others.    The core course consists of three modules run intensively over a period of 4 weeks each. The basic design for each module is three 3 hour teaching sessions a week with some additional tutorials, group work and additional discussion sessions each week. Each module differs in how the 3 hour session is designed but most will include teaching inputs (lectures) of between 1-1.5 hours, followed by group exercises and activities based around readings, case studies, group work, problem solving etc. Research seminars and visits to practice-based environments are also offered which vary each year.  Students are expected to carry out directed reading for every session to prepare for the student-led work which they do in their self directed study time. In some cases, students are required to carry out group work to prepare presentations for class, or other similar exercises.     The Hub, the Blackboard virtual learning platform used by the university, is used extensively to provide teaching and learning materials to students (readings, lectures, and supplementary materials such as short videos), to communicate with students, and to enable discussions on literature and other topics. All assessed work is submitted through the Hub which also has plagiarism software (TurnItIn) that encourages students to check their work for plagiarism before submission. The QMU campus is well equipped with computer terminals available for students use, linked to a centralised platform which is available remotely through internet access (i.e. from home or outside the UK).    Tutorials are also held alongside the classes to assist preparation of assessed work.     Each student is assigned a personal tutor for the duration of the course, who advises and guides the student in academic and pastoral matters. Students have study skills support and, if required, assistance with academic English skills from the Effective Learning Service; they can also assist with assignment planning. A special needs coordinator liaises with the disabilities support unit at the university to support students with any disabilities or learning support needs such as dyslexia.		<br> Assessment types differ across the different modules in order to evaluate different content and transferable skills. There are two formative assessments (non-graded), which include in-class exercises and take-home short assignments â€“ these help to monitor studentsâ€™ understanding and engagement with the teaching material and content.    Summative (graded) assessments are based on presentations in-class, written essays and exams.  A selection of assignments (one-third) are second marked to ensure consistent marking; all failures (two opportunities to resubmit for a pass grade only) and resubmissions are also second marked. Resits are still automatically capped at 50% and must be undertaken by end of May of every academic year.  Where a module has more than 1 summative assignment, students must pass both elements in order to pass the module. Feedback is given in electronic form and returned to students via the virtual learning platform within 4 weeks of submission.   Assessments for different modules are listed below.    Academic Learning Skills    Assessed through a formative assignment. The formative assignment consists of an essay of 1500 words on a contemporary global health issue that relates to the candidatesâ€™ area of interest. The assignment is marked within three weeks with the aim of informing students of any areas of their writing which needs to improve before submitting the first module assignment. Students get written and oral feedback from their personal academic tutor. Those who fail the formative assignment or achieve a low grade are referred to the Effective Learning Service at QMU who provide additional support.  In addition, students do an online â€˜Research Readinessâ€™ test which assesses their ability to use and critically assess online sources, amongst other topics. Students repeat the test at the end of the module; they tend to appreciate seeing that their score has improved.    Global Public Health & Social Policy    1) Assessed group work: Students will prepare (in small groups) a topic on Global Health and its impact on health, well-being and Environment/Climate change. They will present this in class and engage in a debate with their fellow students  30% of the total mark  2) 3000 word written assignment demonstrating the studentâ€™s ability to analyse and synthesise at least three elements covered during the module. 70% of the total mark    Global Health Research Module  1) Assignment based on developing a â€˜real worldâ€™ research design for a selected health/development issue  - 2,500 words 60% of the total mark  2) Qualitative practical research assignment â€“ conduct, transcribe and reflect on a semi-structured interview (usually conducted with a peer student) â€“ 1,500 words 20% of the total mark  3) Quantitative practical research assignment â€“ online test of basic statistical and epidemiological concepts 20% of the total mark     Health Systems, Services and Communities Module    1) Group-based presentation on health service delivery models for â€˜priorityâ€™ interventions (20% of total mark)  2) Individual write-up of equity analysis of qual/quant data on access to health services (20% of total mark)  3) 800-word editorial on citizen engagement towards universal health coverage (UHC) (60% of total mark)	<br>Up to 30 students; there is no nominal limit to the number of tropEd students.  Application deadlines: General guidelines for applying - early May for non-EU applicants and early August for EU/UK applicants	<br>The course is open to health and social science professionals and students with a relevant undergraduate degree. Proven proficiency in spoken and written English to IELTS level of an overall score of 6.0 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.  Relevant work experience is desirable, preferably within a  low, middle income or transitional setting.    Please note that UK visa regulations are changing and students may need to apply for a student visa when entering the UK.	<br>Selection carried out by IGHD admissions committee in line with QMU postgraduate admissions requirements. If all requirements are fulfilled selection is made on a first come first served basis.   Criteria include:  â— Relevant undergraduate degree in a related subject area or professional qualification in a related areas (recognised for professional body membership and equivalent in academic terms to an honours degree) or a qualification in a related area from a professional institution   â— IELTS overall 6.0 with no component less than 5.5; TOEFL iBT an overall score of 80 with no component less than 17.  â— Personal statement that clearly explains motivation to study global health and development, ideally  based in previous or current experience  â— Clearly stated intention or commitment to work in global health.     Relevant work experience is desirable, preferably within a  low, middle income or transitional setting	<br>Scot/UK/EU: Â£960 x 3 modules = Â£2880  International: Â£1950 x 3 modules = Â£5850	Currently no scholarships available	<br>Our University is undergoing academic restructuring of modules, increasing the size of our modules from a standard 5 ECTS to a 6.5/7 ECTS size. In order to comply with this move, we have restructured the core course content which had been organised into 4 x 5 ECTS modules into 3 x 6.5/7 ECTS. The content has remained the same but the content of one of the modules, Global Public Health, has been split into different units which have now been absorbed into Global Health Research, Global Health & Social Policy and Health Systems, Services & Communities.     The way in which we deliver the modules will now change: previously we ran 2 modules alongside one another but now we will run each of the three modules as 4 week blocks each. We believe that this will allow students to focus more intensely on each block and immerse themselves in the topic.     The programme leader, Suzanne Fustukian, has retired and Carola Eyber has now taken over this function.    The university has changed its assessment regulations from allowing only 1 resit to allowing 2 resits across all undergraduate and postgraduate degrees. Resits are still automatically capped at 50% and must be undertaken by end of May of every academic year.	<br>Student feedback has been consistently positive for the four modules that make up the core course in relation to content, teaching methods, support from academic staff, organisation of and structure of modules, facilities and assessments. Below are two examples from the evaluation forms which illustrate some of the different aspects of this:     â€œTo me health systems were a big in transparent black box. Thanks to the module I got an understanding of the vast complexity and dynamic interrelations between actors and institutions on which I can build my further researchâ€ (Academic year 2017/18)     â€œI feel that the classes systematically built upon learnings made in previous classes, and were very well thought out and suited to the needs of the studentsâ€ (Academic year 2016/17).    The two areas where students felt improvements needed to be made were in relation to group work and the teaching in quantitative skills:     â€œThe group presentation provided us with a way to share our different experiences and compile our knowledge in line with the course. But it was also challenging due to the unavailability and non participation of some members of the groups. These elements impacted a lot on the quality of the workâ€ (Academic year 2016/17)    â€œSpending more time on the quantitative research methods would be useful - I don't quite feel a have a full grasp on sampling strategies etc.â€ (Academic year 2017/18)    Both of these points are being taken seriously by the teaching team. In regard to group work we have reduced the mark allocated to group activities so that students do not feel that their marks are dragged down by group members who are not performing. Module coordinators are also monitoring group work much more closely.  In regard to increasing the quantitative skills, we have increased our tutorials on biostats and added an assessment in order to motivate student to engage more intensely with this aspect of the core course. This will now be happening as part of the Global Health Research module instead of previously the Global Public Health module.	<br>Striking the right balance between students who have a lot of quantitative and epidemiological skills and those who have none continues to be difficult. We are working on ways to resolve this through developing different learning pathways through our online platform, offering for example some students an opportunity of a background/catch-up session before they join the mainstream teaching.     Students continue to stress the importance of transferrable, â€˜softâ€™ skills as they prepare themselves for the professional global health environment. This seems to be becoming even more relevant and the content needs to reflect this appropriately, for example through the group poster assignment that is being done for Health Systems, Services and Communities.	<br> The content of the core course is organised into 3 distinct modules preceded by an Induction week:     1) Induction, orientation and Academic Learning Skills (non-credit bearing/33 SITs)  â— Induction to course regulations,   â— introductions to cohort,   â— IT and library  â— Academic Learning Skills: database searching, academic writing, critical analysis, critical reflection, referencing and plagiarism, working in groups, presentation skills    1) Global Public Health and Social Policy (7 ECTS/210 SITs)  This module engages students in examining current global public health issues and challenges as well as the impact of globalisation on health and well-being and the influence of global and national actors on health and social policy. It examines the changing contexts of global health and the impact of globalisation. It examines trends in global public health, major diseases patterns and how these relate to the current sustainable development goals. The module also analyses elements of the policy process (including agenda setting and policy transfer) and the role of social policy in addressing contemporary challenges in global health.Key issues addressed include:   â— Global public health approaches and health risks in a globalised world  â— Health transitions and the Global Burden of Disease  â— Landscapes of global health (urbanisation, migration, conflict, natural disasters and complex emergencies, climate change).  â— Demographic, epidemiological and environmental transitions in the context of globalisation  â— Major global trends in health and illness patterns and analysis of biological, social and structural risk factors influencing these   â— History of global health policy making and of global health actors   â— Political economy of health and development  â— Global health governance  â— Health equity and social determinants of health   â— Selected issues and challenges in prevention & control of infectious diseases, non-communicable diseases, and other global public health risks (e.g. malaria, TB, HIV, COVID-19, injuries, violence, CVD, diabetes, mental health)  â— Social policy processes and power   â— Agenda setting and policy transfer  â— Social policy addressing changing contexts (ageing populations, integration of health and social care, etc.) and the role of the state in shaping social policies.    2) Health Systems, Services and Communities (6.5 ECTS/195 SITs)  The module will approach the study of health systems by introducing core building blocks of health care systems, their functions, and modes of operation as well as considering debates around the challenges facing health systems today.  The implications of different types of systems for access, quality and equity in health services will be examined.  Health systems will also be examined as core social institutions in terms of  terms of their organizational culture, pathways to care, and interface with communities   Key issues addressed include:   â— The boundaries and the goals of the health system  â— Key components make up a health system  â— How health systems evolve in the context of epidemiological transitions, and trends in financing and service delivery  â— How we determine whether health systems work to achieve their goals  â— Systems requirements for delivering services in the most efficient and equitable way  â— Communities participation in health systems to promote equity, responsiveness, and accountability    3) Global Health Research (6.5 ECTS/195 SITs)  The module consists of the following units:   a) Concepts & principles underlying research   â— Introduction: epistemology, theories & methodology  â— Role of theory in research  â— Ethical issues in research  b) Research methodologies  â— Research design: QUAL, QUANT & Mixed Methods  â— Sampling approaches: QUAL and QUANT (tutorial)  â— Epidemiology: Concepts & approaches  â— Designing an epidemiological study: different types of epidemiological designs & strengths and weaknesses  c) Methods & skills development  â— FGD and interviews  â— Developing interview protocol (tutorial)  â— Participant observation/PRA  â— Survey design I  â— Survey Design II   â— Basic biostatistics and epidemiology I (tutorial)  â— Basic biostatistics and epidemiology II (tutorial)  d) Critical reflection on trustworthiness of evidence  â— Trustworthiness in research design: critical evaluation of research studies  â— Evaluating evidence and policy development				<br>The IGHD core course has a strong emphasis on the analysis of social and structural determinants of health and health systems development. We also analyse health policies throughout the course and relate these to global public health issues across the core course.		
Introduction to International Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.      Specific objectives   By the end of the core course, students should be able to:    1. (tropEd) identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies    â€¢ discuss determinants of health in general and of health care seeking behaviour in particular  â€¢ explain the â€˜Health in all Policies approachâ€, its cross-sectors organization and its possible impact      2. (tropEd) critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies    â€¢ analyse the main biomedical, clinical and epidemiological aspects of the major health problems in low and middle income countries in order to manage their prevention and control at population and individual level  â€¢ critically analyse disease control programmes, applying scientific tools and methods      3 (tropEd) plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities    â€¢ organise primary health care services taking into account local priorities and resource availability as well as the perspective of communities and patients   â€¢ explain the major issues in international health policy and development cooperation      4 (tropEd) clearly communicate and work professionally in a multi-disciplinary team    â€¢ manage communication in a multi-disciplinary setting  â€¢ play a positive role in the strengthening of teamwork in sometimes stressful situations		1	gvheusden@itg.be	2012-01-19 22:28:22	2016-11-03	2020-01-13 07:48:15	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	16 weeks	Institute of Tropical Medicine	Dr. Pol De Vos 	English	core course	2012-01-20 04:52:21	596 hours SIT  Contact hours: 376 hours  Self-study (individual or in group): 220 hours	2020-08-31	2020-12-18	<br>Accredited in Valencia 2001. Re-accredited in Bergen May 2006, November 2011 and October 2016. This accreditation is valid until October 2021.	<br>- Contact hours (61% of SIT) are a combination of state of the art lectures and interactive classes often as discussions on cases and on articles or book chapters read during self-study time    - Group work / assignments are done outside formal contact hours in groups of 5-6 students (6,5% of SIT). Plenary sessions with presentations by students and comments by expert panels conclude these assignments     Examples of group assignments:  â€¢ Vertical analysis: systematic analysis of a disease problem, developing an epidemiological model and control interventions.  â€¢ General exercise on emergency settings, developing an action plan for an emergency situation in conflict area and/or epidemic  â€¢ Case study to illustrate the need of different perspectives of different actors and stakeholders in a health care delivery process    - Problem-based learning tasks: 2 cases are analysed individually and discussed in team, following different steps: define the problem, brainstorm on knowledge and ideas, discuss learning objectives and process, identify literature and sources, propose a strategy leading to solutions    - Critical reading skills are developed during discussion of scientific papers    -   Laboratory skills are taught through practical sessions	<br>This course can be considered as a stand-alone module or a core course of ITMs Master in Public Health â€“ Orientation International Health. After successfully finishing this core course, participants can be selected for the whole master programme.  The first selection for ITMâ€™s Master in Public Health â€“ Orientation International Health is in May of the year following the core course. The core course certificate is valid for application to the MPH-IH during 5 years.    Note: this course is also part of a postgraduate certificate programme for medical doctors, leading to a postgraduate certificate in tropical medicine & international health. The second part (10 ECTS) of this postgraduate certificate programme focusses on tropical medicine and clinical decision-making.	<br>Participants are assessed through 7 tests (2 hours /test) with equal weight for the final result  â€¢ 1 open-book test on Epidemiology and Statistics (in week 5)  â€¢ 6 closed-book tests related to 6 blocks: vector-borne diseases, TB, HIV/Aids, motherhood, childhood, health systems (in weeks 15 and 16)  Each closed-book test consists of 2 components: essay questions (60% of mark) and a set of multiple-choice questions (40% of mark)  Students pass when they succeed for all 7 tests with at least 50%  Students who fail a test are entitled to a re-sit exam	<br>A maximum of 60 students is admitted.	<br>A degree in medicine or a university (master) degree (min 240 ECTS credits) in health (e.g. biomedical or pharmaceutical) sciences.  Other health professionals, such as health economists and sociologists, are welcome to apply on condition that they are holder of a university degree (min 240 ECTS credits) and have a minimum of 2 years relevant professional experience in international health in low or middle income countries. Nurses and midwives with a university (master) degree can also be admitted provided they have minimum 1 year of professional experience.  Students for whom English is not their first language must provide evidence of a 6.5 IELTS score (or 580 TOEFL score).  Exemption from this requirement may be granted to those who successfully completed higher education in English.	<br>Admission on first come, first served basis.  A selection process is only applicable for scholarship candidates (see below).	<br>EU/EFTA 1000 Euro, non EU/EFTA 2000 Euro.	<br>In view of continuing into the Master in Public Health â€“ Orientation International Health (equivalent to an MIH), a few scholarships from the Belgian Directorate General for Development (DGD) are available for core course participants from specific LMICâ€™s (see www.itg.be ). The scholarships are attributed following a selection organised in May of each year.  Candidates have to introduce a motivation: why they wish to do the course (as part of the MPH-IH), how they envisage it will help them in fulfilling their future career objectives, indicating academic experience relevant to the content of the module and specific elements of the programme that appeals to them, and proposing a provisional program for the MPH-IH courses and thesis topic.	<br>Language  - Since 2015 the course is not organised in French anymore  Management  - The course has since 2014 a new coordinator (Dr. Pol De Vos) and since 2016 a new course director (Prof. Bruno Marchal).  Content  - The balance between epidemiological/clinical aspects and public health has been evaluated as adequate, and only underwent minimal refinements.   - The course on epidemiology and statistics has been extended, continuing with an exercise-based stepwise approach. Participants get introduced to the topic by way of exercises with increasing level of complexity. It enhances understanding of the relevance of a concept or tool and stimulates learning and communication.   - Specific lectures on Dengue and Ebola were added to the curriculum, respectively in the block on vector-borne diseases and emergencies.  - The topics of mental health and other non-communicable diseases were developed to 12 contact hours  - An introduction to literature review has been added.   Learning Methods  - Problem-based learning was introduced in the block on health systems allowing participants to analyse cases individually and in team following different steps: define the problem, brainstorm on knowledge and ideas, discuss objectives and process, recognise literature and sources, finally developing proposals leading to solutions.  - An interdisciplinary exchange session on health systems with students from the MPH health systems management and policy (HSMP) and disease control (DC) tracks (mostly experienced professionals from LMICs) has proven to be very positive and is now included in the curriculum.  Assessment  - The use of group and individual assignments in the different blocks has been strengthened. Attention went to introducing more variation in assignments, to group composition and to provision of clear feedback at the end of group work.    - The assessment procedures will evolve towards more varied methods, including the scoring of group work and presentations.  Learning support  A comprehensive student handbook is updated every year.  All course material is placed on Moodle, and stays available to our alumni up to 3 years after the course. Paper printing is limited as much as possible.	<br>The course is being evaluated in 3 ways:    - a feedback session with a small group of students at the end of each block   - an overall evaluation through an anonymous written questionnaire at the end of the course   - a final oral feedback with all participants to discuss global aspects    Feedback is communicated to lecturers and analysed during the steering-group meetings which take place twice a year: just after the course and again when starting the organisation of the next course.  Adjustments of content, methods and teaching staff are made accordingly.    Positive aspects:   - the expertise, enthusiasm and accessibility/availability of lecturers, both ITM lecturers with extensive work and research experience as well as external consultants from international organisations, is well appreciated; it enhances motivation and interaction  - the structure of the core course is well appreciated; the integration of disciplines enhances studentsâ€™ understanding  and learning  - students consider there is a good balance between public health and clinical aspects in the blocks; they also acknowledge the wide disciplinary variety of information and the operational approach in the blocks.    The following criticisms  have been addressed to a large degree:    - some lectures were too clinical for non-medical doctors: content was adapted   - overlaps and gaps in content: a better coordination between teaching staff has limited this to a minimum ; every year this point is taken up again  - lectures on international health policies (including health economics) have been added.     Negative remarks:  - the late distribution of hand-outs and lecture slides remains a (limited) problem, although lecturers have done a great effort.   - students request more time to prepare for the exams.	<br>The block structure allows integration of different disciplines and in particular the integration and application of public health concepts. This has clearly enhanced studentsâ€™ understanding of public health aspects and has broadened their vision on international health.     On suggestion of the students, the sessions on culture and development have been moved to a later moment in the course, to be able to ensure a more in depth debate, when they are more familiar with LMIC problems.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)  3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    â€¢ Introduction and orientation: 33 hrs SIT â‰ˆ 1 ECTS  â€¢ Concepts and research methods: 126,5 hrs SIT â‰ˆ 4 ECTS  â€¢ Health problems and responses: 213 hrs SIT â‰ˆ 7 ECTS  â€¢ Health systems, management and communication: 223,5 hrs SIT â‰ˆ 8 ECTS    Details please see <a href="www.troped.org/?q=node/186">here</a>	Belgium		Face to face	<br>The ITM core course structure, consisting of 8 blocks, one introductory and 7 thematic, enhances integration of different disciplines central to international health. The introductory block introduces concepts and tools of public health, epidemiology and statistics. The first three thematic blocks focus on major health problems (vector-borne diseases, HIV/Aids, TB), the next three on important social groups (motherhood, childhood, emergencies). The last block makes the participants responsible for organising health care for a defined (health district) population.  In all blocks clinical aspects of major health problems are combined in a balanced way with a public health approach to disease control, health service organisation and management.  It thereby integrates quantitative and qualitative methods and highlights topical issues in international health.  Group assignments allow students to work in an interdisciplinary way.	20 ECTS credits	
Introduction to International Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.      Specific objectives   By the end of the core course, students should be able to:    1. (tropEd) identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies    â€¢ discuss determinants of health in general and of health care seeking behaviour in particular  â€¢ explain the â€˜Health in all Policies approachâ€, its cross-sectors organization and its possible impact      2. (tropEd) critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies    â€¢ analyse the main biomedical, clinical and epidemiological aspects of the major health problems in low and middle income countries in order to manage their prevention and control at population and individual level  â€¢ critically analyse disease control programmes, applying scientific tools and methods      3 (tropEd) plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities    â€¢ organise primary health care services taking into account local priorities and resource availability as well as the perspective of communities and patients   â€¢ explain the major issues in international health policy and development cooperation      4 (tropEd) clearly communicate and work professionally in a multi-disciplinary team    â€¢ manage communication in a multi-disciplinary setting  â€¢ play a positive role in the strengthening of teamwork in sometimes stressful situations		1	gvheusden@itg.be	2012-01-19 22:28:22	2016-11-03	2020-01-13 07:48:15	troped	troped	0		16 weeks	Institute of Tropical Medicine	Prof. Bruno Marchal			2012-01-20 04:52:21	596 hours SIT  Contact hours: 376 hours  Self-study (individual or in group): 220 hours	2020-08-31	2020-12-18	<br>Accredited in Valencia 2001. Re-accredited in Bergen May 2006, November 2011 and October 2016. This accreditation is valid until October 2021.	<br>- Contact hours (61% of SIT) are a combination of state of the art lectures and interactive classes often as discussions on cases and on articles or book chapters read during self-study time    - Group work / assignments are done outside formal contact hours in groups of 5-6 students (6,5% of SIT). Plenary sessions with presentations by students and comments by expert panels conclude these assignments     Examples of group assignments:  â€¢ Vertical analysis: systematic analysis of a disease problem, developing an epidemiological model and control interventions.  â€¢ General exercise on emergency settings, developing an action plan for an emergency situation in conflict area and/or epidemic  â€¢ Case study to illustrate the need of different perspectives of different actors and stakeholders in a health care delivery process    - Problem-based learning tasks: 2 cases are analysed individually and discussed in team, following different steps: define the problem, brainstorm on knowledge and ideas, discuss learning objectives and process, identify literature and sources, propose a strategy leading to solutions    - Critical reading skills are developed during discussion of scientific papers    -   Laboratory skills are taught through practical sessions	<br>This course can be considered as a stand-alone module or a core course of ITMs Master in Public Health â€“ Orientation International Health. After successfully finishing this core course, participants can be selected for the whole master programme.  The first selection for ITMâ€™s Master in Public Health â€“ Orientation International Health is in May of the year following the core course. The core course certificate is valid for application to the MPH-IH during 5 years.    Note: this course is also part of a postgraduate certificate programme for medical doctors, leading to a postgraduate certificate in tropical medicine & international health. The second part (10 ECTS) of this postgraduate certificate programme focusses on tropical medicine and clinical decision-making.	<br>Participants are assessed through 7 tests (2 hours /test) with equal weight for the final result  â€¢ 1 open-book test on Epidemiology and Statistics (in week 5)  â€¢ 6 closed-book tests related to 6 blocks: vector-borne diseases, TB, HIV/Aids, motherhood, childhood, health systems (in weeks 15 and 16)  Each closed-book test consists of 2 components: essay questions (60% of mark) and a set of multiple-choice questions (40% of mark)  Students pass when they succeed for all 7 tests with at least 50%  Students who fail a test are entitled to a re-sit exam	<br>A maximum of 60 students is admitted.	<br>A degree in medicine or a university (master) degree (min 240 ECTS credits) in health (e.g. biomedical or pharmaceutical) sciences.  Other health professionals, such as health economists and sociologists, are welcome to apply on condition that they are holder of a university degree (min 240 ECTS credits) and have a minimum of 2 years relevant professional experience in international health in low or middle income countries. Nurses and midwives with a university (master) degree can also be admitted provided they have minimum 1 year of professional experience.  Students for whom English is not their first language must provide evidence of a 6.5 IELTS score (or 580 TOEFL score).  Exemption from this requirement may be granted to those who successfully completed higher education in English.	<br>Admission on first come, first served basis.  A selection process is only applicable for scholarship candidates (see below).	<br>EU/EFTA 1000 Euro, non EU/EFTA 2000 Euro.	<br>In view of continuing into the Master in Public Health â€“ Orientation International Health (equivalent to an MIH), a few scholarships from the Belgian Directorate General for Development (DGD) are available for core course participants from specific LMICâ€™s (see www.itg.be ). The scholarships are attributed following a selection organised in May of each year.  Candidates have to introduce a motivation: why they wish to do the course (as part of the MPH-IH), how they envisage it will help them in fulfilling their future career objectives, indicating academic experience relevant to the content of the module and specific elements of the programme that appeals to them, and proposing a provisional program for the MPH-IH courses and thesis topic.	<br>Language  - Since 2015 the course is not organised in French anymore  Management  - The course has since 2014 a new coordinator (Dr. Pol De Vos) and since 2016 a new course director (Prof. Bruno Marchal).  Content  - The balance between epidemiological/clinical aspects and public health has been evaluated as adequate, and only underwent minimal refinements.   - The course on epidemiology and statistics has been extended, continuing with an exercise-based stepwise approach. Participants get introduced to the topic by way of exercises with increasing level of complexity. It enhances understanding of the relevance of a concept or tool and stimulates learning and communication.   - Specific lectures on Dengue and Ebola were added to the curriculum, respectively in the block on vector-borne diseases and emergencies.  - The topics of mental health and other non-communicable diseases were developed to 12 contact hours  - An introduction to literature review has been added.   Learning Methods  - Problem-based learning was introduced in the block on health systems allowing participants to analyse cases individually and in team following different steps: define the problem, brainstorm on knowledge and ideas, discuss objectives and process, recognise literature and sources, finally developing proposals leading to solutions.  - An interdisciplinary exchange session on health systems with students from the MPH health systems management and policy (HSMP) and disease control (DC) tracks (mostly experienced professionals from LMICs) has proven to be very positive and is now included in the curriculum.  Assessment  - The use of group and individual assignments in the different blocks has been strengthened. Attention went to introducing more variation in assignments, to group composition and to provision of clear feedback at the end of group work.    - The assessment procedures will evolve towards more varied methods, including the scoring of group work and presentations.  Learning support  A comprehensive student handbook is updated every year.  All course material is placed on Moodle, and stays available to our alumni up to 3 years after the course. Paper printing is limited as much as possible.	<br>The course is being evaluated in 3 ways:    - a feedback session with a small group of students at the end of each block   - an overall evaluation through an anonymous written questionnaire at the end of the course   - a final oral feedback with all participants to discuss global aspects    Feedback is communicated to lecturers and analysed during the steering-group meetings which take place twice a year: just after the course and again when starting the organisation of the next course.  Adjustments of content, methods and teaching staff are made accordingly.    Positive aspects:   - the expertise, enthusiasm and accessibility/availability of lecturers, both ITM lecturers with extensive work and research experience as well as external consultants from international organisations, is well appreciated; it enhances motivation and interaction  - the structure of the core course is well appreciated; the integration of disciplines enhances studentsâ€™ understanding  and learning  - students consider there is a good balance between public health and clinical aspects in the blocks; they also acknowledge the wide disciplinary variety of information and the operational approach in the blocks.    The following criticisms  have been addressed to a large degree:    - some lectures were too clinical for non-medical doctors: content was adapted   - overlaps and gaps in content: a better coordination between teaching staff has limited this to a minimum ; every year this point is taken up again  - lectures on international health policies (including health economics) have been added.     Negative remarks:  - the late distribution of hand-outs and lecture slides remains a (limited) problem, although lecturers have done a great effort.   - students request more time to prepare for the exams.	<br>The block structure allows integration of different disciplines and in particular the integration and application of public health concepts. This has clearly enhanced studentsâ€™ understanding of public health aspects and has broadened their vision on international health.     On suggestion of the students, the sessions on culture and development have been moved to a later moment in the course, to be able to ensure a more in depth debate, when they are more familiar with LMIC problems.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)  3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    â€¢ Introduction and orientation: 33 hrs SIT â‰ˆ 1 ECTS  â€¢ Concepts and research methods: 126,5 hrs SIT â‰ˆ 4 ECTS  â€¢ Health problems and responses: 213 hrs SIT â‰ˆ 7 ECTS  â€¢ Health systems, management and communication: 223,5 hrs SIT â‰ˆ 8 ECTS    Details please see <a href="www.troped.org/?q=node/186">here</a>				<br>The ITM core course structure, consisting of 8 blocks, one introductory and 7 thematic, enhances integration of different disciplines central to international health. The introductory block introduces concepts and tools of public health, epidemiology and statistics. The first three thematic blocks focus on major health problems (vector-borne diseases, HIV/Aids, TB), the next three on important social groups (motherhood, childhood, emergencies). The last block makes the participants responsible for organising health care for a defined (health district) population.  In all blocks clinical aspects of major health problems are combined in a balanced way with a public health approach to disease control, health service organisation and management.  It thereby integrates quantitative and qualitative methods and highlights topical issues in international health.  Group assignments allow students to work in an interdisciplinary way.		
Introduction to International Health	<br>By the end of the core course, students should be able to:    â€¢ identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  â€¢ critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  â€¢ plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  â€¢ clearly communicate and work professionally in a multi-disciplinary team.      Specific objectives   By the end of the core course, students should be able to:    1. (tropEd) identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies    â€¢ discuss determinants of health in general and of health care seeking behaviour in particular  â€¢ explain the â€˜Health in all Policies approachâ€, its cross-sectors organization and its possible impact      2. (tropEd) critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies    â€¢ analyse the main biomedical, clinical and epidemiological aspects of the major health problems in low and middle income countries in order to manage their prevention and control at population and individual level  â€¢ critically analyse disease control programmes, applying scientific tools and methods      3 (tropEd) plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities    â€¢ organise primary health care services taking into account local priorities and resource availability as well as the perspective of communities and patients   â€¢ explain the major issues in international health policy and development cooperation      4 (tropEd) clearly communicate and work professionally in a multi-disciplinary team    â€¢ manage communication in a multi-disciplinary setting  â€¢ play a positive role in the strengthening of teamwork in sometimes stressful situations		1	gvheusden@itg.be	2012-01-19 22:28:22	2016-11-03	2020-01-13 07:48:15	troped	troped	0		16 weeks	Institute of Tropical Medicine				2012-01-20 04:52:21	596 hours SIT  Contact hours: 376 hours  Self-study (individual or in group): 220 hours	2020-08-31	2020-12-18	<br>Accredited in Valencia 2001. Re-accredited in Bergen May 2006, November 2011 and October 2016. This accreditation is valid until October 2021.	<br>- Contact hours (61% of SIT) are a combination of state of the art lectures and interactive classes often as discussions on cases and on articles or book chapters read during self-study time    - Group work / assignments are done outside formal contact hours in groups of 5-6 students (6,5% of SIT). Plenary sessions with presentations by students and comments by expert panels conclude these assignments     Examples of group assignments:  â€¢ Vertical analysis: systematic analysis of a disease problem, developing an epidemiological model and control interventions.  â€¢ General exercise on emergency settings, developing an action plan for an emergency situation in conflict area and/or epidemic  â€¢ Case study to illustrate the need of different perspectives of different actors and stakeholders in a health care delivery process    - Problem-based learning tasks: 2 cases are analysed individually and discussed in team, following different steps: define the problem, brainstorm on knowledge and ideas, discuss learning objectives and process, identify literature and sources, propose a strategy leading to solutions    - Critical reading skills are developed during discussion of scientific papers    -   Laboratory skills are taught through practical sessions	<br>This course can be considered as a stand-alone module or a core course of ITMs Master in Public Health â€“ Orientation International Health. After successfully finishing this core course, participants can be selected for the whole master programme.  The first selection for ITMâ€™s Master in Public Health â€“ Orientation International Health is in May of the year following the core course. The core course certificate is valid for application to the MPH-IH during 5 years.    Note: this course is also part of a postgraduate certificate programme for medical doctors, leading to a postgraduate certificate in tropical medicine & international health. The second part (10 ECTS) of this postgraduate certificate programme focusses on tropical medicine and clinical decision-making.	<br>Participants are assessed through 7 tests (2 hours /test) with equal weight for the final result  â€¢ 1 open-book test on Epidemiology and Statistics (in week 5)  â€¢ 6 closed-book tests related to 6 blocks: vector-borne diseases, TB, HIV/Aids, motherhood, childhood, health systems (in weeks 15 and 16)  Each closed-book test consists of 2 components: essay questions (60% of mark) and a set of multiple-choice questions (40% of mark)  Students pass when they succeed for all 7 tests with at least 50%  Students who fail a test are entitled to a re-sit exam	<br>A maximum of 60 students is admitted.	<br>A degree in medicine or a university (master) degree (min 240 ECTS credits) in health (e.g. biomedical or pharmaceutical) sciences.  Other health professionals, such as health economists and sociologists, are welcome to apply on condition that they are holder of a university degree (min 240 ECTS credits) and have a minimum of 2 years relevant professional experience in international health in low or middle income countries. Nurses and midwives with a university (master) degree can also be admitted provided they have minimum 1 year of professional experience.  Students for whom English is not their first language must provide evidence of a 6.5 IELTS score (or 580 TOEFL score).  Exemption from this requirement may be granted to those who successfully completed higher education in English.	<br>Admission on first come, first served basis.  A selection process is only applicable for scholarship candidates (see below).	<br>EU/EFTA 1000 Euro, non EU/EFTA 2000 Euro.	<br>In view of continuing into the Master in Public Health â€“ Orientation International Health (equivalent to an MIH), a few scholarships from the Belgian Directorate General for Development (DGD) are available for core course participants from specific LMICâ€™s (see www.itg.be ). The scholarships are attributed following a selection organised in May of each year.  Candidates have to introduce a motivation: why they wish to do the course (as part of the MPH-IH), how they envisage it will help them in fulfilling their future career objectives, indicating academic experience relevant to the content of the module and specific elements of the programme that appeals to them, and proposing a provisional program for the MPH-IH courses and thesis topic.	<br>Language  - Since 2015 the course is not organised in French anymore  Management  - The course has since 2014 a new coordinator (Dr. Pol De Vos) and since 2016 a new course director (Prof. Bruno Marchal).  Content  - The balance between epidemiological/clinical aspects and public health has been evaluated as adequate, and only underwent minimal refinements.   - The course on epidemiology and statistics has been extended, continuing with an exercise-based stepwise approach. Participants get introduced to the topic by way of exercises with increasing level of complexity. It enhances understanding of the relevance of a concept or tool and stimulates learning and communication.   - Specific lectures on Dengue and Ebola were added to the curriculum, respectively in the block on vector-borne diseases and emergencies.  - The topics of mental health and other non-communicable diseases were developed to 12 contact hours  - An introduction to literature review has been added.   Learning Methods  - Problem-based learning was introduced in the block on health systems allowing participants to analyse cases individually and in team following different steps: define the problem, brainstorm on knowledge and ideas, discuss objectives and process, recognise literature and sources, finally developing proposals leading to solutions.  - An interdisciplinary exchange session on health systems with students from the MPH health systems management and policy (HSMP) and disease control (DC) tracks (mostly experienced professionals from LMICs) has proven to be very positive and is now included in the curriculum.  Assessment  - The use of group and individual assignments in the different blocks has been strengthened. Attention went to introducing more variation in assignments, to group composition and to provision of clear feedback at the end of group work.    - The assessment procedures will evolve towards more varied methods, including the scoring of group work and presentations.  Learning support  A comprehensive student handbook is updated every year.  All course material is placed on Moodle, and stays available to our alumni up to 3 years after the course. Paper printing is limited as much as possible.	<br>The course is being evaluated in 3 ways:    - a feedback session with a small group of students at the end of each block   - an overall evaluation through an anonymous written questionnaire at the end of the course   - a final oral feedback with all participants to discuss global aspects    Feedback is communicated to lecturers and analysed during the steering-group meetings which take place twice a year: just after the course and again when starting the organisation of the next course.  Adjustments of content, methods and teaching staff are made accordingly.    Positive aspects:   - the expertise, enthusiasm and accessibility/availability of lecturers, both ITM lecturers with extensive work and research experience as well as external consultants from international organisations, is well appreciated; it enhances motivation and interaction  - the structure of the core course is well appreciated; the integration of disciplines enhances studentsâ€™ understanding  and learning  - students consider there is a good balance between public health and clinical aspects in the blocks; they also acknowledge the wide disciplinary variety of information and the operational approach in the blocks.    The following criticisms  have been addressed to a large degree:    - some lectures were too clinical for non-medical doctors: content was adapted   - overlaps and gaps in content: a better coordination between teaching staff has limited this to a minimum ; every year this point is taken up again  - lectures on international health policies (including health economics) have been added.     Negative remarks:  - the late distribution of hand-outs and lecture slides remains a (limited) problem, although lecturers have done a great effort.   - students request more time to prepare for the exams.	<br>The block structure allows integration of different disciplines and in particular the integration and application of public health concepts. This has clearly enhanced studentsâ€™ understanding of public health aspects and has broadened their vision on international health.     On suggestion of the students, the sessions on culture and development have been moved to a later moment in the course, to be able to ensure a more in depth debate, when they are more familiar with LMIC problems.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)  3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    â€¢ Introduction and orientation: 33 hrs SIT â‰ˆ 1 ECTS  â€¢ Concepts and research methods: 126,5 hrs SIT â‰ˆ 4 ECTS  â€¢ Health problems and responses: 213 hrs SIT â‰ˆ 7 ECTS  â€¢ Health systems, management and communication: 223,5 hrs SIT â‰ˆ 8 ECTS    Details please see <a href="www.troped.org/?q=node/186">here</a>				<br>The ITM core course structure, consisting of 8 blocks, one introductory and 7 thematic, enhances integration of different disciplines central to international health. The introductory block introduces concepts and tools of public health, epidemiology and statistics. The first three thematic blocks focus on major health problems (vector-borne diseases, HIV/Aids, TB), the next three on important social groups (motherhood, childhood, emergencies). The last block makes the participants responsible for organising health care for a defined (health district) population.  In all blocks clinical aspects of major health problems are combined in a balanced way with a public health approach to disease control, health service organisation and management.  It thereby integrates quantitative and qualitative methods and highlights topical issues in international health.  Group assignments allow students to work in an interdisciplinary way.		
Health and Disease in Low- and Middle-Income Countries  (Core course)	The core course Health and Disease in Low- and Middle Income Countries includes a 4Â½ week field trip to the Christian Medical College in Vellore, India, where students get a unique chance to apply research methods in the field and experience a new culture and healthcare system in a low- and middle-income setting under the expert guidance of local staff.    This experience is made possible due to a time-honoured partnership between University of Copenhagen and the Christian Medical College, Vellore.  The course has a firm focus on research methods and the development and formulation of general and specific research objectives.		0	dame@sund.ku.dk	2012-01-19 22:49:49	2015-12-09	2016-08-20 15:46:34	troped	troped	0		14 weeks	Centre for Health and Society, Faculty of Health Sciences. University of Copenhagen	Dan Meyrowitsch	English	core course	2015-12-09 14:35:43	600 hours   Contact hours:250 hours  Self study: 350 hours	2016-09-05	2017-02-03	Accredited in Valecia 2001. re-accredited in Brescia, May 2005 and in May 2011. This accreidtation is valid until May 2016.	The main teaching and learning methods used are: Lectures, seminars, self study, library and search engine/database introduction, supervised/non-supervised study groups incl. individual presentations, Journal Clubs, student presentations, field work, assignments (essays, case studies, computer-based exercises).  In addition, the 4Â½ week field trip provides students with a unique opportunity to apply theories, concepts and methods acquired during the first part of the course in a low-and middle-income setting.  During their stay in India students live at the CMC Vellore campus, where they also receive training and teaching from local specialists, and follow the health care workers from CMC Vellore to nearby villages and gain first-hand experience of the health system in rural areas of southern India.  Through the use of a problem-oriented approach to learning, students are expected to actively participate with their own experiences to develop knowledge and competencies.   As a large number of different nationalities are typically represented, the core course draws on this wealth of diversity to develop communication skills of the students so that they are able to clearly communicate and work professionally in a multi-disciplinary team.  Students are expected to prepare for sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised.   Generally, mornings are dedicated to lectures, while afternoons are mainly reserved for facilitated group work activities.  Open events in the form of seminars or lectures on a particular topic relevant for a wider audience are scheduled periodically.  Students have the opportunity to complete two written assignments in preparation for the written 48-hour essay based exam. The assignments do not form part of formal assessment.  Students actively participate in the decision-making process concerning the continued development of the course by virtue of being represented on the Board of Studies.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	Individual 48-hour take-home essay based examination  (See Annex 1 â€“ examination 2010)  50% of course  grade    Individual oral exam based on a group report as well as the general curriculum (30 min examination).   (See Annex 2, Guidelines for group-based research project and oral examination)  50% of course  grade    The final grade for the course is an average of the two grades obtained in the written and oral examination. The 20 ECTS are only credited once both examinations have been passed successfully.     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	Min. 80% attendance.  The number of participants is limited to 40. The course may be cancelled if there are less than 12 participants. Applicants will be informed at least four weeks in advance in case of cancellation.	Students must meet the admission criteria for the Master of International Health. These are:    A Bachelors degree (min. 180 ECTS) in a relevant field (e.g. health sciences, social sciences, etc.) or an equivalent qualification from a recognized higher education institution        An applicant must submit certified copies of the degree certificates/diplomas and transcript of records. If the document is not in English, it must be accompanied by a certified English translation.        A certified copy is a copy of the academic document with an original stamp from the higher education institution or any other recognized legal/public body. Only copies of academic documents bearing original stamps are accepted.         At least two years of relevant work experience        This may be a paid or unpaid employment (regular employment, internship, volunteer work, practicum, job placement, etc) relevant to International Health.        Proof of English proficiency        Applicants for whom English is not the first language must submit results of either the International English Language Testing System (IELTS/Academic) or the Test of English as a Foreign Language (TOEFL). The minimum acceptable score for the IELTS is 6; the minimum acceptable score for the TOEFL is 550 on the paper test, 213 on the computerized test, or 79-80 on the internet-based test.    Basic IT/computer Skills        The applicant must be able to use word processor, e-mail, use programmes such as PowerPoint, Excel, etc., save files in various formats (pdf, rtf, doc, etc.); download files, explore the internet, multi-task on the computer, and search for literature online.    A draft thesis proposal or  http://www.mih.ku.dk/admission/draft_thesis/  Applicants with other backgrounds may be considered on an individual basis.	None	EU:  DKK 38,000 (approx. 5100 Euro)  Non-EU:  DKK 52,000 (approx. 7000 Euro)  The fee also covers the cost of the field trip, but excludes visa and vaccination fees.	None	A new course coordinator has been appointed.   The course has been refined to improve the process of teaching and learning and alignment between the different parts of the process (teaching, learning and assessment). More specifically, focus has been on supporting students&rsquo; individual work with problems in international health and enable them to assume increased responsibility for their own learning. This means that, at the same time as following lectures, students are continuously set tasks in relation to teaching activities relating to individual themes. These focus on:  -  Literature search   -  Development of aims and research objectives   -  Research methods  -  Academic writing   -  Written /oral presentation    â€˜Theme leaders&rsquo; have been appointed to ensure coherence between lectures, group work and individual study for particular theme. Theme leaders set tasks to be completed in relation to their theme during group work. Focus has been on strengthening the research-based approach by appointing academic staff members who can draw on current relevant research in their teaching to lead specific themes.  In addition, â€˜group facilitators&rsquo; have been appointed to support and guide student group work based on tasks set by lecturers and with a view to achieving overall learning objectives for the module.   The one-week introductory course is held jointly for students embarking on the Master of International Health, Master of Disaster Management and European Master of Public Health in order to facilitate networking, coordination and â€˜cross-fertilisation&rsquo; across these three distinct but closely related programmes.	The core course is evaluated by written questionnaire and a final oral group feedback session at the end of the course.     Positive aspects:  -  Very useful to practise the methods learnt in DK in â€œreal lifeâ€ low- and middle-income setting - planning, analyzing, field work, etc.  -  Involving class by way of group discussions and exercises effective  -  Teaching was user friendly, motivating, targeted and practice oriented; teaching approach is very practical and participatory  -  Learnt a lot from exposure to academic culture of both DK and India    Negative aspects:  -  some overlap between theoretical lectures in DK and India, should be better synchronized  -  More interaction between teaching staff on what has been learnt; some overlap between theoretical lectures in DK and India, should be better synchronized  -  there should be more projects and exams  -  group work should be more formal	A more structured approach to improve alignment between the various aspects of the teaching and learning process and, in particular, early attention to the formulation of general and specific objectives with a view to enabling students to complete a Masters thesis at the required level.	The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/83">here</a>	Denmark		Face to face		20 ECTS credits	
Health and Disease in Low- and Middle-Income Countries  (Core course)	The core course Health and Disease in Low- and Middle Income Countries includes a 4Â½ week field trip to the Christian Medical College in Vellore, India, where students get a unique chance to apply research methods in the field and experience a new culture and healthcare system in a low- and middle-income setting under the expert guidance of local staff.    This experience is made possible due to a time-honoured partnership between University of Copenhagen and the Christian Medical College, Vellore.  The course has a firm focus on research methods and the development and formulation of general and specific research objectives.		0	dame@sund.ku.dk	2012-01-19 22:49:49	2015-12-09	2016-08-20 15:46:34	troped	troped	0		14 weeks	Centre for Health and Society, Faculty of Health Sciences. University of Copenhagen				2015-12-09 14:35:43	600 hours   Contact hours:250 hours  Self study: 350 hours	2016-09-05	2017-02-03	Accredited in Valecia 2001. re-accredited in Brescia, May 2005 and in May 2011. This accreidtation is valid until May 2016.	The main teaching and learning methods used are: Lectures, seminars, self study, library and search engine/database introduction, supervised/non-supervised study groups incl. individual presentations, Journal Clubs, student presentations, field work, assignments (essays, case studies, computer-based exercises).  In addition, the 4Â½ week field trip provides students with a unique opportunity to apply theories, concepts and methods acquired during the first part of the course in a low-and middle-income setting.  During their stay in India students live at the CMC Vellore campus, where they also receive training and teaching from local specialists, and follow the health care workers from CMC Vellore to nearby villages and gain first-hand experience of the health system in rural areas of southern India.  Through the use of a problem-oriented approach to learning, students are expected to actively participate with their own experiences to develop knowledge and competencies.   As a large number of different nationalities are typically represented, the core course draws on this wealth of diversity to develop communication skills of the students so that they are able to clearly communicate and work professionally in a multi-disciplinary team.  Students are expected to prepare for sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised.   Generally, mornings are dedicated to lectures, while afternoons are mainly reserved for facilitated group work activities.  Open events in the form of seminars or lectures on a particular topic relevant for a wider audience are scheduled periodically.  Students have the opportunity to complete two written assignments in preparation for the written 48-hour essay based exam. The assignments do not form part of formal assessment.  Students actively participate in the decision-making process concerning the continued development of the course by virtue of being represented on the Board of Studies.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	Individual 48-hour take-home essay based examination  (See Annex 1 â€“ examination 2010)  50% of course  grade    Individual oral exam based on a group report as well as the general curriculum (30 min examination).   (See Annex 2, Guidelines for group-based research project and oral examination)  50% of course  grade    The final grade for the course is an average of the two grades obtained in the written and oral examination. The 20 ECTS are only credited once both examinations have been passed successfully.     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	Min. 80% attendance.  The number of participants is limited to 40. The course may be cancelled if there are less than 12 participants. Applicants will be informed at least four weeks in advance in case of cancellation.	Students must meet the admission criteria for the Master of International Health. These are:    A Bachelors degree (min. 180 ECTS) in a relevant field (e.g. health sciences, social sciences, etc.) or an equivalent qualification from a recognized higher education institution        An applicant must submit certified copies of the degree certificates/diplomas and transcript of records. If the document is not in English, it must be accompanied by a certified English translation.        A certified copy is a copy of the academic document with an original stamp from the higher education institution or any other recognized legal/public body. Only copies of academic documents bearing original stamps are accepted.         At least two years of relevant work experience        This may be a paid or unpaid employment (regular employment, internship, volunteer work, practicum, job placement, etc) relevant to International Health.        Proof of English proficiency        Applicants for whom English is not the first language must submit results of either the International English Language Testing System (IELTS/Academic) or the Test of English as a Foreign Language (TOEFL). The minimum acceptable score for the IELTS is 6; the minimum acceptable score for the TOEFL is 550 on the paper test, 213 on the computerized test, or 79-80 on the internet-based test.    Basic IT/computer Skills        The applicant must be able to use word processor, e-mail, use programmes such as PowerPoint, Excel, etc., save files in various formats (pdf, rtf, doc, etc.); download files, explore the internet, multi-task on the computer, and search for literature online.    A draft thesis proposal or  http://www.mih.ku.dk/admission/draft_thesis/  Applicants with other backgrounds may be considered on an individual basis.	None	EU:  DKK 38,000 (approx. 5100 Euro)  Non-EU:  DKK 52,000 (approx. 7000 Euro)  The fee also covers the cost of the field trip, but excludes visa and vaccination fees.	None	A new course coordinator has been appointed.   The course has been refined to improve the process of teaching and learning and alignment between the different parts of the process (teaching, learning and assessment). More specifically, focus has been on supporting students&rsquo; individual work with problems in international health and enable them to assume increased responsibility for their own learning. This means that, at the same time as following lectures, students are continuously set tasks in relation to teaching activities relating to individual themes. These focus on:  -  Literature search   -  Development of aims and research objectives   -  Research methods  -  Academic writing   -  Written /oral presentation    â€˜Theme leaders&rsquo; have been appointed to ensure coherence between lectures, group work and individual study for particular theme. Theme leaders set tasks to be completed in relation to their theme during group work. Focus has been on strengthening the research-based approach by appointing academic staff members who can draw on current relevant research in their teaching to lead specific themes.  In addition, â€˜group facilitators&rsquo; have been appointed to support and guide student group work based on tasks set by lecturers and with a view to achieving overall learning objectives for the module.   The one-week introductory course is held jointly for students embarking on the Master of International Health, Master of Disaster Management and European Master of Public Health in order to facilitate networking, coordination and â€˜cross-fertilisation&rsquo; across these three distinct but closely related programmes.	The core course is evaluated by written questionnaire and a final oral group feedback session at the end of the course.     Positive aspects:  -  Very useful to practise the methods learnt in DK in â€œreal lifeâ€ low- and middle-income setting - planning, analyzing, field work, etc.  -  Involving class by way of group discussions and exercises effective  -  Teaching was user friendly, motivating, targeted and practice oriented; teaching approach is very practical and participatory  -  Learnt a lot from exposure to academic culture of both DK and India    Negative aspects:  -  some overlap between theoretical lectures in DK and India, should be better synchronized  -  More interaction between teaching staff on what has been learnt; some overlap between theoretical lectures in DK and India, should be better synchronized  -  there should be more projects and exams  -  group work should be more formal	A more structured approach to improve alignment between the various aspects of the teaching and learning process and, in particular, early attention to the formulation of general and specific objectives with a view to enabling students to complete a Masters thesis at the required level.	The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/83">here</a>			Field trip			
Health and Disease in Low- and Middle-Income Countries  (Core course)	The core course Health and Disease in Low- and Middle Income Countries includes a 4Â½ week field trip to the Christian Medical College in Vellore, India, where students get a unique chance to apply research methods in the field and experience a new culture and healthcare system in a low- and middle-income setting under the expert guidance of local staff.    This experience is made possible due to a time-honoured partnership between University of Copenhagen and the Christian Medical College, Vellore.  The course has a firm focus on research methods and the development and formulation of general and specific research objectives.		0	dame@sund.ku.dk	2012-01-19 22:49:49	2015-12-09	2016-08-20 15:46:34	troped	troped	0		14 weeks	Centre for Health and Society, Faculty of Health Sciences. University of Copenhagen				2015-12-09 14:35:43	600 hours   Contact hours:250 hours  Self study: 350 hours	2016-09-05	2017-02-03	Accredited in Valecia 2001. re-accredited in Brescia, May 2005 and in May 2011. This accreidtation is valid until May 2016.	The main teaching and learning methods used are: Lectures, seminars, self study, library and search engine/database introduction, supervised/non-supervised study groups incl. individual presentations, Journal Clubs, student presentations, field work, assignments (essays, case studies, computer-based exercises).  In addition, the 4Â½ week field trip provides students with a unique opportunity to apply theories, concepts and methods acquired during the first part of the course in a low-and middle-income setting.  During their stay in India students live at the CMC Vellore campus, where they also receive training and teaching from local specialists, and follow the health care workers from CMC Vellore to nearby villages and gain first-hand experience of the health system in rural areas of southern India.  Through the use of a problem-oriented approach to learning, students are expected to actively participate with their own experiences to develop knowledge and competencies.   As a large number of different nationalities are typically represented, the core course draws on this wealth of diversity to develop communication skills of the students so that they are able to clearly communicate and work professionally in a multi-disciplinary team.  Students are expected to prepare for sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised.   Generally, mornings are dedicated to lectures, while afternoons are mainly reserved for facilitated group work activities.  Open events in the form of seminars or lectures on a particular topic relevant for a wider audience are scheduled periodically.  Students have the opportunity to complete two written assignments in preparation for the written 48-hour essay based exam. The assignments do not form part of formal assessment.  Students actively participate in the decision-making process concerning the continued development of the course by virtue of being represented on the Board of Studies.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	Individual 48-hour take-home essay based examination  (See Annex 1 â€“ examination 2010)  50% of course  grade    Individual oral exam based on a group report as well as the general curriculum (30 min examination).   (See Annex 2, Guidelines for group-based research project and oral examination)  50% of course  grade    The final grade for the course is an average of the two grades obtained in the written and oral examination. The 20 ECTS are only credited once both examinations have been passed successfully.     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	Min. 80% attendance.  The number of participants is limited to 40. The course may be cancelled if there are less than 12 participants. Applicants will be informed at least four weeks in advance in case of cancellation.	Students must meet the admission criteria for the Master of International Health. These are:    A Bachelors degree (min. 180 ECTS) in a relevant field (e.g. health sciences, social sciences, etc.) or an equivalent qualification from a recognized higher education institution        An applicant must submit certified copies of the degree certificates/diplomas and transcript of records. If the document is not in English, it must be accompanied by a certified English translation.        A certified copy is a copy of the academic document with an original stamp from the higher education institution or any other recognized legal/public body. Only copies of academic documents bearing original stamps are accepted.         At least two years of relevant work experience        This may be a paid or unpaid employment (regular employment, internship, volunteer work, practicum, job placement, etc) relevant to International Health.        Proof of English proficiency        Applicants for whom English is not the first language must submit results of either the International English Language Testing System (IELTS/Academic) or the Test of English as a Foreign Language (TOEFL). The minimum acceptable score for the IELTS is 6; the minimum acceptable score for the TOEFL is 550 on the paper test, 213 on the computerized test, or 79-80 on the internet-based test.    Basic IT/computer Skills        The applicant must be able to use word processor, e-mail, use programmes such as PowerPoint, Excel, etc., save files in various formats (pdf, rtf, doc, etc.); download files, explore the internet, multi-task on the computer, and search for literature online.    A draft thesis proposal or  http://www.mih.ku.dk/admission/draft_thesis/  Applicants with other backgrounds may be considered on an individual basis.	None	EU:  DKK 38,000 (approx. 5100 Euro)  Non-EU:  DKK 52,000 (approx. 7000 Euro)  The fee also covers the cost of the field trip, but excludes visa and vaccination fees.	None	A new course coordinator has been appointed.   The course has been refined to improve the process of teaching and learning and alignment between the different parts of the process (teaching, learning and assessment). More specifically, focus has been on supporting students&rsquo; individual work with problems in international health and enable them to assume increased responsibility for their own learning. This means that, at the same time as following lectures, students are continuously set tasks in relation to teaching activities relating to individual themes. These focus on:  -  Literature search   -  Development of aims and research objectives   -  Research methods  -  Academic writing   -  Written /oral presentation    â€˜Theme leaders&rsquo; have been appointed to ensure coherence between lectures, group work and individual study for particular theme. Theme leaders set tasks to be completed in relation to their theme during group work. Focus has been on strengthening the research-based approach by appointing academic staff members who can draw on current relevant research in their teaching to lead specific themes.  In addition, â€˜group facilitators&rsquo; have been appointed to support and guide student group work based on tasks set by lecturers and with a view to achieving overall learning objectives for the module.   The one-week introductory course is held jointly for students embarking on the Master of International Health, Master of Disaster Management and European Master of Public Health in order to facilitate networking, coordination and â€˜cross-fertilisation&rsquo; across these three distinct but closely related programmes.	The core course is evaluated by written questionnaire and a final oral group feedback session at the end of the course.     Positive aspects:  -  Very useful to practise the methods learnt in DK in â€œreal lifeâ€ low- and middle-income setting - planning, analyzing, field work, etc.  -  Involving class by way of group discussions and exercises effective  -  Teaching was user friendly, motivating, targeted and practice oriented; teaching approach is very practical and participatory  -  Learnt a lot from exposure to academic culture of both DK and India    Negative aspects:  -  some overlap between theoretical lectures in DK and India, should be better synchronized  -  More interaction between teaching staff on what has been learnt; some overlap between theoretical lectures in DK and India, should be better synchronized  -  there should be more projects and exams  -  group work should be more formal	A more structured approach to improve alignment between the various aspects of the teaching and learning process and, in particular, early attention to the formulation of general and specific objectives with a view to enabling students to complete a Masters thesis at the required level.	The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/83">here</a>						
Tropical Medicine and Public Health	<br>By the end of the core course, students should be able to:    - identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  - critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  - plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  - clearly communicate and work professionally in a multi-disciplinary team.        Introduction and Orientation (1 week)    At the end of the module the students should be able to:    Setting the Scene:   - describe the principles of the Masters Programme in International Health at CharitÃ© - UniversitÃ¤tsmedizin Berlin and the mobility concept of tropEd advanced modules;  - define the term international health taking into account its historical perspective;  - access the universityâ€™s facilities and services, e.g. computer and library resources;  - apply common scientific standards for presentations.    Concepts and Research Methods (Social Science, Epidemiology/Statistics, Research Design; 3 - 5 weeks)    Specific course objectives (see also tropEd core course objective 2)    At the end of the module students should be able to:    Social Sciences:  - describe basic anthropological definitions, appraise key concepts and methods with relevance to international health;   - Demonstrate a clear understanding of the key factors such as globalization that determine the health and wellbeing of disadvantaged populations in low and middle income countries;  - Critically reflect on social, socio-cultural and gender-related determinants of health;   - Identify and analyse inequalities and inequities and relate them to the determinants of health;  - define, discuss and apply basic principles of health systems research, quality management and evaluation methods;  - make use of qualitative research methods, set up appropriate research designs and interpret results critically for implications in policy and practice;  Epidemiology/Statistics:   - explain definitions of basic epidemiological measures and estimators;  - define, distinguish and compare different epidemiological study designs;  - conceptualise an epidemic outbreak investigation;   - critically assess and analyse routine epidemiological data and draw epidemic curves;  - identify and analyse potential confounders and biases in the different study designs and explain ways of minimising them;  - understand the basic concepts and the role of biostatistics in epidemiology;   - describe sampling variation and the way of establishing minimum sample sizes;  - design, implement and analyse data from an epidemiological survey;  - run basic operations of the epidemiological software tools EPI DATA, EPI INFO and STATA;  - be able to practice questionnaire design, data entry, data analysis and power calculations by using  EPI DATA, EPI INFO and STATA;  - be able to design a basic epidemiological study on a study question of their choice  - critically analyse a published epidemiological paper    Research Design:  - correctly apply the tropEd thesis guidelines;  - formulate international health relevant research questions and set up a methodologically sound research outline in order to prepare the proposal development;  - employ proper scientific writing principles and methods;  - describe the dimensions of plagiarism and be able to work according to internationally agreed scientific standards.      Health Problems (Major Endemic Diseases, Child hood / Nutrition, Reproductive Health, Adult Health / Violence, Environmental Health, Health in Transition; 3 - 5 weeks)    Specific course objectives (see also tropEd core course objective 1)    At the end of the module students should be able to:    Diseases of International Health Relevance:  - describe, recognise and differentiate diseases with  international health relevance including disease patterns, transmission cycles, prevention, treatment and control;  - identify and estimate the impact of major diseases of international health relevance.    Disease Control and Prevention:  - describe and critically analyse treatment, control and prevention strategies related to diseases of international health relevance;  - compare and appraise global disease control initiatives.    Laboratory Practice:  - Identify and describe the most important parasites, viruses, bacteria, fungi and vectors of international health relevant diseases.    Reproductive and Child Health:  - identify, describe and analyse major reproductive and child health issues in low-and-middle income societies;  - discuss and critically reflect on sexual and reproductive health related concepts, rights and strategies including maternal mortality, family planning, safe motherhood, management of STIâ€™s, management of gynaecological problems and perinatal health.    Other International Health Issues:  - identify and analyse other international health issues concerning  non-communicable diseases, environmental health, water supply and sanitation, nutrition, mental health, etc.  - debate and appraise the impact and consequences of international health threats and problems challenging the global community.      Health Systems Management and Communication (Health Policy / Planning, Health Economics, Health Promotion, Management; 3 - 5 weeks    Specific course objectives (see also tropEd core course objectives 3 and 4)    At the end of the module students should be able to:    Health Care and Health Care Services:  - describe and critically analyse health care concepts and structures of health care services in low-and-middle income countries, e.g. current primary health care strategies, district health concepts, and health sector reform approaches,  etc.;  - identify and analyse the challenges and problems of emergency interventions and humanitarian assistance;  - discuss and evaluate the provision of essential drugs in low and middle income countries and drugs for neglected diseases.    Health Policy, Planning and Management:  - discuss, analyse and use the most important policies related to international health, e.g. the concept of health promotion, sector wide approaches, poverty reduction strategies etc.  - appraise appropriate strategies, methods and tools for health planning and management on the basis of sound epidemiological data;  - design and relate planning and management concepts to different international work settings;  - analyse and manage potential gender-related and intercultural conflicts in group dynamics occurring in international work settings;  - be able to communicate clearly and professionally in international work settings.    Health Economics and Financing:  - identify and evaluate economic and socio-economic factors influencing the health status of populations and the quality of health care services in low and middle income countries;  - describe, use and assess basic principles, concepts and tools of health economics, health care financing and social security systems.    Major Players in International Health:  - discuss and analyse the roles of major players and stakeholders in the field of international health;  - critically assess and compare the guidelines and recommendations of important health policies developed by major organizations in international health.		1	mscih-student@charite.de	2012-01-19 23:21:49	2020-07-28	2020-09-15 10:19:29	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	15 weeks, including 5 working days rest and recovery.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin  Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  Berlin-Wedding  Germany  ph: +49 (30) 450 565 752  fax: +49 (30) 450 565 989  email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  TropEd representative: Dr. Hans-Friedemann Kinkel  mscih-coordinator@charite.de	Dr. Hans-Friedemann Kinkel	English	core course	2012-01-20 05:38:17	<br>600 student investment time  400 direct contact hours   200 hours student self-study	2021-09-06	2021-12-17	<br>Accredited in 1998 in Berlin. Re-accredited in September 2006 and May 2012 and June 2017. Accreditation is valid until June 2022.	<br>Learning methods of the course are based on the principles of adult learning and on the lifelong-learning approach adapted to postgraduate programmes. The various skills and knowledge levels within the student group are taken into account and the mutual sharing of thoughts, ideas and competencies is encouraged and facilitated. Different didactic methods include a variety of teaching/learning approaches: Interactive presentations led by lecturers and students, problem-orientated group work, case studies, role plays, seminars including plenary debates, film discussions, workshops, simulations,  laboratory and computer practicals, site visits, excursions etc.	<br>Please note that in 2020 the course will be delivered as synchronous online module. If the situation allows, we plan for additional synchronous face-to-face sessions for students who are in Berlin.    The core course is preceded by an optional one week preparatory course (31 Aug â€“ 4 Sep 2020), which is highly recommended for foreign students.    We recommend the following textbooks:      1) Gordis L, 2014. Epidemiology:Elsevier. 432 p.   2) Kirkwood BR, Sterne JAC, 2003. Essential medical statistics: John Wiley & Sons. 512 p.  3) Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.  4) Markle WH, Fisher MA, Smego RA, 2007. Understanding global health: Mcgraw-Hill Professional. 362 pages  We recommend the following calculator: Casio fx-115MS or equivalent.  Changing sections of the core course are being reviewed annually by visiting scientists from tropEd partner institutions and others.    The application period is 01. Jan to 31. March (date of arrival) each year for the course that starts in fall that year. Late applications may be considered if places are available.      <a href="https://internationalhealth.charite.de/en/application_admission/">Course application form </a>	<br>â€¢ Three written closed book examinations (online) of three hours each (multiple choice and open-ended questions) in week 5, 11 and 15, contributing 63% to the overall mark (Concepts and research methods 21%, Health problems and responses 21%, Health systems, management and communication 21%)  â€¢ One overall oral examination (online) at the end of the course assessing the integrative understanding of the core courseâ€™s major components, contributing 33% to the overall mark (Epidemiology 11%, Tropical Medicine 11%, Public Health 11%)  â€¢ One group presentation (Project management) of 10-15 minutes, contributing 2% to the overall mark  â€¢ One essay (health economics), up to 1200 words, contributing 2% to the overall mark    Students who fail the core course are entitled to re-sit the failed written examinations and the failed parts of the oral examination once.	<br>Maximum 42 students per course  Approximately 32 tropEd MScIH students, 10 Diploma of International Health or Diploma of Tropical Medicine and Public Health participants, (this diploma is specific for CharitÃ© students)  Students and participants must attend 80% of the teaching time.	<br>Students are recruited from a variety of backgrounds relevant to International Health. They include medical doctors, health scientists, nutritionists, biologists, social scientists, social workers, psychologists, health educators, health programme managers, economists etc. The programme is open for applicants worldwide. Applications from developing countries are particularly encouraged. Applicants with professional experience in a health-related profession in low or middle-income countries will be preferentially admitted. Those who do not have sufficient relevant professional experience when applying for admission to the programme have to acquire missing relevant professional experience during their enrolment in the Masters programme.  Minimum entry requirements   â€¢ Completion of a 3-year Bachelor's programme (or equivalent, 180 ECTS credits) in a health-related field (see above-mentioned professions)   Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper /213 internet /80 online, or IELTS score 6, or DAAD grade A or B in all categories	<br>The following selection criteria are applied:  - First degree with excellent study results;  - Prior training and professional experience relevant for international health;  - Convincing letter of motivation;  - Convincing recommendations by an academic and/or professional body;  Proof of ability to cover living expenditures and tuition fees.	<br>4,500.00 â‚¬ for tropEd MScIH students  5,625,00 â‚¬ for DTMPH and DIPH participants and guest students  40-150 â‚¬ for Stata software license	German Exchange Service (DAAD) for Charite MSc International Health	<br>The Institute of Tropical Medicine and International Health moved to one of CharitÃ©â€™s main campus Virchow which increased the quality of the infrastructure.    Teachers who consistently received negative feedback have been replaced.  The position of the faculty support officer has been extended from part-time to fulltime.  CharitÃ©â€™s Master of Science in International Health is accredited until April 4, 2019.	<br>Each teaching session is evaluated by a weekly standardized evaluation form. There are three oral feedback sessions, of about one hour each. The coordinator offers to meet the student representatives on a more or less weekly basis, to learn about student concerns early on.  Overall, the evaluation has been consistently positive. Negative feedback has concerned mainly individual teachers (who are then contacted and spoken to, or replaced), unwanted overlaps in the content of different teachers (which has been reduced) and the timely availability of teaching material (now made available online as soon as we receive it from lecturers). Some non-medical students have difficulties to follow the medical and clinical teaching on tropical diseases.	<br>Students are very positive about hands-on learning, e.g. trying out data analysis themselves instead of looking at demonstrations. Overall students find the course well organised and praise the coordination team, however human resources are limited. In order to strengthen counselling and supervision offers for students, in a first step, the position of the faculty support officer has been extended to full time, which will release the coordinator of some of his administrative duties and provide more time for him to advise his students.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/84">here</a>	Germany		Face to face	<br>The Berlin course:  - emphasises natural and medical sciences related to international health (as compared to more social-sciences oriented courses);  - has a balanced mix of younger and more experienced, medical and non-medical participants as well as basic research and practical field work orientation;  - has an international student body originating from all continents.	20 ECTS credits	
Tropical Medicine and Public Health	<br>By the end of the core course, students should be able to:    - identify and analyse interrelated determinants of health and major health problems of populations in a cross-disciplinary perspective in low- and middle income societies.  - critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies.  - plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.  - clearly communicate and work professionally in a multi-disciplinary team.        Introduction and Orientation (1 week)    At the end of the module the students should be able to:    Setting the Scene:   - describe the principles of the Masters Programme in International Health at CharitÃ© - UniversitÃ¤tsmedizin Berlin and the mobility concept of tropEd advanced modules;  - define the term international health taking into account its historical perspective;  - access the universityâ€™s facilities and services, e.g. computer and library resources;  - apply common scientific standards for presentations.    Concepts and Research Methods (Social Science, Epidemiology/Statistics, Research Design; 3 - 5 weeks)    Specific course objectives (see also tropEd core course objective 2)    At the end of the module students should be able to:    Social Sciences:  - describe basic anthropological definitions, appraise key concepts and methods with relevance to international health;   - Demonstrate a clear understanding of the key factors such as globalization that determine the health and wellbeing of disadvantaged populations in low and middle income countries;  - Critically reflect on social, socio-cultural and gender-related determinants of health;   - Identify and analyse inequalities and inequities and relate them to the determinants of health;  - define, discuss and apply basic principles of health systems research, quality management and evaluation methods;  - make use of qualitative research methods, set up appropriate research designs and interpret results critically for implications in policy and practice;  Epidemiology/Statistics:   - explain definitions of basic epidemiological measures and estimators;  - define, distinguish and compare different epidemiological study designs;  - conceptualise an epidemic outbreak investigation;   - critically assess and analyse routine epidemiological data and draw epidemic curves;  - identify and analyse potential confounders and biases in the different study designs and explain ways of minimising them;  - understand the basic concepts and the role of biostatistics in epidemiology;   - describe sampling variation and the way of establishing minimum sample sizes;  - design, implement and analyse data from an epidemiological survey;  - run basic operations of the epidemiological software tools EPI DATA, EPI INFO and STATA;  - be able to practice questionnaire design, data entry, data analysis and power calculations by using  EPI DATA, EPI INFO and STATA;  - be able to design a basic epidemiological study on a study question of their choice  - critically analyse a published epidemiological paper    Research Design:  - correctly apply the tropEd thesis guidelines;  - formulate international health relevant research questions and set up a methodologically sound research outline in order to prepare the proposal development;  - employ proper scientific writing principles and methods;  - describe the dimensions of plagiarism and be able to work according to internationally agreed scientific standards.      Health Problems (Major Endemic Diseases, Child hood / Nutrition, Reproductive Health, Adult Health / Violence, Environmental Health, Health in Transition; 3 - 5 weeks)    Specific course objectives (see also tropEd core course objective 1)    At the end of the module students should be able to:    Diseases of International Health Relevance:  - describe, recognise and differentiate diseases with  international health relevance including disease patterns, transmission cycles, prevention, treatment and control;  - identify and estimate the impact of major diseases of international health relevance.    Disease Control and Prevention:  - describe and critically analyse treatment, control and prevention strategies related to diseases of international health relevance;  - compare and appraise global disease control initiatives.    Laboratory Practice:  - Identify and describe the most important parasites, viruses, bacteria, fungi and vectors of international health relevant diseases.    Reproductive and Child Health:  - identify, describe and analyse major reproductive and child health issues in low-and-middle income societies;  - discuss and critically reflect on sexual and reproductive health related concepts, rights and strategies including maternal mortality, family planning, safe motherhood, management of STIâ€™s, management of gynaecological problems and perinatal health.    Other International Health Issues:  - identify and analyse other international health issues concerning  non-communicable diseases, environmental health, water supply and sanitation, nutrition, mental health, etc.  - debate and appraise the impact and consequences of international health threats and problems challenging the global community.      Health Systems Management and Communication (Health Policy / Planning, Health Economics, Health Promotion, Management; 3 - 5 weeks    Specific course objectives (see also tropEd core course objectives 3 and 4)    At the end of the module students should be able to:    Health Care and Health Care Services:  - describe and critically analyse health care concepts and structures of health care services in low-and-middle income countries, e.g. current primary health care strategies, district health concepts, and health sector reform approaches,  etc.;  - identify and analyse the challenges and problems of emergency interventions and humanitarian assistance;  - discuss and evaluate the provision of essential drugs in low and middle income countries and drugs for neglected diseases.    Health Policy, Planning and Management:  - discuss, analyse and use the most important policies related to international health, e.g. the concept of health promotion, sector wide approaches, poverty reduction strategies etc.  - appraise appropriate strategies, methods and tools for health planning and management on the basis of sound epidemiological data;  - design and relate planning and management concepts to different international work settings;  - analyse and manage potential gender-related and intercultural conflicts in group dynamics occurring in international work settings;  - be able to communicate clearly and professionally in international work settings.    Health Economics and Financing:  - identify and evaluate economic and socio-economic factors influencing the health status of populations and the quality of health care services in low and middle income countries;  - describe, use and assess basic principles, concepts and tools of health economics, health care financing and social security systems.    Major Players in International Health:  - discuss and analyse the roles of major players and stakeholders in the field of international health;  - critically assess and compare the guidelines and recommendations of important health policies developed by major organizations in international health.		1	mscih-student@charite.de	2012-01-19 23:21:49	2020-07-28	2020-09-15 10:19:29	troped	troped	0		15 weeks, including 5 working days rest and recovery.	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin  Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  Berlin-Wedding  Germany  ph: +49 (30) 450 565 752  fax: +49 (30) 450 565 989  email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  TropEd representative: Dr. Hans-Friedemann Kinkel  mscih-coordinator@charite.de				2012-01-20 05:38:17	<br>600 student investment time  400 direct contact hours   200 hours student self-study	2021-09-06	2021-12-17	<br>Accredited in 1998 in Berlin. Re-accredited in September 2006 and May 2012 and June 2017. Accreditation is valid until June 2022.	<br>Learning methods of the course are based on the principles of adult learning and on the lifelong-learning approach adapted to postgraduate programmes. The various skills and knowledge levels within the student group are taken into account and the mutual sharing of thoughts, ideas and competencies is encouraged and facilitated. Different didactic methods include a variety of teaching/learning approaches: Interactive presentations led by lecturers and students, problem-orientated group work, case studies, role plays, seminars including plenary debates, film discussions, workshops, simulations,  laboratory and computer practicals, site visits, excursions etc.	<br>Please note that in 2020 the course will be delivered as synchronous online module. If the situation allows, we plan for additional synchronous face-to-face sessions for students who are in Berlin.    The core course is preceded by an optional one week preparatory course (31 Aug â€“ 4 Sep 2020), which is highly recommended for foreign students.    We recommend the following textbooks:      1) Gordis L, 2014. Epidemiology:Elsevier. 432 p.   2) Kirkwood BR, Sterne JAC, 2003. Essential medical statistics: John Wiley & Sons. 512 p.  3) Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.  4) Markle WH, Fisher MA, Smego RA, 2007. Understanding global health: Mcgraw-Hill Professional. 362 pages  We recommend the following calculator: Casio fx-115MS or equivalent.  Changing sections of the core course are being reviewed annually by visiting scientists from tropEd partner institutions and others.    The application period is 01. Jan to 31. March (date of arrival) each year for the course that starts in fall that year. Late applications may be considered if places are available.      <a href="https://internationalhealth.charite.de/en/application_admission/">Course application form </a>	<br>â€¢ Three written closed book examinations (online) of three hours each (multiple choice and open-ended questions) in week 5, 11 and 15, contributing 63% to the overall mark (Concepts and research methods 21%, Health problems and responses 21%, Health systems, management and communication 21%)  â€¢ One overall oral examination (online) at the end of the course assessing the integrative understanding of the core courseâ€™s major components, contributing 33% to the overall mark (Epidemiology 11%, Tropical Medicine 11%, Public Health 11%)  â€¢ One group presentation (Project management) of 10-15 minutes, contributing 2% to the overall mark  â€¢ One essay (health economics), up to 1200 words, contributing 2% to the overall mark    Students who fail the core course are entitled to re-sit the failed written examinations and the failed parts of the oral examination once.	<br>Maximum 42 students per course  Approximately 32 tropEd MScIH students, 10 Diploma of International Health or Diploma of Tropical Medicine and Public Health participants, (this diploma is specific for CharitÃ© students)  Students and participants must attend 80% of the teaching time.	<br>Students are recruited from a variety of backgrounds relevant to International Health. They include medical doctors, health scientists, nutritionists, biologists, social scientists, social workers, psychologists, health educators, health programme managers, economists etc. The programme is open for applicants worldwide. Applications from developing countries are particularly encouraged. Applicants with professional experience in a health-related profession in low or middle-income countries will be preferentially admitted. Those who do not have sufficient relevant professional experience when applying for admission to the programme have to acquire missing relevant professional experience during their enrolment in the Masters programme.  Minimum entry requirements   â€¢ Completion of a 3-year Bachelor's programme (or equivalent, 180 ECTS credits) in a health-related field (see above-mentioned professions)   Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper /213 internet /80 online, or IELTS score 6, or DAAD grade A or B in all categories	<br>The following selection criteria are applied:  - First degree with excellent study results;  - Prior training and professional experience relevant for international health;  - Convincing letter of motivation;  - Convincing recommendations by an academic and/or professional body;  Proof of ability to cover living expenditures and tuition fees.	<br>4,500.00 â‚¬ for tropEd MScIH students  5,625,00 â‚¬ for DTMPH and DIPH participants and guest students  40-150 â‚¬ for Stata software license	German Exchange Service (DAAD) for Charite MSc International Health	<br>The Institute of Tropical Medicine and International Health moved to one of CharitÃ©â€™s main campus Virchow which increased the quality of the infrastructure.    Teachers who consistently received negative feedback have been replaced.  The position of the faculty support officer has been extended from part-time to fulltime.  CharitÃ©â€™s Master of Science in International Health is accredited until April 4, 2019.	<br>Each teaching session is evaluated by a weekly standardized evaluation form. There are three oral feedback sessions, of about one hour each. The coordinator offers to meet the student representatives on a more or less weekly basis, to learn about student concerns early on.  Overall, the evaluation has been consistently positive. Negative feedback has concerned mainly individual teachers (who are then contacted and spoken to, or replaced), unwanted overlaps in the content of different teachers (which has been reduced) and the timely availability of teaching material (now made available online as soon as we receive it from lecturers). Some non-medical students have difficulties to follow the medical and clinical teaching on tropical diseases.	<br>Students are very positive about hands-on learning, e.g. trying out data analysis themselves instead of looking at demonstrations. Overall students find the course well organised and praise the coordination team, however human resources are limited. In order to strengthen counselling and supervision offers for students, in a first step, the position of the faculty support officer has been extended to full time, which will release the coordinator of some of his administrative duties and provide more time for him to advise his students.	<br>The four main categories of the MIH core course as defined by tropEd are:  1. Introduction and orientation  2. Concepts and research methods (4Â½ - 7Â½ ECTS)   3. Health problems and responses (4Â½ - 7Â½ ECTS)  4. Health systems, management and communication (4Â½ - 7Â½ ECTS)    Details please see <a href="http://www.troped.org/?q=node/84">here</a>				<br>The Berlin course:  - emphasises natural and medical sciences related to international health (as compared to more social-sciences oriented courses);  - has a balanced mix of younger and more experienced, medical and non-medical participants as well as basic research and practical field work orientation;  - has an international student body originating from all continents.		
Global Health and Development (tropEd programme core course)	<br>  1. identify and analyse interrelated determinants of health       and major health problems of opulations in a cross-      disciplinary perspective in low- and middle income societies     -  identify  the major  causes of global morbidity and mortality,  the underlying determinants of those causes and how these have changed over the past century    -  Identify the contribution of epidemiology and statistics to knowledge of the main determinants of global health   -  analyse the interaction of national and global health priorities  -  assess the role of social inequalities in global health  -  interrogate and evaluate the role of power and politics in global health at a conceptual level    2. critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies    -  define key epidemiological concepts and approaches  (case definition, measures of disease frequency and effect, study design types) and their strengths and weaknesses  -  select and apply appropriate statistical methods for the analysis of simple data using both categorical and continuous variables  -  critically distinguish between different sources of information in global health  -  interpret statistical results related to specified research questions, and present the results in a clear way to a lay audience  -  explain and interpret key substantive issues and case studies related to health and health care in low- and middle-income countries (such as globalisation, political aspects of Avian influenza and HIV/AIDS, and global trade agreements) design basic research     3. plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.    -  outline the key elements of health system organization and financing  -  distinguish different systems for delivering and financing healthcare and describe their appropriateness in different settings  -  identify appropriate methods for economic evaluation of health programmes  -  critically evaluate global health issues from a political perspective   -  critically evaluate the range of policy responses to common health system dilemmas  -  critically appraise evidence on a range of issues central to health system performance  -  design basic research in an ethical manner    4. clearly communicate and work professionally in a multi-disciplinary team.    -  Interpret statistical results related to specified research questions, and presenting the results in a clear way to a lay audience  -  Interpret health systems within their broader contexts, and the significance of this for policy change  -  synthesize knowledge from a range of disciplinary perspectives and bring this to bear in understanding how health systems, and their key components function		0	igh.adminpg@ucl.ac.uk	2012-01-20 01:38:50	2016-10-21	2019-12-17 14:16:21	troped	troped	0	UK - Institute for Global Health, University College London	13.5 weeks	London UK	Dr Jolene Skordis-Worrall	English	core course	2019-10-10 13:26:53	600 SIT; 182 contact hours, 443 self-study	2017-09-25	2017-12-15	<br>Accredited in Madrid, May 2004. Re-accredited in Paris 2008, in June 2013 and in September 2014. This accreditation is valid until September 2019.	<br>This course is a mix of teaching and self-directed reading and learning. Interactive lectures are combined with seminars, group discussion and facilitated small group practical sessions. Students are encouraged and expected to contribute to discussions in a critically constructive manner. Strong emphasis is placed on private reading, self-study and reflection.  Students are encouraged to incorporate their professional experience into class and group discussions as well as into course assessments.    Most of the teaching is carried out by academic staff from within the department, but lecturers may also be employed. Moodle (virtual learning environment) is used to give students access to reading materials, lecture notes, etc.     Each student is assigned a personal tutor for the duration of the course, who advises and guides the student in academic and pastoral matters.     Students have the opportunity to join in optional academic skills sessions/workshops offered within the department, in addition to skills courses offered centrally by the university.    Furthermore, UCL has a comprehensive approach to personal and professional development for students and offers a range of resources to support this process: http://www.ucl.ac.uk/keyskills/	<br>Feedback and quality assurance measures:  We use a range of measures, including peer observation of teaching, discussion of student feedback at teaching committee meetings, term meetings with students, course director and course administrators, end of course student evaluations, tutor feedback and discussion of course at teaching committee meetings.    Teaching and Learning Portal:  UCL has a recently developed web page that brings together resources, policies, news etc about teaching and learning at the university. This is of interest to students and staff: http://www.ucl.ac.uk/teaching-learning/default	<br>Concepts and Controversies in Global Health  Formative 1000 word essay (0%)  100% group debate (individually marked) 10 minutes    Research Methods and Evidence for Global Health  100% 2.5 hours in-class written exam consisting of a critical appraisal of an unseen quantitative peer-reviewed article with 6-8 guided questions.    Power and Politics in Global Health  100% 3000 word essay    Health Systems in a Global Context  100% unseen exam (2 hours)    For essays and group debate, students are given a range of questions/issues from which they choose one to study and explore.    Students who fail an assessment are normally permitted to re-sit the assessment one time.    The essays for the last two modules listed are submitted in mid-December and early January.    UCL has extensive guidelines and regulations regarding plagiarism and originality of student work.  Students are expected to become familiar with these policies and standards and perform within them: http://www.ucl.ac.uk/current-students/guidelines/plagiarism	<br>The maximum number of students on the course is 60; there is no nominal limit to the number of tropEd students.    Application deadlines vary each year but a general rule is early May for non-EU/UK applicants and early August for EU/UK applicants.	<br>An undergraduate or 'first' degree in medicine, nursing, social science, development studies or an allied subject, recognised by UCL and at least at 2:1 (GPA 3.3/4.0) level.     Relevant work experience is highly desirable, preferably within a developing country setting.     English language proficiency    IELTS  Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>In addition to fulfilling the entry requirements above, candidates are required to submit a short written statement (not more than two sides of A4) detailing:  â€¢ why they wish to do the course;   â€¢ how they envisage it will help them in fulfilling their future career objectives;  â€¢ any academic and non-academic experience relevant to the content of the degree;  â€¢ specific elements of the programme that appeal to them    This statement is evaluated along with academic and professional merits of each candidate, as represented in the application and related documents.	<br>For Core course only: Non EU/UK, GBP 5,700; UK / EU, GBP 2,900  For full Masters Degree: Non EU/UK, GBP 16,750  UK/EU, GBP 8,500     These are the fees for 2012-13.  Fees normally increase annually. Euro equivalents vary based on the current exchange rate when paying. Invoices are issued in Pounds Sterling.	<br>Two departmentally based scholarships are offered:    African Graduate Scholarships  See http://www.ucl.ac.uk/global-health/education/msc-ghd/tabs/fees    Erasmus Mundus scholarships  For student who follow the European MSc in International Health joint degree programme  See  http://www.em-troped.u-bordeaux2.fr/scholarship-description.html    Additional scholarships and funding sources are available at the UCL level  See http://www.ucl.ac.uk/prospective-students/scholarships	<br>The core course has changed to reflect new developments in global health, including a greater emphasis on health systems and the political economy of health at national and global levels.    In particular core modules on â€œPower and politics in global healthâ€ and â€œHealth systems in a global contextâ€ have been revised, with greater emphasis placed on interdisciplinary teaching and learning, including involving lecturers and tutors from other UCL departments.    The core module on â€œResearch methods and evidence for global healthâ€ has been strengthened by focusing on key epidemiological and statistical skills that students need as a basis for the degree, and broadening discussions to include qualitative research methods and critical appraisal of evidence.    Assessment procedures have not been dramatically changed, though all modules have seen assessment tweaked and timing planned in the students&rsquo; interests.	<br>Overall we are very pleased with the general reviews given to modules on this course, and they achieve very high ratings in feedback.    Key areas for improvement identified by students include:  -  The need for small tutorial groups to complement large lectures  -  Small groups to have more student-led tasks to ensure that all students are involved in discussion  -  Improvements in teaching of statistics  -  Less overlap between â€œPower and politics in global health module and the module which is now called â€œHealth systems in a global contextâ€.	<br>-  Weekly small group is becoming a feature of most of the core modules;   -  Exercises for students will be set above and beyond discussion of readings  -  The statistical content of the â€œResearch methodsâ€ module has been refined and teachers swapped  -  The new health system module eliminates overlap with the power and politics module.	The categories of the MIH core course criteria as defined by tropEd are:    1. Introduction   2. Health Sciences  3. Health Systems  4. Health Problems  For details please see <a href="http://www.troped.org/?q=node/86">here</a>	United Kingdom		Face to face	<br>The Global Health and Development core course is characterized by a strong engagement with the political economy of health and health systems at global, national and local levels. In addition to key global public health and epidemiological and statistical knowledge, students will gain insight into how responses to common global health problems are shaped by the local as well as wider social, political, economic and cultural environments, and that understanding of the dynamics of these broader forces is as essential as knowledge of disease.	20 ECTS credits	
Global Health and Development (tropEd programme core course)	<br>  1. identify and analyse interrelated determinants of health       and major health problems of opulations in a cross-      disciplinary perspective in low- and middle income societies     -  identify  the major  causes of global morbidity and mortality,  the underlying determinants of those causes and how these have changed over the past century    -  Identify the contribution of epidemiology and statistics to knowledge of the main determinants of global health   -  analyse the interaction of national and global health priorities  -  assess the role of social inequalities in global health  -  interrogate and evaluate the role of power and politics in global health at a conceptual level    2. critically collect, analyse and appraise qualitative and quantitative data relevant for the improvement of health and health care in low and middle income societies    -  define key epidemiological concepts and approaches  (case definition, measures of disease frequency and effect, study design types) and their strengths and weaknesses  -  select and apply appropriate statistical methods for the analysis of simple data using both categorical and continuous variables  -  critically distinguish between different sources of information in global health  -  interpret statistical results related to specified research questions, and present the results in a clear way to a lay audience  -  explain and interpret key substantive issues and case studies related to health and health care in low- and middle-income countries (such as globalisation, political aspects of Avian influenza and HIV/AIDS, and global trade agreements) design basic research     3. plan sustainable improvements of health systems considering the diverse intercultural settings as well as social and ethical responsibilities.    -  outline the key elements of health system organization and financing  -  distinguish different systems for delivering and financing healthcare and describe their appropriateness in different settings  -  identify appropriate methods for economic evaluation of health programmes  -  critically evaluate global health issues from a political perspective   -  critically evaluate the range of policy responses to common health system dilemmas  -  critically appraise evidence on a range of issues central to health system performance  -  design basic research in an ethical manner    4. clearly communicate and work professionally in a multi-disciplinary team.    -  Interpret statistical results related to specified research questions, and presenting the results in a clear way to a lay audience  -  Interpret health systems within their broader contexts, and the significance of this for policy change  -  synthesize knowledge from a range of disciplinary perspectives and bring this to bear in understanding how health systems, and their key components function		0	igh.adminpg@ucl.ac.uk	2012-01-20 01:38:50	2016-10-21	2019-12-17 14:16:21	troped	troped	0		13.5 weeks	London UK				2019-10-10 13:26:53	600 SIT; 182 contact hours, 443 self-study	2017-09-25	2017-12-15	<br>Accredited in Madrid, May 2004. Re-accredited in Paris 2008, in June 2013 and in September 2014. This accreditation is valid until September 2019.	<br>This course is a mix of teaching and self-directed reading and learning. Interactive lectures are combined with seminars, group discussion and facilitated small group practical sessions. Students are encouraged and expected to contribute to discussions in a critically constructive manner. Strong emphasis is placed on private reading, self-study and reflection.  Students are encouraged to incorporate their professional experience into class and group discussions as well as into course assessments.    Most of the teaching is carried out by academic staff from within the department, but lecturers may also be employed. Moodle (virtual learning environment) is used to give students access to reading materials, lecture notes, etc.     Each student is assigned a personal tutor for the duration of the course, who advises and guides the student in academic and pastoral matters.     Students have the opportunity to join in optional academic skills sessions/workshops offered within the department, in addition to skills courses offered centrally by the university.    Furthermore, UCL has a comprehensive approach to personal and professional development for students and offers a range of resources to support this process: http://www.ucl.ac.uk/keyskills/	<br>Feedback and quality assurance measures:  We use a range of measures, including peer observation of teaching, discussion of student feedback at teaching committee meetings, term meetings with students, course director and course administrators, end of course student evaluations, tutor feedback and discussion of course at teaching committee meetings.    Teaching and Learning Portal:  UCL has a recently developed web page that brings together resources, policies, news etc about teaching and learning at the university. This is of interest to students and staff: http://www.ucl.ac.uk/teaching-learning/default	<br>Concepts and Controversies in Global Health  Formative 1000 word essay (0%)  100% group debate (individually marked) 10 minutes    Research Methods and Evidence for Global Health  100% 2.5 hours in-class written exam consisting of a critical appraisal of an unseen quantitative peer-reviewed article with 6-8 guided questions.    Power and Politics in Global Health  100% 3000 word essay    Health Systems in a Global Context  100% unseen exam (2 hours)    For essays and group debate, students are given a range of questions/issues from which they choose one to study and explore.    Students who fail an assessment are normally permitted to re-sit the assessment one time.    The essays for the last two modules listed are submitted in mid-December and early January.    UCL has extensive guidelines and regulations regarding plagiarism and originality of student work.  Students are expected to become familiar with these policies and standards and perform within them: http://www.ucl.ac.uk/current-students/guidelines/plagiarism	<br>The maximum number of students on the course is 60; there is no nominal limit to the number of tropEd students.    Application deadlines vary each year but a general rule is early May for non-EU/UK applicants and early August for EU/UK applicants.	<br>An undergraduate or 'first' degree in medicine, nursing, social science, development studies or an allied subject, recognised by UCL and at least at 2:1 (GPA 3.3/4.0) level.     Relevant work experience is highly desirable, preferably within a developing country setting.     English language proficiency    IELTS  Standard level: Overall grade of 6.5 with a minimum of 6.0 in each of the subtests.    TOEFL Standard level: Score of 94, plus 24/30 in the reading and writing subtests and 23/30 in the listening and speaking subtests.     For full details, see:    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/general-entrance-requirement    http://www.ucl.ac.uk/prospective-students/graduate-study/application-admission/english-language	<br>In addition to fulfilling the entry requirements above, candidates are required to submit a short written statement (not more than two sides of A4) detailing:  â€¢ why they wish to do the course;   â€¢ how they envisage it will help them in fulfilling their future career objectives;  â€¢ any academic and non-academic experience relevant to the content of the degree;  â€¢ specific elements of the programme that appeal to them    This statement is evaluated along with academic and professional merits of each candidate, as represented in the application and related documents.	<br>For Core course only: Non EU/UK, GBP 5,700; UK / EU, GBP 2,900  For full Masters Degree: Non EU/UK, GBP 16,750  UK/EU, GBP 8,500     These are the fees for 2012-13.  Fees normally increase annually. Euro equivalents vary based on the current exchange rate when paying. Invoices are issued in Pounds Sterling.	<br>Two departmentally based scholarships are offered:    African Graduate Scholarships  See http://www.ucl.ac.uk/global-health/education/msc-ghd/tabs/fees    Erasmus Mundus scholarships  For student who follow the European MSc in International Health joint degree programme  See  http://www.em-troped.u-bordeaux2.fr/scholarship-description.html    Additional scholarships and funding sources are available at the UCL level  See http://www.ucl.ac.uk/prospective-students/scholarships	<br>The core course has changed to reflect new developments in global health, including a greater emphasis on health systems and the political economy of health at national and global levels.    In particular core modules on â€œPower and politics in global healthâ€ and â€œHealth systems in a global contextâ€ have been revised, with greater emphasis placed on interdisciplinary teaching and learning, including involving lecturers and tutors from other UCL departments.    The core module on â€œResearch methods and evidence for global healthâ€ has been strengthened by focusing on key epidemiological and statistical skills that students need as a basis for the degree, and broadening discussions to include qualitative research methods and critical appraisal of evidence.    Assessment procedures have not been dramatically changed, though all modules have seen assessment tweaked and timing planned in the students&rsquo; interests.	<br>Overall we are very pleased with the general reviews given to modules on this course, and they achieve very high ratings in feedback.    Key areas for improvement identified by students include:  -  The need for small tutorial groups to complement large lectures  -  Small groups to have more student-led tasks to ensure that all students are involved in discussion  -  Improvements in teaching of statistics  -  Less overlap between â€œPower and politics in global health module and the module which is now called â€œHealth systems in a global contextâ€.	<br>-  Weekly small group is becoming a feature of most of the core modules;   -  Exercises for students will be set above and beyond discussion of readings  -  The statistical content of the â€œResearch methodsâ€ module has been refined and teachers swapped  -  The new health system module eliminates overlap with the power and politics module.	The categories of the MIH core course criteria as defined by tropEd are:    1. Introduction   2. Health Sciences  3. Health Systems  4. Health Problems  For details please see <a href="http://www.troped.org/?q=node/86">here</a>				<br>The Global Health and Development core course is characterized by a strong engagement with the political economy of health and health systems at global, national and local levels. In addition to key global public health and epidemiological and statistical knowledge, students will gain insight into how responses to common global health problems are shaped by the local as well as wider social, political, economic and cultural environments, and that understanding of the dynamics of these broader forces is as essential as knowledge of disease.		
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world	Jim Todd	English	advanced optional	2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.	United Kingdom	Epidemiology	Distance-based		5 ECTS credits	
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world	Jo Haviland			2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.		Health information				
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.		Quantitative methods				
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.		Research (in general)				
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.		Statistics (incl.. risk assessment)				
Statistical Methods in Epidemiology (by distance learning)	<br>  This module aims to provide students with the key statistical knowledge and skills needed to analyse and interpret data from the common forms of epidemiological studies.    On completion of this module students should be able to:    -  Explain the basic statistical measures and concepts underlying the analyses of epidemiological data.    -  Describe and demonstrate a comprehensive set of statistical methods suitable for a wide range of epidemiological situations.    -  Select appropriate statistical techniques for the analysis of data from epidemiological studies    -  Identify specific issues relevant to case-control and cohort studies    -  Critically evaluate a range of statistical modelling techniques.     -  Investigate confounding and interaction in epidemiological data using both stratified analyses and statistical modelling methods.    -  Interpret the results of statistical procedures and draw appropriate conclusions.		0	distance@lshtm.ac.uk	2012-02-29 22:41:26	2016-10-11	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-03-01 05:28:44	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in January 2012 in Antwerp. This accreditation is valid until January 2017.	<br>  Learning is self-directed against a detailed set of learning objectives using the materials provided. The key learning methods are:     - Reading and reflecting on CAL (computer-assisted learning) materials which introduce, explain and apply the principles and methods covered in the module.    - Reading and reflecting on paper-based materials which support the learning in the CAL sessions.    - Completing paper and computer-based practical exercises.    - Accessing academic support which is available from the module tutors through the web-based discussion forum in which students are encouraged to participate.     - Completing the formative assignment and reflecting on written feedback from module tutors.	http://www.londoninternational.ac.uk/	<br>  Formal assessment of the module will consist of one Assessed Assignment of 2,500 words (comprising 30% of the total grade for the module). Students are also assessed by a two-hour written examination (70% of the total grade for the module).    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>  Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.      <br>Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>  Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695    Please referred to the University of London International Programmes webpages - http://www.londoninternational.ac.uk/applications-admissions/costs/student-fees/student-fees-2016-2017/student-fees-2016-2017	None available				<br>  The content of the module is structured around thirteen self-study sessions as listed below:    SM01  Introduction/Measures of effect   SM02  Cohort studies   SM03  Survival analysis   SM04  Case-control studies   SM05  Likelihood   SM06  Multivariable analysis   SM07  Logistic regression 1   SM08  Logistic regression 2   SM09  Logistic regression 3   SM10  Matched case-control studies   SM11  Introduction to Poisson and Cox Regression  SM12  Strategies of analysis  SM13 Summary.    In the first half of the module the focus is on issues specific to different types of study. The second half of the module deals with statistical modelling and multivariable analyses. The combined materials will enable students to choose and use the techniques appropriate for estimation and hypothesis testing in selected situations.						
Globalisation and Health (by distance learning)	<br>This module aims to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    On completion of this module students should be able to:  -  Define key concepts such as global change, globalisation, global health and governance;  -  Explain the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalisation processes;  -  Critically assess the existing empirical evidence of the links between global change and health, and the methodological tools available to measure such links;  -  Cite and appraise a range of examples of global health issues in terms of their impacts on human health, through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and  -  Evaluate the main challenges for responding effectively to global health challenges through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	distance@lshtm.ac.uk	2012-04-12 04:39:09	2016-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world	Dr Kelley Lee	English	advanced optional	2012-04-12 11:02:48	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.     All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words which counts 30% towards the overall grade for the module and by a two-hour unseen written examination, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>The module is recommended for students with an interest in global health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful but not essential for students to have studied the Health Policy, Process & Power core module, or to have a basic understanding of the political economy of health.    Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>1. The module begins with an introductory session on global health as a subject area. It sets out a conceptual framework for understanding different types of global change taking place, the key drivers of globalisation, and the main features of the shift from international to global health.    2. The second session of the module presents broad overviews addressing how global change is impacting on the social, economic, environmental and political spheres, combining these with web-based discussions focused on specific issues of importance.    3. Four structured sessions then encourage students to think about familiar health issues from a global perspective (food policy, infectious disease, pharmaceuticals, and tobacco control).  4. Three further structured sessions show how certain policy areas and agendas are impacting health (gender, trade and security).    5. The final session of the module highlights the challenges for developing global health governance â€“ assessing the kinds of institutions and actions that are needed to meet contemporary challenges.	United Kingdom	Globalisation	Distance-based		5 ECTS credits	
Globalisation and Health (by distance learning)	<br>This module aims to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    On completion of this module students should be able to:  -  Define key concepts such as global change, globalisation, global health and governance;  -  Explain the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalisation processes;  -  Critically assess the existing empirical evidence of the links between global change and health, and the methodological tools available to measure such links;  -  Cite and appraise a range of examples of global health issues in terms of their impacts on human health, through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and  -  Evaluate the main challenges for responding effectively to global health challenges through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	distance@lshtm.ac.uk	2012-04-12 04:39:09	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 11:02:48	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.     All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words which counts 30% towards the overall grade for the module and by a two-hour unseen written examination, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>The module is recommended for students with an interest in global health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful but not essential for students to have studied the Health Policy, Process & Power core module, or to have a basic understanding of the political economy of health.    Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>1. The module begins with an introductory session on global health as a subject area. It sets out a conceptual framework for understanding different types of global change taking place, the key drivers of globalisation, and the main features of the shift from international to global health.    2. The second session of the module presents broad overviews addressing how global change is impacting on the social, economic, environmental and political spheres, combining these with web-based discussions focused on specific issues of importance.    3. Four structured sessions then encourage students to think about familiar health issues from a global perspective (food policy, infectious disease, pharmaceuticals, and tobacco control).  4. Three further structured sessions show how certain policy areas and agendas are impacting health (gender, trade and security).    5. The final session of the module highlights the challenges for developing global health governance â€“ assessing the kinds of institutions and actions that are needed to meet contemporary challenges.		Governance				
Globalisation and Health (by distance learning)	<br>This module aims to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    On completion of this module students should be able to:  -  Define key concepts such as global change, globalisation, global health and governance;  -  Explain the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalisation processes;  -  Critically assess the existing empirical evidence of the links between global change and health, and the methodological tools available to measure such links;  -  Cite and appraise a range of examples of global health issues in terms of their impacts on human health, through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and  -  Evaluate the main challenges for responding effectively to global health challenges through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	distance@lshtm.ac.uk	2012-04-12 04:39:09	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 11:02:48	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.     All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words which counts 30% towards the overall grade for the module and by a two-hour unseen written examination, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>The module is recommended for students with an interest in global health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful but not essential for students to have studied the Health Policy, Process & Power core module, or to have a basic understanding of the political economy of health.    Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>1. The module begins with an introductory session on global health as a subject area. It sets out a conceptual framework for understanding different types of global change taking place, the key drivers of globalisation, and the main features of the shift from international to global health.    2. The second session of the module presents broad overviews addressing how global change is impacting on the social, economic, environmental and political spheres, combining these with web-based discussions focused on specific issues of importance.    3. Four structured sessions then encourage students to think about familiar health issues from a global perspective (food policy, infectious disease, pharmaceuticals, and tobacco control).  4. Three further structured sessions show how certain policy areas and agendas are impacting health (gender, trade and security).    5. The final session of the module highlights the challenges for developing global health governance â€“ assessing the kinds of institutions and actions that are needed to meet contemporary challenges.		Health economics				
Globalisation and Health (by distance learning)	<br>This module aims to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    On completion of this module students should be able to:  -  Define key concepts such as global change, globalisation, global health and governance;  -  Explain the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalisation processes;  -  Critically assess the existing empirical evidence of the links between global change and health, and the methodological tools available to measure such links;  -  Cite and appraise a range of examples of global health issues in terms of their impacts on human health, through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and  -  Evaluate the main challenges for responding effectively to global health challenges through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	distance@lshtm.ac.uk	2012-04-12 04:39:09	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 11:02:48	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.     All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words which counts 30% towards the overall grade for the module and by a two-hour unseen written examination, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>The module is recommended for students with an interest in global health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful but not essential for students to have studied the Health Policy, Process & Power core module, or to have a basic understanding of the political economy of health.    Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>1. The module begins with an introductory session on global health as a subject area. It sets out a conceptual framework for understanding different types of global change taking place, the key drivers of globalisation, and the main features of the shift from international to global health.    2. The second session of the module presents broad overviews addressing how global change is impacting on the social, economic, environmental and political spheres, combining these with web-based discussions focused on specific issues of importance.    3. Four structured sessions then encourage students to think about familiar health issues from a global perspective (food policy, infectious disease, pharmaceuticals, and tobacco control).  4. Three further structured sessions show how certain policy areas and agendas are impacting health (gender, trade and security).    5. The final session of the module highlights the challenges for developing global health governance â€“ assessing the kinds of institutions and actions that are needed to meet contemporary challenges.		International / global				
Globalisation and Health (by distance learning)	<br>This module aims to give students a conceptual and practical understanding of the multiple and complex links between various forms of global change (i.e. environmental, economic, political, technological and social) and human health worldwide.    On completion of this module students should be able to:  -  Define key concepts such as global change, globalisation, global health and governance;  -  Explain the various drivers and forms of global change (e.g. environmental, economic), and their relationship with globalisation processes;  -  Critically assess the existing empirical evidence of the links between global change and health, and the methodological tools available to measure such links;  -  Cite and appraise a range of examples of global health issues in terms of their impacts on human health, through case studies on environmental change, communicable and non-communicable disease control, and multilateral trade agreements; and  -  Evaluate the main challenges for responding effectively to global health challenges through improved global health governance in the form of effective health policies, institutional reforms, and international law and other forms of cooperation.		0	distance@lshtm.ac.uk	2012-04-12 04:39:09	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 11:02:48	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.     All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words which counts 30% towards the overall grade for the module and by a two-hour unseen written examination, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>The module is recommended for students with an interest in global health from the perspective of understanding broad and interrelated determinants of health within and across countries.  It is useful but not essential for students to have studied the Health Policy, Process & Power core module, or to have a basic understanding of the political economy of health.    Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>1. The module begins with an introductory session on global health as a subject area. It sets out a conceptual framework for understanding different types of global change taking place, the key drivers of globalisation, and the main features of the shift from international to global health.    2. The second session of the module presents broad overviews addressing how global change is impacting on the social, economic, environmental and political spheres, combining these with web-based discussions focused on specific issues of importance.    3. Four structured sessions then encourage students to think about familiar health issues from a global perspective (food policy, infectious disease, pharmaceuticals, and tobacco control).  4. Three further structured sessions show how certain policy areas and agendas are impacting health (gender, trade and security).    5. The final session of the module highlights the challenges for developing global health governance â€“ assessing the kinds of institutions and actions that are needed to meet contemporary challenges.						
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world	Dr J. Brian de Souza	English	advanced optional	2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.	United Kingdom	Burden of Disease	Distance-based		5 ECTS credits	
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		Disease prevention & control				
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		Disease vectors				
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		Malaria				
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		Parasitic				
Malaria (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of malaria as a disease, how it can be controlled, and the factors that make it so difficult to control, and of parasites and their vectors, than is possible in the core course. Students will also learn about the successes that have already been achieved and those that are likely in future. Each year, malaria research adds to the scientific and medical literature. This module is designed to give students sufficient knowledge and information to allow them to fully understand the literature on the subject and to assess it critically.      On completion of this module students should be able to:    -  Provide detailed descriptions of the immunology of the infection and the genetics of the parasites, hosts and vectors involved in malaria.  -  Describe in detail the biochemistry of the disease.  -  Evaluate issues associated with malaria in pregnancy.  -  Critically review the main mechanisms by which malaria can be controlled, by targeting the vector and the parasite.  -  Appraise the factors that make malaria such a difficult disease to control.  -  Explain the acquisition of anti-malarial immunity and the immunopathogenesis of the disease.  -  Critically review the status of malaria vaccination.   -  Evaluate the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.		0	distance@lshtm.ac.uk	2012-04-12 09:22:02	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:32:45	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed against a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   All individual student queries are channeled through the distance learnign suppor toffice, and all are addressed within seven days. Access to the module tutors is available for the full duration of registration of the student on the module.    General support is also available from the module tutors through the web-based discussion forum. Participation in this by students is optional, although most access it to review what is being discussed. Participation is not part of assessment and no formal evaluation of participation takes place.      Module tutors also provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.    Registered students also have access to the School&rsquo;s online library resources.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries: Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.    Students should have a prior knowledge of basic biochemistry, cell biology, genetics and immunology in order to be able to work through and benefit fully from this module.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module consists of five sections:    Section 1 Malaria: parasites and vectors  The first Section is an introduction to the subject of malaria with the emphasis on the biology of the parasites and their vectors. The sessions include all the basic information you are likely to require about the parasites themselves and their mosquito vectors.    Section 2 Malaria: the disease  The second Section focuses on malaria as a disease and also covers the immunology of the infection and the genetics of the parasites, hosts and vectors.    Section 3 Malaria: epidemiology and control  The third Section is mainly concerned with the epidemiology and control of malaria.     Section 4 Malaria: treatment   The fourth Section covers four specific topics, the biochemistry of the disease, vaccination, malaria in pregnancy and imported malaria. This section includes discussion of eradication, elimination and chemotherapy aspects of malaria.    Section 5 Malaria: some practical aspects  The fifth Section covers in a factual way the important technical topics of laboratory and field diagnosis and in vitro cultivation of the parasites.						
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world	Amanda Killoran	English	advanced optional	2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.	United Kingdom	Health facilities (hospitals)	Distance-based		5 ECTS credits	
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.		Health indicators				
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.		Health reform				
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.		Health systems				
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.		Management/leadership				
Managing Health Services (by distance learning)	<br>This module aims to develop students&rsquo; understanding of the concepts and approaches of management, managerial leadership and governance and their application within health care systems.    On completion of this module students should be able to:  -  Critically appraise the context of health services;   -  Define and analyse the key functions involved in funding and purchasing health services;   -  Evaluate the management and development of people in health services, and the activities of human resource management;   -  Apply the principles of performance management and the methods involved in measurement, assessment and improvement of performance and quality;  -  Review key strategies and approaches to managing change;   -  Apply models and techniques relating to the management of change in the health context;   -  Critically appraise the nature and role of leadership in healthcare;    -  Analyse and assess issues of power and culture.		0	distance@lshtm.ac.uk	2012-04-12 09:32:05	2013-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year;Registration deadline: 30 Nov. each year;Registration duration: 2 years;Module study starts: 1 Oct. each year;Examination takes place: Usually in June each year	Anywhere in world				2012-04-12 15:41:01	The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2014-10-01	2015-06-01	Accredited in March 2012. This accreditation is valid until March 2017.	<br>Learning is self-directed, guided by a detailed set of learning objectives that are identified at the start of each chapter of the module textbook, which also offers focused reading and various learning activities.   Additional learning materials include: a brief guide to the study module, recommended reading from the peer-reviewed literature, Frequently Asked Questions (FAQs) and suggested relevant websites.  Student support is available from the module tutors through the web-based discussion forum. Module tutors provide written feedback for all students on the web-based discussion forum and offer individual feedback on an assessed assignment submitted by the student.	Applications are managed by the University of London International Programmes (website: http://www.londoninternational.ac.uk/).  Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Students will be assessed by an assessed assignment of 2,500 words, which counts 30% towards the overall grade for the module and by a two-hour written examination, containing questions not previously seen by the candidate, which will contribute 70% of the total grade for the module.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.     If students fail an examination at the first entry they will be allowed one further attempt, the following year.	No maximum number	<br>Those wishing to study this module should have regular access to the internet to benefit from library facilities, participate in web-based discussions and submit assignments.      Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	None available				<br>This module will cover the sections of the main textbook of this module Managing Health Services by Nick Goodwin, Reinhold Gruen and Valerie Iles.   The course covers a set of core themes that are the foundations for effective management of health services.  It offers perspectives on management of health services at different levels: from international health care systems through strategic and operational issues experienced in individual health care organisations in different contexts.    -  The theme health care funding involves an international analysis of how revenue is collected (general taxation, social insurance, private insurance, and direct payments), and how funds are pooled.  -   The theme purchasing health care focuses on how care is then purchased from health care providers.   -  The theme of managing people focuses on the model of human resource management and how this model is applied in public and private sectors.   -  Performance management is a central theme and the module examines different ways performance can be measured in terms of efficiency and quality and how quality can be used as the focus for improving health services delivery.  -  The principles, tools and models for strategic management are considered and examples are provided of how these can be applied to practice.  -  The principles, tools and models for managing change are considered and examples are provided of how these can be applied to practice.  -  Consideration is also given to organizational culture and how this can be managed.   -  The leadership role of managers is an overarching and underpinning theme throughout the module.						
HIV infection in resource-constrained settings: epidemiology, prevention and control	<br>The aim of this advanced module is provide a wide-ranging understanding of the epidemiology of HIV infection in countries with limited resources, primarily sub-Saharan Africa.     At the end of the module, participants should be able to:  -  Discuss the main characteristics of HIV infection in terms of transmission, prevention and treatment in resource-constrained settings.   -  Identify and analyse the specific methodologies commonly used in the field of HIV, both at the research and operational levels.   -  Discuss and evaluate HIV-related research questions with a multidisciplinary approach.		0	crl.secretariat@crl.u-bordeaux2.fr	2012-04-13 09:15:57	2013-10-29	2017-10-10 16:30:48	troped	troped	0	France - University of Bordeaux	2 weeks	Institut de Santé Publique, d'Epidémiologie et de Développement (ISPED), Bordeaux, France	Renaud Becquet	English	advanced optional	2012-04-13 15:24:31	90 hours  60 hours formal teaching work (30 hours of lectures and 30 hours of group work) & 30 hours self-directed study	2012-04-16	2012-04-27	Accredited in March 2012. This accreditation is valid until March 2017.	<br>The module is based on interdisciplinary teaching which includes tutorials and a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.      Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. They will construct research proposals in the field of HIV during the group work sessions.     Key documents (articles, case studies and country reports) will be made available to the students.		<br>Three-hour written exam at the end of the module (60%).     Oral presentation of group work (30 minutes) on the research proposals developed during the module (40%). Evaluation of this group work will be based on the quality, innovation and public health relevance of their propositions.     Students who fail will be allowed to sit again for a written exam before September 2012.	Maximum of 20 students	This module requires knowledge of basic concepts of epidemiology and public health in resource-limited settings.  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>Content of weeks 1 & 2    Learning material describing the basics of the topic will be provided before the start of the module. A wrap-up of the basics will be made during the introduction of the module (day 1 of the first week).      HIV testing and prevention of HIV transmission, from research to operational implementation of interventions  -  Use of microbicides and the new paradigm "Treatment as prevention",   -  Risks and benefits of circumcision;  -  Prevention of mother-to-child transmission HIV in breastfeeding populations;  -  Difficulties in the operational implementation of interventions for the prevention of HIV infection among pregnant women in Africa;  -  Prevention, quality of care and HIV infection: the contribution of social science;  -  Role play on HIV prevention and HIV counselling and testing activities.    HIV care and treatment management, experiences from the South  -  Special features of clinical management of HIV infection in Africa;  -  Support of children infected with HIV: challenges raised in countries with limited resources;  -  Quality of life for people living with HIV and the impact on clinical management of the disease;  -  The problem of resistance as part of the management of HIV infection;  -  Cancer and HIV infection: the challenges raised in countries with limited resources.    Ethics and health policies in the context of research conducted on HIV infection  -  The issue of ethics related to research in the field of HIV infection;  -  Role of associations in health policy related to infection with HIV.    Group work to design implementation research proposals will be proposed in parallel of all the above mentioned lectures.     Teachers of the module:    Senior researchers and teachers from the ISPED & Inserm 897 Research Centre in Bordeaux (multidisciplinary team: senior epidemiologists, professors of public health, senior anthropologistsâ€¦).     Field professionals from other institutions: HIV unit of the World Health Organisation, NGOs (AIDES, Sidaction, ANRS site in CÃ&rsquo;te d&rsquo;Ivoire).	France	Disease prevention & control	Face to face		3 ECTS credits	
HIV infection in resource-constrained settings: epidemiology, prevention and control	<br>The aim of this advanced module is provide a wide-ranging understanding of the epidemiology of HIV infection in countries with limited resources, primarily sub-Saharan Africa.     At the end of the module, participants should be able to:  -  Discuss the main characteristics of HIV infection in terms of transmission, prevention and treatment in resource-constrained settings.   -  Identify and analyse the specific methodologies commonly used in the field of HIV, both at the research and operational levels.   -  Discuss and evaluate HIV-related research questions with a multidisciplinary approach.		0	crl.secretariat@crl.u-bordeaux2.fr	2012-04-13 09:15:57	2013-10-29	2017-10-10 16:30:48	troped	troped	0		2 weeks	Institut de Santé Publique, d'Epidémiologie et de Développement (ISPED), Bordeaux, France				2012-04-13 15:24:31	90 hours  60 hours formal teaching work (30 hours of lectures and 30 hours of group work) & 30 hours self-directed study	2012-04-16	2012-04-27	Accredited in March 2012. This accreditation is valid until March 2017.	<br>The module is based on interdisciplinary teaching which includes tutorials and a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.      Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. They will construct research proposals in the field of HIV during the group work sessions.     Key documents (articles, case studies and country reports) will be made available to the students.		<br>Three-hour written exam at the end of the module (60%).     Oral presentation of group work (30 minutes) on the research proposals developed during the module (40%). Evaluation of this group work will be based on the quality, innovation and public health relevance of their propositions.     Students who fail will be allowed to sit again for a written exam before September 2012.	Maximum of 20 students	This module requires knowledge of basic concepts of epidemiology and public health in resource-limited settings.  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>Content of weeks 1 & 2    Learning material describing the basics of the topic will be provided before the start of the module. A wrap-up of the basics will be made during the introduction of the module (day 1 of the first week).      HIV testing and prevention of HIV transmission, from research to operational implementation of interventions  -  Use of microbicides and the new paradigm "Treatment as prevention",   -  Risks and benefits of circumcision;  -  Prevention of mother-to-child transmission HIV in breastfeeding populations;  -  Difficulties in the operational implementation of interventions for the prevention of HIV infection among pregnant women in Africa;  -  Prevention, quality of care and HIV infection: the contribution of social science;  -  Role play on HIV prevention and HIV counselling and testing activities.    HIV care and treatment management, experiences from the South  -  Special features of clinical management of HIV infection in Africa;  -  Support of children infected with HIV: challenges raised in countries with limited resources;  -  Quality of life for people living with HIV and the impact on clinical management of the disease;  -  The problem of resistance as part of the management of HIV infection;  -  Cancer and HIV infection: the challenges raised in countries with limited resources.    Ethics and health policies in the context of research conducted on HIV infection  -  The issue of ethics related to research in the field of HIV infection;  -  Role of associations in health policy related to infection with HIV.    Group work to design implementation research proposals will be proposed in parallel of all the above mentioned lectures.     Teachers of the module:    Senior researchers and teachers from the ISPED & Inserm 897 Research Centre in Bordeaux (multidisciplinary team: senior epidemiologists, professors of public health, senior anthropologistsâ€¦).     Field professionals from other institutions: HIV unit of the World Health Organisation, NGOs (AIDES, Sidaction, ANRS site in CÃ&rsquo;te d&rsquo;Ivoire).		Epidemiology				
HIV infection in resource-constrained settings: epidemiology, prevention and control	<br>The aim of this advanced module is provide a wide-ranging understanding of the epidemiology of HIV infection in countries with limited resources, primarily sub-Saharan Africa.     At the end of the module, participants should be able to:  -  Discuss the main characteristics of HIV infection in terms of transmission, prevention and treatment in resource-constrained settings.   -  Identify and analyse the specific methodologies commonly used in the field of HIV, both at the research and operational levels.   -  Discuss and evaluate HIV-related research questions with a multidisciplinary approach.		0	crl.secretariat@crl.u-bordeaux2.fr	2012-04-13 09:15:57	2013-10-29	2017-10-10 16:30:48	troped	troped	0		2 weeks	Institut de Santé Publique, d'Epidémiologie et de Développement (ISPED), Bordeaux, France				2012-04-13 15:24:31	90 hours  60 hours formal teaching work (30 hours of lectures and 30 hours of group work) & 30 hours self-directed study	2012-04-16	2012-04-27	Accredited in March 2012. This accreditation is valid until March 2017.	<br>The module is based on interdisciplinary teaching which includes tutorials and a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.      Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. They will construct research proposals in the field of HIV during the group work sessions.     Key documents (articles, case studies and country reports) will be made available to the students.		<br>Three-hour written exam at the end of the module (60%).     Oral presentation of group work (30 minutes) on the research proposals developed during the module (40%). Evaluation of this group work will be based on the quality, innovation and public health relevance of their propositions.     Students who fail will be allowed to sit again for a written exam before September 2012.	Maximum of 20 students	This module requires knowledge of basic concepts of epidemiology and public health in resource-limited settings.  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>Content of weeks 1 & 2    Learning material describing the basics of the topic will be provided before the start of the module. A wrap-up of the basics will be made during the introduction of the module (day 1 of the first week).      HIV testing and prevention of HIV transmission, from research to operational implementation of interventions  -  Use of microbicides and the new paradigm "Treatment as prevention",   -  Risks and benefits of circumcision;  -  Prevention of mother-to-child transmission HIV in breastfeeding populations;  -  Difficulties in the operational implementation of interventions for the prevention of HIV infection among pregnant women in Africa;  -  Prevention, quality of care and HIV infection: the contribution of social science;  -  Role play on HIV prevention and HIV counselling and testing activities.    HIV care and treatment management, experiences from the South  -  Special features of clinical management of HIV infection in Africa;  -  Support of children infected with HIV: challenges raised in countries with limited resources;  -  Quality of life for people living with HIV and the impact on clinical management of the disease;  -  The problem of resistance as part of the management of HIV infection;  -  Cancer and HIV infection: the challenges raised in countries with limited resources.    Ethics and health policies in the context of research conducted on HIV infection  -  The issue of ethics related to research in the field of HIV infection;  -  Role of associations in health policy related to infection with HIV.    Group work to design implementation research proposals will be proposed in parallel of all the above mentioned lectures.     Teachers of the module:    Senior researchers and teachers from the ISPED & Inserm 897 Research Centre in Bordeaux (multidisciplinary team: senior epidemiologists, professors of public health, senior anthropologistsâ€¦).     Field professionals from other institutions: HIV unit of the World Health Organisation, NGOs (AIDES, Sidaction, ANRS site in CÃ&rsquo;te d&rsquo;Ivoire).		HIV/AIDS				
HIV infection in resource-constrained settings: epidemiology, prevention and control	<br>The aim of this advanced module is provide a wide-ranging understanding of the epidemiology of HIV infection in countries with limited resources, primarily sub-Saharan Africa.     At the end of the module, participants should be able to:  -  Discuss the main characteristics of HIV infection in terms of transmission, prevention and treatment in resource-constrained settings.   -  Identify and analyse the specific methodologies commonly used in the field of HIV, both at the research and operational levels.   -  Discuss and evaluate HIV-related research questions with a multidisciplinary approach.		0	crl.secretariat@crl.u-bordeaux2.fr	2012-04-13 09:15:57	2013-10-29	2017-10-10 16:30:48	troped	troped	0		2 weeks	Institut de Santé Publique, d'Epidémiologie et de Développement (ISPED), Bordeaux, France				2012-04-13 15:24:31	90 hours  60 hours formal teaching work (30 hours of lectures and 30 hours of group work) & 30 hours self-directed study	2012-04-16	2012-04-27	Accredited in March 2012. This accreditation is valid until March 2017.	<br>The module is based on interdisciplinary teaching which includes tutorials and a combination of lectures, seminars, guided reading and group work (4 students). Case studies will be drawn from a variety of practical situations and through bibliographic review.      Students are expected to participate actively in the teaching process and draw on their own experience through presentations and classroom discussion. They will construct research proposals in the field of HIV during the group work sessions.     Key documents (articles, case studies and country reports) will be made available to the students.		<br>Three-hour written exam at the end of the module (60%).     Oral presentation of group work (30 minutes) on the research proposals developed during the module (40%). Evaluation of this group work will be based on the quality, innovation and public health relevance of their propositions.     Students who fail will be allowed to sit again for a written exam before September 2012.	Maximum of 20 students	This module requires knowledge of basic concepts of epidemiology and public health in resource-limited settings.  English level TOEFL 550 or IELTS 6.0 (academic version)		400 &euro;					<br>Content of weeks 1 & 2    Learning material describing the basics of the topic will be provided before the start of the module. A wrap-up of the basics will be made during the introduction of the module (day 1 of the first week).      HIV testing and prevention of HIV transmission, from research to operational implementation of interventions  -  Use of microbicides and the new paradigm "Treatment as prevention",   -  Risks and benefits of circumcision;  -  Prevention of mother-to-child transmission HIV in breastfeeding populations;  -  Difficulties in the operational implementation of interventions for the prevention of HIV infection among pregnant women in Africa;  -  Prevention, quality of care and HIV infection: the contribution of social science;  -  Role play on HIV prevention and HIV counselling and testing activities.    HIV care and treatment management, experiences from the South  -  Special features of clinical management of HIV infection in Africa;  -  Support of children infected with HIV: challenges raised in countries with limited resources;  -  Quality of life for people living with HIV and the impact on clinical management of the disease;  -  The problem of resistance as part of the management of HIV infection;  -  Cancer and HIV infection: the challenges raised in countries with limited resources.    Ethics and health policies in the context of research conducted on HIV infection  -  The issue of ethics related to research in the field of HIV infection;  -  Role of associations in health policy related to infection with HIV.    Group work to design implementation research proposals will be proposed in parallel of all the above mentioned lectures.     Teachers of the module:    Senior researchers and teachers from the ISPED & Inserm 897 Research Centre in Bordeaux (multidisciplinary team: senior epidemiologists, professors of public health, senior anthropologistsâ€¦).     Field professionals from other institutions: HIV unit of the World Health Organisation, NGOs (AIDES, Sidaction, ANRS site in CÃ&rsquo;te d&rsquo;Ivoire).						
HIV/AIDS Prevention, Care, Treatment and Advocacy â€“ with special emphasis on programming	<br>  This course aims at providing participants with an in-depth theoretical and practical insight into how national HIV and AIDS programmes can be developed, integrated and maintained in a local, national and global perspective.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national HIV policies and strategies utilising appropriate modes of research and analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to testing, counselling, prevention and treatment at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate an HIV/AIDS programme targeting a specific population group as part of an existing national response in a given country;     -  Design and develop appropriate management strategies for HIV/AIDS programmes, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	liro@sund.ku.dk	2012-04-14 20:51:27	2013-10-29	2016-06-27 21:33:37	troped	troped	0		4 weeks		Lise Rosendal Ã˜stergaard	English	advanced optional	2012-04-15 03:01:31	<br>  180 hours  Contact hours: 60  Self study: 120	2012-04-11	2012-05-09	<br>  Accredited in Mexico 2010. This accreditation is valid until May 2015.	<br>  The module is based on interdisciplinary teaching and problem oriented learning. Both lectures and group work are important components. Group work will mainly be used in relation to specific case studies. For each session, we consider the current state of research, as well as policy and practice and critically examine the underlying paradigms. In addition, site visits to relevant private, public or voluntary-sector organisations will form part of the course programme.    Thus, students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised. A group assignment will be initiated in the first course week, to be presented for other students and the course leader in the last week of the course.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Four-hour open-book written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.   (Cf. Annex 3, Ministerial Order on Examinations)    Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 30	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		<br>  EU: 16,000 DKK / 2,170 Euro  Non-EU: 22,000 DKK / 2,980 Euro	<br>  None				<br>  The content reflects local, national as well a global perspectives and is structured around the following themes:  -  Programmatic responses to HIV   -  Expanded access to ARV treatment programmes  -  Involvement of civil society, such as NGOs, faith-based organisations and HIV-positive networks    The module will start by introducing the topic with an overview of the issues related to the global epidemic. This will be followed by an exploration of public health planning in the developing world, including national strategies and case studies, as well as treatment, gender perspectives, programme management and evaluation.    The main themes to be covered are:    1. National HIV and AIDS strategies  We will move from an analysis of the main international consensus strategy document for comprehensive HIV and AIDS programs, the so-called â€œUNGASS Declarationâ€ and a review of the global progress in implementing the Declaration 2001-2009 to a case study of Mozambique with general relevance for the understanding of the dynamics and challenges involved in responding to HIV and AIDS in many other countries.  We will review the past and current HIV and AIDS situation in Mozambique, the results obtained so far, and discuss what makes the new HIV and AIDS Strategy 2010-2014 different from previous strategies. The participants will analyze and critique the main priority intervention areas and suggest ways of involving all relevant sectors, including civil society and the private sector in a national response. Finally the increasing role of research in evidence-based programming, in communicating relevant knowledge, and in measuring results of the National Response, will be discussed through a presentation of the process and content of the new National HIV and AIDS Research Program in Mozambique.    2. HIV overview and global impact  Students will receive updated information about HIV and its impact on host immune status, learn about the history of the HIV-epidemic, get updated information about regional differences, and learn about global trends of the HIV epidemic.     3. Future challenges in relation to side-effects in resource poor settings  The advent of highly active antiretroviral therapy has transformed HIV into a manageable chronic disorder. The incidence of clinically significant adverse events after long-term, generic highly active antiretroviral therapy use among HIV-infected individuals is expected to increase in developing countries.  Future clinical care needs to address the toxic, metabolic, anthropometric, and cardiovascular changes associated with HIV infection and HAART. This theme discusses the implications of this and emphasizes the importance of frequent and early monitoring for these toxicities in developing countries where generic HAART is increasingly available.    4. HIV and hepatitis co-infection globally: Complications and considerations  Co-infection with chronic hepatitis B and C is common among HIV patients in developing countries. With the increasing availability of antiretroviral therapy in low-income countries the incidence of opportunistic diseases will decrease while complications of chronic liver disease is expected to increase in the coming years.   This theme explores the interaction between the HIV and hepatitis B and C virus and the clinical management of co-infected patients.    5. HIV in Europe â€“ Earlier testing and diagnosis  The issue of undiagnosed HIV and late presentation for HIV treatment and care will be addressed. The HIV in Europe Initiative and its ongoing projects will be presented to provide evidence around issues of optimal testing and earlier care and the achievements of the initiative in terms of political advocacy. Issues include; how to measure the problem of late presentation, missed opportunities to increase testing offers, indicator disease guided testing and barriers to testing.    6. HIV treatment and strategies for management  Students will receive updated information about specific interventions for the prevention and treatment of HIV-infection based on clinical cases and up-to date scientific literature.    7. Reproductive Health  This theme will cover Rationale for Reproductive Health for Refugees, Minimum Initial Service Package (MISP) and  Comprehensive Reproductive Health Planning    8. How to manage HIV/AIDS programmes at NGO level  This theme will explore the advantages and disadvantages of working with NGOs and also identify some of the pitfalls in working with NGOs and how to avoid them. Three "similar" African AIDS-NGOs will be used as a case study for the discussion about why outcomes can differ.    9. Living with HIV - testimonies about infections and affections  The history of people with HIV will be presented and explored to see what lessons we have learnt in relation to involving people living with HIV in the fight against AIDS. A case story of working with positive female sexworkers in Nairobi will be presented.    10. Stigma and discrimination: the case of Vietnam  Stigma and discrimination (S&D) make it less likely that People Living with HIV (PLHIV) will access accurate knowledge, skills and services, especially to practice safe behaviors to prevent infecting others. Therefore, S&D contributes to the spread of HIV and results in great negative impact on the programs designed to address the problem. S&D also prevent many people from getting tested for HIV â€“ with the result that they don&rsquo;t get access to adequate medication and that they might risk infecting other people.    The topic â€˜Stigma and discrimination â€“ the case of Vietnam&rsquo; will look closely into the cause-effect relationship of S&D in relation to HIV/AIDS and how to combat S&D.     11. Management of HIV programmes â€“ Monotoring  This theme deals with evaluation tools, levels of monitoring and evaluation (M&E), M&E and LFA, objectives of M&E including the learning aspect of M&E, identification of indicators and evaluation tools related to some of the intervention strategies already discussed. This topic actively draws on participants&rsquo; own experiences regarding M&E challenges and opportunities in HIV/AIDS health work.	Denmark	Disease prevention & control	Face to face		6 ECTS credits	
HIV/AIDS Prevention, Care, Treatment and Advocacy â€“ with special emphasis on programming	<br>  This course aims at providing participants with an in-depth theoretical and practical insight into how national HIV and AIDS programmes can be developed, integrated and maintained in a local, national and global perspective.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national HIV policies and strategies utilising appropriate modes of research and analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to testing, counselling, prevention and treatment at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate an HIV/AIDS programme targeting a specific population group as part of an existing national response in a given country;     -  Design and develop appropriate management strategies for HIV/AIDS programmes, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	liro@sund.ku.dk	2012-04-14 20:51:27	2013-10-29	2016-06-27 21:33:37	troped	troped	0		4 weeks					2012-04-15 03:01:31	<br>  180 hours  Contact hours: 60  Self study: 120	2012-04-11	2012-05-09	<br>  Accredited in Mexico 2010. This accreditation is valid until May 2015.	<br>  The module is based on interdisciplinary teaching and problem oriented learning. Both lectures and group work are important components. Group work will mainly be used in relation to specific case studies. For each session, we consider the current state of research, as well as policy and practice and critically examine the underlying paradigms. In addition, site visits to relevant private, public or voluntary-sector organisations will form part of the course programme.    Thus, students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised. A group assignment will be initiated in the first course week, to be presented for other students and the course leader in the last week of the course.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Four-hour open-book written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.   (Cf. Annex 3, Ministerial Order on Examinations)    Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 30	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		<br>  EU: 16,000 DKK / 2,170 Euro  Non-EU: 22,000 DKK / 2,980 Euro	<br>  None				<br>  The content reflects local, national as well a global perspectives and is structured around the following themes:  -  Programmatic responses to HIV   -  Expanded access to ARV treatment programmes  -  Involvement of civil society, such as NGOs, faith-based organisations and HIV-positive networks    The module will start by introducing the topic with an overview of the issues related to the global epidemic. This will be followed by an exploration of public health planning in the developing world, including national strategies and case studies, as well as treatment, gender perspectives, programme management and evaluation.    The main themes to be covered are:    1. National HIV and AIDS strategies  We will move from an analysis of the main international consensus strategy document for comprehensive HIV and AIDS programs, the so-called â€œUNGASS Declarationâ€ and a review of the global progress in implementing the Declaration 2001-2009 to a case study of Mozambique with general relevance for the understanding of the dynamics and challenges involved in responding to HIV and AIDS in many other countries.  We will review the past and current HIV and AIDS situation in Mozambique, the results obtained so far, and discuss what makes the new HIV and AIDS Strategy 2010-2014 different from previous strategies. The participants will analyze and critique the main priority intervention areas and suggest ways of involving all relevant sectors, including civil society and the private sector in a national response. Finally the increasing role of research in evidence-based programming, in communicating relevant knowledge, and in measuring results of the National Response, will be discussed through a presentation of the process and content of the new National HIV and AIDS Research Program in Mozambique.    2. HIV overview and global impact  Students will receive updated information about HIV and its impact on host immune status, learn about the history of the HIV-epidemic, get updated information about regional differences, and learn about global trends of the HIV epidemic.     3. Future challenges in relation to side-effects in resource poor settings  The advent of highly active antiretroviral therapy has transformed HIV into a manageable chronic disorder. The incidence of clinically significant adverse events after long-term, generic highly active antiretroviral therapy use among HIV-infected individuals is expected to increase in developing countries.  Future clinical care needs to address the toxic, metabolic, anthropometric, and cardiovascular changes associated with HIV infection and HAART. This theme discusses the implications of this and emphasizes the importance of frequent and early monitoring for these toxicities in developing countries where generic HAART is increasingly available.    4. HIV and hepatitis co-infection globally: Complications and considerations  Co-infection with chronic hepatitis B and C is common among HIV patients in developing countries. With the increasing availability of antiretroviral therapy in low-income countries the incidence of opportunistic diseases will decrease while complications of chronic liver disease is expected to increase in the coming years.   This theme explores the interaction between the HIV and hepatitis B and C virus and the clinical management of co-infected patients.    5. HIV in Europe â€“ Earlier testing and diagnosis  The issue of undiagnosed HIV and late presentation for HIV treatment and care will be addressed. The HIV in Europe Initiative and its ongoing projects will be presented to provide evidence around issues of optimal testing and earlier care and the achievements of the initiative in terms of political advocacy. Issues include; how to measure the problem of late presentation, missed opportunities to increase testing offers, indicator disease guided testing and barriers to testing.    6. HIV treatment and strategies for management  Students will receive updated information about specific interventions for the prevention and treatment of HIV-infection based on clinical cases and up-to date scientific literature.    7. Reproductive Health  This theme will cover Rationale for Reproductive Health for Refugees, Minimum Initial Service Package (MISP) and  Comprehensive Reproductive Health Planning    8. How to manage HIV/AIDS programmes at NGO level  This theme will explore the advantages and disadvantages of working with NGOs and also identify some of the pitfalls in working with NGOs and how to avoid them. Three "similar" African AIDS-NGOs will be used as a case study for the discussion about why outcomes can differ.    9. Living with HIV - testimonies about infections and affections  The history of people with HIV will be presented and explored to see what lessons we have learnt in relation to involving people living with HIV in the fight against AIDS. A case story of working with positive female sexworkers in Nairobi will be presented.    10. Stigma and discrimination: the case of Vietnam  Stigma and discrimination (S&D) make it less likely that People Living with HIV (PLHIV) will access accurate knowledge, skills and services, especially to practice safe behaviors to prevent infecting others. Therefore, S&D contributes to the spread of HIV and results in great negative impact on the programs designed to address the problem. S&D also prevent many people from getting tested for HIV â€“ with the result that they don&rsquo;t get access to adequate medication and that they might risk infecting other people.    The topic â€˜Stigma and discrimination â€“ the case of Vietnam&rsquo; will look closely into the cause-effect relationship of S&D in relation to HIV/AIDS and how to combat S&D.     11. Management of HIV programmes â€“ Monotoring  This theme deals with evaluation tools, levels of monitoring and evaluation (M&E), M&E and LFA, objectives of M&E including the learning aspect of M&E, identification of indicators and evaluation tools related to some of the intervention strategies already discussed. This topic actively draws on participants&rsquo; own experiences regarding M&E challenges and opportunities in HIV/AIDS health work.		HIV/AIDS				
HIV/AIDS Prevention, Care, Treatment and Advocacy â€“ with special emphasis on programming	<br>  This course aims at providing participants with an in-depth theoretical and practical insight into how national HIV and AIDS programmes can be developed, integrated and maintained in a local, national and global perspective.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national HIV policies and strategies utilising appropriate modes of research and analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to testing, counselling, prevention and treatment at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate an HIV/AIDS programme targeting a specific population group as part of an existing national response in a given country;     -  Design and develop appropriate management strategies for HIV/AIDS programmes, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	liro@sund.ku.dk	2012-04-14 20:51:27	2013-10-29	2016-06-27 21:33:37	troped	troped	0		4 weeks					2012-04-15 03:01:31	<br>  180 hours  Contact hours: 60  Self study: 120	2012-04-11	2012-05-09	<br>  Accredited in Mexico 2010. This accreditation is valid until May 2015.	<br>  The module is based on interdisciplinary teaching and problem oriented learning. Both lectures and group work are important components. Group work will mainly be used in relation to specific case studies. For each session, we consider the current state of research, as well as policy and practice and critically examine the underlying paradigms. In addition, site visits to relevant private, public or voluntary-sector organisations will form part of the course programme.    Thus, students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised. A group assignment will be initiated in the first course week, to be presented for other students and the course leader in the last week of the course.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Four-hour open-book written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.   (Cf. Annex 3, Ministerial Order on Examinations)    Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 30	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		<br>  EU: 16,000 DKK / 2,170 Euro  Non-EU: 22,000 DKK / 2,980 Euro	<br>  None				<br>  The content reflects local, national as well a global perspectives and is structured around the following themes:  -  Programmatic responses to HIV   -  Expanded access to ARV treatment programmes  -  Involvement of civil society, such as NGOs, faith-based organisations and HIV-positive networks    The module will start by introducing the topic with an overview of the issues related to the global epidemic. This will be followed by an exploration of public health planning in the developing world, including national strategies and case studies, as well as treatment, gender perspectives, programme management and evaluation.    The main themes to be covered are:    1. National HIV and AIDS strategies  We will move from an analysis of the main international consensus strategy document for comprehensive HIV and AIDS programs, the so-called â€œUNGASS Declarationâ€ and a review of the global progress in implementing the Declaration 2001-2009 to a case study of Mozambique with general relevance for the understanding of the dynamics and challenges involved in responding to HIV and AIDS in many other countries.  We will review the past and current HIV and AIDS situation in Mozambique, the results obtained so far, and discuss what makes the new HIV and AIDS Strategy 2010-2014 different from previous strategies. The participants will analyze and critique the main priority intervention areas and suggest ways of involving all relevant sectors, including civil society and the private sector in a national response. Finally the increasing role of research in evidence-based programming, in communicating relevant knowledge, and in measuring results of the National Response, will be discussed through a presentation of the process and content of the new National HIV and AIDS Research Program in Mozambique.    2. HIV overview and global impact  Students will receive updated information about HIV and its impact on host immune status, learn about the history of the HIV-epidemic, get updated information about regional differences, and learn about global trends of the HIV epidemic.     3. Future challenges in relation to side-effects in resource poor settings  The advent of highly active antiretroviral therapy has transformed HIV into a manageable chronic disorder. The incidence of clinically significant adverse events after long-term, generic highly active antiretroviral therapy use among HIV-infected individuals is expected to increase in developing countries.  Future clinical care needs to address the toxic, metabolic, anthropometric, and cardiovascular changes associated with HIV infection and HAART. This theme discusses the implications of this and emphasizes the importance of frequent and early monitoring for these toxicities in developing countries where generic HAART is increasingly available.    4. HIV and hepatitis co-infection globally: Complications and considerations  Co-infection with chronic hepatitis B and C is common among HIV patients in developing countries. With the increasing availability of antiretroviral therapy in low-income countries the incidence of opportunistic diseases will decrease while complications of chronic liver disease is expected to increase in the coming years.   This theme explores the interaction between the HIV and hepatitis B and C virus and the clinical management of co-infected patients.    5. HIV in Europe â€“ Earlier testing and diagnosis  The issue of undiagnosed HIV and late presentation for HIV treatment and care will be addressed. The HIV in Europe Initiative and its ongoing projects will be presented to provide evidence around issues of optimal testing and earlier care and the achievements of the initiative in terms of political advocacy. Issues include; how to measure the problem of late presentation, missed opportunities to increase testing offers, indicator disease guided testing and barriers to testing.    6. HIV treatment and strategies for management  Students will receive updated information about specific interventions for the prevention and treatment of HIV-infection based on clinical cases and up-to date scientific literature.    7. Reproductive Health  This theme will cover Rationale for Reproductive Health for Refugees, Minimum Initial Service Package (MISP) and  Comprehensive Reproductive Health Planning    8. How to manage HIV/AIDS programmes at NGO level  This theme will explore the advantages and disadvantages of working with NGOs and also identify some of the pitfalls in working with NGOs and how to avoid them. Three "similar" African AIDS-NGOs will be used as a case study for the discussion about why outcomes can differ.    9. Living with HIV - testimonies about infections and affections  The history of people with HIV will be presented and explored to see what lessons we have learnt in relation to involving people living with HIV in the fight against AIDS. A case story of working with positive female sexworkers in Nairobi will be presented.    10. Stigma and discrimination: the case of Vietnam  Stigma and discrimination (S&D) make it less likely that People Living with HIV (PLHIV) will access accurate knowledge, skills and services, especially to practice safe behaviors to prevent infecting others. Therefore, S&D contributes to the spread of HIV and results in great negative impact on the programs designed to address the problem. S&D also prevent many people from getting tested for HIV â€“ with the result that they don&rsquo;t get access to adequate medication and that they might risk infecting other people.    The topic â€˜Stigma and discrimination â€“ the case of Vietnam&rsquo; will look closely into the cause-effect relationship of S&D in relation to HIV/AIDS and how to combat S&D.     11. Management of HIV programmes â€“ Monotoring  This theme deals with evaluation tools, levels of monitoring and evaluation (M&E), M&E and LFA, objectives of M&E including the learning aspect of M&E, identification of indicators and evaluation tools related to some of the intervention strategies already discussed. This topic actively draws on participants&rsquo; own experiences regarding M&E challenges and opportunities in HIV/AIDS health work.		Health Policy (incl. advocacy)				
HIV/AIDS Prevention, Care, Treatment and Advocacy â€“ with special emphasis on programming	<br>  This course aims at providing participants with an in-depth theoretical and practical insight into how national HIV and AIDS programmes can be developed, integrated and maintained in a local, national and global perspective.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national HIV policies and strategies utilising appropriate modes of research and analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to testing, counselling, prevention and treatment at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate an HIV/AIDS programme targeting a specific population group as part of an existing national response in a given country;     -  Design and develop appropriate management strategies for HIV/AIDS programmes, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	liro@sund.ku.dk	2012-04-14 20:51:27	2013-10-29	2016-06-27 21:33:37	troped	troped	0		4 weeks					2012-04-15 03:01:31	<br>  180 hours  Contact hours: 60  Self study: 120	2012-04-11	2012-05-09	<br>  Accredited in Mexico 2010. This accreditation is valid until May 2015.	<br>  The module is based on interdisciplinary teaching and problem oriented learning. Both lectures and group work are important components. Group work will mainly be used in relation to specific case studies. For each session, we consider the current state of research, as well as policy and practice and critically examine the underlying paradigms. In addition, site visits to relevant private, public or voluntary-sector organisations will form part of the course programme.    Thus, students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves and extra-curricular â€˜journal clubs&rsquo;, where participants present and discuss the results of their searches are organised. A group assignment will be initiated in the first course week, to be presented for other students and the course leader in the last week of the course.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Four-hour open-book written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.   (Cf. Annex 3, Ministerial Order on Examinations)    Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 30	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6		<br>  EU: 16,000 DKK / 2,170 Euro  Non-EU: 22,000 DKK / 2,980 Euro	<br>  None				<br>  The content reflects local, national as well a global perspectives and is structured around the following themes:  -  Programmatic responses to HIV   -  Expanded access to ARV treatment programmes  -  Involvement of civil society, such as NGOs, faith-based organisations and HIV-positive networks    The module will start by introducing the topic with an overview of the issues related to the global epidemic. This will be followed by an exploration of public health planning in the developing world, including national strategies and case studies, as well as treatment, gender perspectives, programme management and evaluation.    The main themes to be covered are:    1. National HIV and AIDS strategies  We will move from an analysis of the main international consensus strategy document for comprehensive HIV and AIDS programs, the so-called â€œUNGASS Declarationâ€ and a review of the global progress in implementing the Declaration 2001-2009 to a case study of Mozambique with general relevance for the understanding of the dynamics and challenges involved in responding to HIV and AIDS in many other countries.  We will review the past and current HIV and AIDS situation in Mozambique, the results obtained so far, and discuss what makes the new HIV and AIDS Strategy 2010-2014 different from previous strategies. The participants will analyze and critique the main priority intervention areas and suggest ways of involving all relevant sectors, including civil society and the private sector in a national response. Finally the increasing role of research in evidence-based programming, in communicating relevant knowledge, and in measuring results of the National Response, will be discussed through a presentation of the process and content of the new National HIV and AIDS Research Program in Mozambique.    2. HIV overview and global impact  Students will receive updated information about HIV and its impact on host immune status, learn about the history of the HIV-epidemic, get updated information about regional differences, and learn about global trends of the HIV epidemic.     3. Future challenges in relation to side-effects in resource poor settings  The advent of highly active antiretroviral therapy has transformed HIV into a manageable chronic disorder. The incidence of clinically significant adverse events after long-term, generic highly active antiretroviral therapy use among HIV-infected individuals is expected to increase in developing countries.  Future clinical care needs to address the toxic, metabolic, anthropometric, and cardiovascular changes associated with HIV infection and HAART. This theme discusses the implications of this and emphasizes the importance of frequent and early monitoring for these toxicities in developing countries where generic HAART is increasingly available.    4. HIV and hepatitis co-infection globally: Complications and considerations  Co-infection with chronic hepatitis B and C is common among HIV patients in developing countries. With the increasing availability of antiretroviral therapy in low-income countries the incidence of opportunistic diseases will decrease while complications of chronic liver disease is expected to increase in the coming years.   This theme explores the interaction between the HIV and hepatitis B and C virus and the clinical management of co-infected patients.    5. HIV in Europe â€“ Earlier testing and diagnosis  The issue of undiagnosed HIV and late presentation for HIV treatment and care will be addressed. The HIV in Europe Initiative and its ongoing projects will be presented to provide evidence around issues of optimal testing and earlier care and the achievements of the initiative in terms of political advocacy. Issues include; how to measure the problem of late presentation, missed opportunities to increase testing offers, indicator disease guided testing and barriers to testing.    6. HIV treatment and strategies for management  Students will receive updated information about specific interventions for the prevention and treatment of HIV-infection based on clinical cases and up-to date scientific literature.    7. Reproductive Health  This theme will cover Rationale for Reproductive Health for Refugees, Minimum Initial Service Package (MISP) and  Comprehensive Reproductive Health Planning    8. How to manage HIV/AIDS programmes at NGO level  This theme will explore the advantages and disadvantages of working with NGOs and also identify some of the pitfalls in working with NGOs and how to avoid them. Three "similar" African AIDS-NGOs will be used as a case study for the discussion about why outcomes can differ.    9. Living with HIV - testimonies about infections and affections  The history of people with HIV will be presented and explored to see what lessons we have learnt in relation to involving people living with HIV in the fight against AIDS. A case story of working with positive female sexworkers in Nairobi will be presented.    10. Stigma and discrimination: the case of Vietnam  Stigma and discrimination (S&D) make it less likely that People Living with HIV (PLHIV) will access accurate knowledge, skills and services, especially to practice safe behaviors to prevent infecting others. Therefore, S&D contributes to the spread of HIV and results in great negative impact on the programs designed to address the problem. S&D also prevent many people from getting tested for HIV â€“ with the result that they don&rsquo;t get access to adequate medication and that they might risk infecting other people.    The topic â€˜Stigma and discrimination â€“ the case of Vietnam&rsquo; will look closely into the cause-effect relationship of S&D in relation to HIV/AIDS and how to combat S&D.     11. Management of HIV programmes â€“ Monotoring  This theme deals with evaluation tools, levels of monitoring and evaluation (M&E), M&E and LFA, objectives of M&E including the learning aspect of M&E, identification of indicators and evaluation tools related to some of the intervention strategies already discussed. This topic actively draws on participants&rsquo; own experiences regarding M&E challenges and opportunities in HIV/AIDS health work.						
Research Design	<br>  At the end of this module the individual student will be able to:  -  identify and formulate a relevant and realistic research problem within the field of international health   -  identify and formulate relevant objectives (main and specific)  -  choose appropriate study methods (qualitative/quantitative/literature review)  -  search relevant scientific literature  -  discuss limitations and ethical issues related to the proposed study  -  write a consistent and clear synopsis as a preparation for a  Master Thesis  -  give short presentations on a proposed study, highlighting objectives, methods, ethical issues, limitations, etc.		0	nanettehale@wordflow.dk	2012-04-14 21:02:33	2012-03-29	2016-06-27 21:33:37	troped	troped	0		2 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark	Nanette Hale 	English	advanced optional	2012-04-15 03:12:44	<br>    Contact hours: 35  Self study: 55  Total SIT: 90	2014-01-13	2014-01-24	<br>  Accredited in Madrid, May 2004. Re-accredited in Stockholm, September 2010. This accreditation is valid until September 2015.	<br>  This module consists of daily 5-hour seminars (lectures and workshop sessions) and individual preparation and study time. All lectures and workshop sessions are moderated by faculty staff members. Students are expected to contribute actively to classes through own presentations and feedback to colleagues.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written synopsis :   -max. 2500 words,excl. annexes  -100% of total module grade    Assessment is graded pass/ fail (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)    According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.	<br>  Min. 80 % attendance   Max. 60 students	<br>  English proficiency: IELTS 6.5 or equivalent.		<br>  EU: 6,000 DKK / EUR 824  Non-EU: DKK 7,904 / EUR 1,080		<br>  While the learning objectives for this  module remain the same, the content has been updated to reflect developments in the field as well as participants&rsquo; diverse backgrounds  Class size has been doubled to a maximum of 60 participants due to high demand.    A new module coordinator has been appointed to ensure focus on the process of research design and, in particular, formulation of clear objectives. The coordinator draws on subject- and/or method-specific expertise from a wide range of staff at the School.	<br>  The module is evaluated by means of an anonymous electronic questionnaire. Student feedback so far has generally been very positive, in particular with a view to:    Value of workshops and group work   Involvement of large and varied group of staff members    Aspects to be improved:  Examples should draw on broader topics to reflect participants&rsquo; different fields of specialisation  Preparation requirements for participants should be stressed to ensure effective group work     During the initial accreditation process, the GA provided the following comments:   â€˜These 2 ECTS credits are not counted towards the thesis but towards the advanced modules. An oral presentation of the written synopsis should be considered.&rsquo;  Oral presentation was subsequently included as part of the module.	<br>  The course has been modified in line with feedback received, namely with a view to adapting content to make it more relevant to a wider and increasingly diverse audience.   The process of structured group work under supervision and the variety of feedback received from colleagues and staff is well-suited to achieving the stated learning objectives.  Feedback has also shown that students feel able to integrate the lessons and experiences gained during the module into workplace practice.  Greater focus is placed on oral presentation component in class as this does not form part of final assessment.	<br>  The module applies a combined lecture and workshop format. The lectures present the central aspects of designing a viable research project. They are followed by workshop sessions where the students get the chance to apply their learnings from the lectures through topic-specific exercises in smaller groups.    The Research Design module covers the following topics:    Drafting and presentation of objectives:   - Problem formulation and design of research objectives from a communicative perspective   - Presentation of main and specific objectives    Choice and drafting of research methods:   - Quantitative/qualitative/desk study â€“ or mixed  -  Qualitative research: question guides and questionnaires  - Quantitative methods: study design, variables, sample size  - Time management    Data analysis :  - Qualitative data analysis  - Quantitative data analysis   - Use of secondary data    Literature search:  - Electronic resources (re-cap)  - Referencing (styles)  - Use of Reference Manager  - Plagiarism    Ethical aspects:  - Networking and communication  - Drafting ethics and study limitations    Writing abstracts and status reporting:  - content of abstracts  - oral presentation of project status	Denmark	Communication (oral, written)	Face to face		2 ECTS credits	
Research Design	<br>  At the end of this module the individual student will be able to:  -  identify and formulate a relevant and realistic research problem within the field of international health   -  identify and formulate relevant objectives (main and specific)  -  choose appropriate study methods (qualitative/quantitative/literature review)  -  search relevant scientific literature  -  discuss limitations and ethical issues related to the proposed study  -  write a consistent and clear synopsis as a preparation for a  Master Thesis  -  give short presentations on a proposed study, highlighting objectives, methods, ethical issues, limitations, etc.		0	nanettehale@wordflow.dk	2012-04-14 21:02:33	2012-03-29	2016-06-27 21:33:37	troped	troped	0		2 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:12:44	<br>    Contact hours: 35  Self study: 55  Total SIT: 90	2014-01-13	2014-01-24	<br>  Accredited in Madrid, May 2004. Re-accredited in Stockholm, September 2010. This accreditation is valid until September 2015.	<br>  This module consists of daily 5-hour seminars (lectures and workshop sessions) and individual preparation and study time. All lectures and workshop sessions are moderated by faculty staff members. Students are expected to contribute actively to classes through own presentations and feedback to colleagues.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written synopsis :   -max. 2500 words,excl. annexes  -100% of total module grade    Assessment is graded pass/ fail (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)    According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.	<br>  Min. 80 % attendance   Max. 60 students	<br>  English proficiency: IELTS 6.5 or equivalent.		<br>  EU: 6,000 DKK / EUR 824  Non-EU: DKK 7,904 / EUR 1,080		<br>  While the learning objectives for this  module remain the same, the content has been updated to reflect developments in the field as well as participants&rsquo; diverse backgrounds  Class size has been doubled to a maximum of 60 participants due to high demand.    A new module coordinator has been appointed to ensure focus on the process of research design and, in particular, formulation of clear objectives. The coordinator draws on subject- and/or method-specific expertise from a wide range of staff at the School.	<br>  The module is evaluated by means of an anonymous electronic questionnaire. Student feedback so far has generally been very positive, in particular with a view to:    Value of workshops and group work   Involvement of large and varied group of staff members    Aspects to be improved:  Examples should draw on broader topics to reflect participants&rsquo; different fields of specialisation  Preparation requirements for participants should be stressed to ensure effective group work     During the initial accreditation process, the GA provided the following comments:   â€˜These 2 ECTS credits are not counted towards the thesis but towards the advanced modules. An oral presentation of the written synopsis should be considered.&rsquo;  Oral presentation was subsequently included as part of the module.	<br>  The course has been modified in line with feedback received, namely with a view to adapting content to make it more relevant to a wider and increasingly diverse audience.   The process of structured group work under supervision and the variety of feedback received from colleagues and staff is well-suited to achieving the stated learning objectives.  Feedback has also shown that students feel able to integrate the lessons and experiences gained during the module into workplace practice.  Greater focus is placed on oral presentation component in class as this does not form part of final assessment.	<br>  The module applies a combined lecture and workshop format. The lectures present the central aspects of designing a viable research project. They are followed by workshop sessions where the students get the chance to apply their learnings from the lectures through topic-specific exercises in smaller groups.    The Research Design module covers the following topics:    Drafting and presentation of objectives:   - Problem formulation and design of research objectives from a communicative perspective   - Presentation of main and specific objectives    Choice and drafting of research methods:   - Quantitative/qualitative/desk study â€“ or mixed  -  Qualitative research: question guides and questionnaires  - Quantitative methods: study design, variables, sample size  - Time management    Data analysis :  - Qualitative data analysis  - Quantitative data analysis   - Use of secondary data    Literature search:  - Electronic resources (re-cap)  - Referencing (styles)  - Use of Reference Manager  - Plagiarism    Ethical aspects:  - Networking and communication  - Drafting ethics and study limitations    Writing abstracts and status reporting:  - content of abstracts  - oral presentation of project status		Research method				
Research Design	<br>  At the end of this module the individual student will be able to:  -  identify and formulate a relevant and realistic research problem within the field of international health   -  identify and formulate relevant objectives (main and specific)  -  choose appropriate study methods (qualitative/quantitative/literature review)  -  search relevant scientific literature  -  discuss limitations and ethical issues related to the proposed study  -  write a consistent and clear synopsis as a preparation for a  Master Thesis  -  give short presentations on a proposed study, highlighting objectives, methods, ethical issues, limitations, etc.		0	nanettehale@wordflow.dk	2012-04-14 21:02:33	2012-03-29	2016-06-27 21:33:37	troped	troped	0		2 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:12:44	<br>    Contact hours: 35  Self study: 55  Total SIT: 90	2014-01-13	2014-01-24	<br>  Accredited in Madrid, May 2004. Re-accredited in Stockholm, September 2010. This accreditation is valid until September 2015.	<br>  This module consists of daily 5-hour seminars (lectures and workshop sessions) and individual preparation and study time. All lectures and workshop sessions are moderated by faculty staff members. Students are expected to contribute actively to classes through own presentations and feedback to colleagues.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written synopsis :   -max. 2500 words,excl. annexes  -100% of total module grade    Assessment is graded pass/ fail (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)    According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.	<br>  Min. 80 % attendance   Max. 60 students	<br>  English proficiency: IELTS 6.5 or equivalent.		<br>  EU: 6,000 DKK / EUR 824  Non-EU: DKK 7,904 / EUR 1,080		<br>  While the learning objectives for this  module remain the same, the content has been updated to reflect developments in the field as well as participants&rsquo; diverse backgrounds  Class size has been doubled to a maximum of 60 participants due to high demand.    A new module coordinator has been appointed to ensure focus on the process of research design and, in particular, formulation of clear objectives. The coordinator draws on subject- and/or method-specific expertise from a wide range of staff at the School.	<br>  The module is evaluated by means of an anonymous electronic questionnaire. Student feedback so far has generally been very positive, in particular with a view to:    Value of workshops and group work   Involvement of large and varied group of staff members    Aspects to be improved:  Examples should draw on broader topics to reflect participants&rsquo; different fields of specialisation  Preparation requirements for participants should be stressed to ensure effective group work     During the initial accreditation process, the GA provided the following comments:   â€˜These 2 ECTS credits are not counted towards the thesis but towards the advanced modules. An oral presentation of the written synopsis should be considered.&rsquo;  Oral presentation was subsequently included as part of the module.	<br>  The course has been modified in line with feedback received, namely with a view to adapting content to make it more relevant to a wider and increasingly diverse audience.   The process of structured group work under supervision and the variety of feedback received from colleagues and staff is well-suited to achieving the stated learning objectives.  Feedback has also shown that students feel able to integrate the lessons and experiences gained during the module into workplace practice.  Greater focus is placed on oral presentation component in class as this does not form part of final assessment.	<br>  The module applies a combined lecture and workshop format. The lectures present the central aspects of designing a viable research project. They are followed by workshop sessions where the students get the chance to apply their learnings from the lectures through topic-specific exercises in smaller groups.    The Research Design module covers the following topics:    Drafting and presentation of objectives:   - Problem formulation and design of research objectives from a communicative perspective   - Presentation of main and specific objectives    Choice and drafting of research methods:   - Quantitative/qualitative/desk study â€“ or mixed  -  Qualitative research: question guides and questionnaires  - Quantitative methods: study design, variables, sample size  - Time management    Data analysis :  - Qualitative data analysis  - Quantitative data analysis   - Use of secondary data    Literature search:  - Electronic resources (re-cap)  - Referencing (styles)  - Use of Reference Manager  - Plagiarism    Ethical aspects:  - Networking and communication  - Drafting ethics and study limitations    Writing abstracts and status reporting:  - content of abstracts  - oral presentation of project status		Values / Human rights / (bio)Ethics				
Research Design	<br>  At the end of this module the individual student will be able to:  -  identify and formulate a relevant and realistic research problem within the field of international health   -  identify and formulate relevant objectives (main and specific)  -  choose appropriate study methods (qualitative/quantitative/literature review)  -  search relevant scientific literature  -  discuss limitations and ethical issues related to the proposed study  -  write a consistent and clear synopsis as a preparation for a  Master Thesis  -  give short presentations on a proposed study, highlighting objectives, methods, ethical issues, limitations, etc.		0	nanettehale@wordflow.dk	2012-04-14 21:02:33	2012-03-29	2016-06-27 21:33:37	troped	troped	0		2 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:12:44	<br>    Contact hours: 35  Self study: 55  Total SIT: 90	2014-01-13	2014-01-24	<br>  Accredited in Madrid, May 2004. Re-accredited in Stockholm, September 2010. This accreditation is valid until September 2015.	<br>  This module consists of daily 5-hour seminars (lectures and workshop sessions) and individual preparation and study time. All lectures and workshop sessions are moderated by faculty staff members. Students are expected to contribute actively to classes through own presentations and feedback to colleagues.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written synopsis :   -max. 2500 words,excl. annexes  -100% of total module grade    Assessment is graded pass/ fail (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)    According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.	<br>  Min. 80 % attendance   Max. 60 students	<br>  English proficiency: IELTS 6.5 or equivalent.		<br>  EU: 6,000 DKK / EUR 824  Non-EU: DKK 7,904 / EUR 1,080		<br>  While the learning objectives for this  module remain the same, the content has been updated to reflect developments in the field as well as participants&rsquo; diverse backgrounds  Class size has been doubled to a maximum of 60 participants due to high demand.    A new module coordinator has been appointed to ensure focus on the process of research design and, in particular, formulation of clear objectives. The coordinator draws on subject- and/or method-specific expertise from a wide range of staff at the School.	<br>  The module is evaluated by means of an anonymous electronic questionnaire. Student feedback so far has generally been very positive, in particular with a view to:    Value of workshops and group work   Involvement of large and varied group of staff members    Aspects to be improved:  Examples should draw on broader topics to reflect participants&rsquo; different fields of specialisation  Preparation requirements for participants should be stressed to ensure effective group work     During the initial accreditation process, the GA provided the following comments:   â€˜These 2 ECTS credits are not counted towards the thesis but towards the advanced modules. An oral presentation of the written synopsis should be considered.&rsquo;  Oral presentation was subsequently included as part of the module.	<br>  The course has been modified in line with feedback received, namely with a view to adapting content to make it more relevant to a wider and increasingly diverse audience.   The process of structured group work under supervision and the variety of feedback received from colleagues and staff is well-suited to achieving the stated learning objectives.  Feedback has also shown that students feel able to integrate the lessons and experiences gained during the module into workplace practice.  Greater focus is placed on oral presentation component in class as this does not form part of final assessment.	<br>  The module applies a combined lecture and workshop format. The lectures present the central aspects of designing a viable research project. They are followed by workshop sessions where the students get the chance to apply their learnings from the lectures through topic-specific exercises in smaller groups.    The Research Design module covers the following topics:    Drafting and presentation of objectives:   - Problem formulation and design of research objectives from a communicative perspective   - Presentation of main and specific objectives    Choice and drafting of research methods:   - Quantitative/qualitative/desk study â€“ or mixed  -  Qualitative research: question guides and questionnaires  - Quantitative methods: study design, variables, sample size  - Time management    Data analysis :  - Qualitative data analysis  - Quantitative data analysis   - Use of secondary data    Literature search:  - Electronic resources (re-cap)  - Referencing (styles)  - Use of Reference Manager  - Plagiarism    Ethical aspects:  - Networking and communication  - Drafting ethics and study limitations    Writing abstracts and status reporting:  - content of abstracts  - oral presentation of project status						
Non-Communicable Diseases- Prevention & Control	<br>  By the end of the module, the student should be able to:    -  Examine Non-communicable diseases (NCD), compare and contrast them with Chronic Diseases and Infectious Diseases  -  Analyse the burden of NCD globally and at a national level in terms of the magnitude of the problem (economic burden, social burden and future impact)  -  Assess the social, political, environmental, cultural and economic factors contributing to the burden of NCDs in low and middle-income countries  -  Recognise major global, regional, national and local stakeholders in NCD management and prevention  -  Appraise global strategies addressing NCD  -  Examine the importance of cultural sensitivity when addressing NCDs  -  Propose and evaluate concepts of NCD surveillance, evaluation and monitoring of NCD programs  -  Revise and examine processes towards establishment of a National NCD Prevention and Control Program as part of an existing national response in a given country  -  Through practice-related experience, contrast and evaluate the structure, aims and importance of NGOs, government agencies, intergovernmental bodies and the private sector  -  Be able to effectively and confidently apply the theoretical knowledge gained through the course to developing NCD prevention and control strategies		0	maxc@sund.ku.dk	2012-04-14 21:12:33	2013-10-29	2016-06-27 21:33:37	troped	troped	0		9 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark	Maximilian de Courten	English	advanced optional	2012-04-15 03:29:21	<br>  150 hours  Contact hours: 90  Self study: 60	2013-04-22	2013-06-21	<br>Accredited in October 2010. Re-accredited in February. 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.    At the beginning of the course there will be an optional 2 days of lectures and introduction in Copenhagen. The rest of the course is online learning. The course is based on interdisciplinary teaching and problem-oriented learning. Students are expected to actively participate in the learning process and prepare by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves.    â€˜Virtual&rsquo; group work will mainly be used in relation to specific case studies or projects. For each theme, we consider the current state of research, as well as policy and practice and critically examine the underlying issues and wider context.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written assignment (2500 words)  - individual assignment focusing on the NCD burden and situation in the students&rsquo; home country  - 60% of total module grade    Oral assignment (30mins)  - group assignment for which students will develop and individually present a national NCD prevention strategy for a chosen country  - 40% of total module grade      According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6    -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	Not available		<br>  Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received    The course ran for the first time in 2010 with a reduced number of students.   Overall, students and staff were very satisfied with the content, organisation and running of the course.    Positive aspects:  -  Sessions were interactive and permitted sharing of experiences between the participants  -  There were many relevant lectures in terms of new knowledge  -  The groupwork was especially helpful.    Negative aspects:  -  Too much required reading  -  Group work could be more structured  -  Some lectures did not successfully involve students	<br>  Assessment methods have been aligned to better fit course content, structure and objectives.   Workload in terms of required readings, in particular, has been modified.	<br>  The course will explore the evidence and the frameworks used to address the burden of non-communicable diseases through action on the conventional risk factors but also more â€˜upstream factors&rsquo; and the social determinants of health.  The course aims also at providing participants with an in-depth theoretical and practical insight into how national NCD programs can be developed, integrated and maintained in a local, national and global perspective.      The following topics will be covered:    1. What are NCDs?     2. Burden of Disease (BOD)   -  Comparison of BOD between NCD versus communicable diseases  -  Millennium Development Goals and NCDs  -  Low/middle-income countries; specific needs and challenges    3. Goals for NCD control   a. Risk factors  b. Addressing social determinants and context  c. Primary vs secondary vs tertiary prevention and control     4. Global strategies for NCD   -  WHO & intergovernmental bodies  -  Public-private partnerships & private-sector responsibility  -  Government involvement and policy     5. The aspect of Cost effectiveness when addressing NCD   -  Health economics  -  Health systems and policy    6. Cultural context and influence  -  Culturally appropriate health promotion  -  Concepts of Disease   -  Ethnicity and NCDs    7. Cross cutting issues with communicable diseases   -  Double burden of disease and its impact/outcomes    8. Known interventions addressing diseases and risk factors and their impact    -  Screening of NCDs â€“ Principles and Practice  -  Student presentations on own experiences  -  Campaigns, legal interventions, school health programs, screening (high risk and population based)  -  Primary health-based interventions  -  Site visits     9. Surveillance for NCD (Death, Disease and Risk Factors)     10. Evidence based approach for successful interventions  A. Journal clubs, group-based discussion groups and interaction lectures     B. Thematic approach to different NCDs:  a) Vascular disease and stroke  b) Injuries and trauma  c) Mental health  d) Diabetes and Metabolic Syndrome  e) Cancers    C. Thematic approach to different risk factors:   a) Physical inactivity  b) Nutrition and obesity  c) Smoking  d) Alcohol  e) Infectious diseases    D. NCD Program Applications   -  NCD prevention and control in international programmes and integrated national strategies  -  Primary Health Care Services and NCD programs  -  NCD Control Programs in Crisis situations  -  Life Course Approach to NCDs  -  Case studies    E. Presentation of Tanzania National NCD Strategy process as case:   1. NCD as related to Tanzania National Health Policy     2. Process for development of National Strategy    3. Implementation plan for NCD strategy    4. Evaluation and monitoring    5. Strategies/Policy addressing NCD in Tanzania	Denmark	Burden of Disease	Distance-based		5 ECTS credits	
Non-Communicable Diseases- Prevention & Control	<br>  By the end of the module, the student should be able to:    -  Examine Non-communicable diseases (NCD), compare and contrast them with Chronic Diseases and Infectious Diseases  -  Analyse the burden of NCD globally and at a national level in terms of the magnitude of the problem (economic burden, social burden and future impact)  -  Assess the social, political, environmental, cultural and economic factors contributing to the burden of NCDs in low and middle-income countries  -  Recognise major global, regional, national and local stakeholders in NCD management and prevention  -  Appraise global strategies addressing NCD  -  Examine the importance of cultural sensitivity when addressing NCDs  -  Propose and evaluate concepts of NCD surveillance, evaluation and monitoring of NCD programs  -  Revise and examine processes towards establishment of a National NCD Prevention and Control Program as part of an existing national response in a given country  -  Through practice-related experience, contrast and evaluate the structure, aims and importance of NGOs, government agencies, intergovernmental bodies and the private sector  -  Be able to effectively and confidently apply the theoretical knowledge gained through the course to developing NCD prevention and control strategies		0	maxc@sund.ku.dk	2012-04-14 21:12:33	2013-10-29	2016-06-27 21:33:37	troped	troped	0		9 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:29:21	<br>  150 hours  Contact hours: 90  Self study: 60	2013-04-22	2013-06-21	<br>Accredited in October 2010. Re-accredited in February. 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.    At the beginning of the course there will be an optional 2 days of lectures and introduction in Copenhagen. The rest of the course is online learning. The course is based on interdisciplinary teaching and problem-oriented learning. Students are expected to actively participate in the learning process and prepare by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves.    â€˜Virtual&rsquo; group work will mainly be used in relation to specific case studies or projects. For each theme, we consider the current state of research, as well as policy and practice and critically examine the underlying issues and wider context.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written assignment (2500 words)  - individual assignment focusing on the NCD burden and situation in the students&rsquo; home country  - 60% of total module grade    Oral assignment (30mins)  - group assignment for which students will develop and individually present a national NCD prevention strategy for a chosen country  - 40% of total module grade      According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6    -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	Not available		<br>  Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received    The course ran for the first time in 2010 with a reduced number of students.   Overall, students and staff were very satisfied with the content, organisation and running of the course.    Positive aspects:  -  Sessions were interactive and permitted sharing of experiences between the participants  -  There were many relevant lectures in terms of new knowledge  -  The groupwork was especially helpful.    Negative aspects:  -  Too much required reading  -  Group work could be more structured  -  Some lectures did not successfully involve students	<br>  Assessment methods have been aligned to better fit course content, structure and objectives.   Workload in terms of required readings, in particular, has been modified.	<br>  The course will explore the evidence and the frameworks used to address the burden of non-communicable diseases through action on the conventional risk factors but also more â€˜upstream factors&rsquo; and the social determinants of health.  The course aims also at providing participants with an in-depth theoretical and practical insight into how national NCD programs can be developed, integrated and maintained in a local, national and global perspective.      The following topics will be covered:    1. What are NCDs?     2. Burden of Disease (BOD)   -  Comparison of BOD between NCD versus communicable diseases  -  Millennium Development Goals and NCDs  -  Low/middle-income countries; specific needs and challenges    3. Goals for NCD control   a. Risk factors  b. Addressing social determinants and context  c. Primary vs secondary vs tertiary prevention and control     4. Global strategies for NCD   -  WHO & intergovernmental bodies  -  Public-private partnerships & private-sector responsibility  -  Government involvement and policy     5. The aspect of Cost effectiveness when addressing NCD   -  Health economics  -  Health systems and policy    6. Cultural context and influence  -  Culturally appropriate health promotion  -  Concepts of Disease   -  Ethnicity and NCDs    7. Cross cutting issues with communicable diseases   -  Double burden of disease and its impact/outcomes    8. Known interventions addressing diseases and risk factors and their impact    -  Screening of NCDs â€“ Principles and Practice  -  Student presentations on own experiences  -  Campaigns, legal interventions, school health programs, screening (high risk and population based)  -  Primary health-based interventions  -  Site visits     9. Surveillance for NCD (Death, Disease and Risk Factors)     10. Evidence based approach for successful interventions  A. Journal clubs, group-based discussion groups and interaction lectures     B. Thematic approach to different NCDs:  a) Vascular disease and stroke  b) Injuries and trauma  c) Mental health  d) Diabetes and Metabolic Syndrome  e) Cancers    C. Thematic approach to different risk factors:   a) Physical inactivity  b) Nutrition and obesity  c) Smoking  d) Alcohol  e) Infectious diseases    D. NCD Program Applications   -  NCD prevention and control in international programmes and integrated national strategies  -  Primary Health Care Services and NCD programs  -  NCD Control Programs in Crisis situations  -  Life Course Approach to NCDs  -  Case studies    E. Presentation of Tanzania National NCD Strategy process as case:   1. NCD as related to Tanzania National Health Policy     2. Process for development of National Strategy    3. Implementation plan for NCD strategy    4. Evaluation and monitoring    5. Strategies/Policy addressing NCD in Tanzania		Globalisation				
Non-Communicable Diseases- Prevention & Control	<br>  By the end of the module, the student should be able to:    -  Examine Non-communicable diseases (NCD), compare and contrast them with Chronic Diseases and Infectious Diseases  -  Analyse the burden of NCD globally and at a national level in terms of the magnitude of the problem (economic burden, social burden and future impact)  -  Assess the social, political, environmental, cultural and economic factors contributing to the burden of NCDs in low and middle-income countries  -  Recognise major global, regional, national and local stakeholders in NCD management and prevention  -  Appraise global strategies addressing NCD  -  Examine the importance of cultural sensitivity when addressing NCDs  -  Propose and evaluate concepts of NCD surveillance, evaluation and monitoring of NCD programs  -  Revise and examine processes towards establishment of a National NCD Prevention and Control Program as part of an existing national response in a given country  -  Through practice-related experience, contrast and evaluate the structure, aims and importance of NGOs, government agencies, intergovernmental bodies and the private sector  -  Be able to effectively and confidently apply the theoretical knowledge gained through the course to developing NCD prevention and control strategies		0	maxc@sund.ku.dk	2012-04-14 21:12:33	2013-10-29	2016-06-27 21:33:37	troped	troped	0		9 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:29:21	<br>  150 hours  Contact hours: 90  Self study: 60	2013-04-22	2013-06-21	<br>Accredited in October 2010. Re-accredited in February. 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.    At the beginning of the course there will be an optional 2 days of lectures and introduction in Copenhagen. The rest of the course is online learning. The course is based on interdisciplinary teaching and problem-oriented learning. Students are expected to actively participate in the learning process and prepare by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves.    â€˜Virtual&rsquo; group work will mainly be used in relation to specific case studies or projects. For each theme, we consider the current state of research, as well as policy and practice and critically examine the underlying issues and wider context.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written assignment (2500 words)  - individual assignment focusing on the NCD burden and situation in the students&rsquo; home country  - 60% of total module grade    Oral assignment (30mins)  - group assignment for which students will develop and individually present a national NCD prevention strategy for a chosen country  - 40% of total module grade      According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6    -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	Not available		<br>  Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received    The course ran for the first time in 2010 with a reduced number of students.   Overall, students and staff were very satisfied with the content, organisation and running of the course.    Positive aspects:  -  Sessions were interactive and permitted sharing of experiences between the participants  -  There were many relevant lectures in terms of new knowledge  -  The groupwork was especially helpful.    Negative aspects:  -  Too much required reading  -  Group work could be more structured  -  Some lectures did not successfully involve students	<br>  Assessment methods have been aligned to better fit course content, structure and objectives.   Workload in terms of required readings, in particular, has been modified.	<br>  The course will explore the evidence and the frameworks used to address the burden of non-communicable diseases through action on the conventional risk factors but also more â€˜upstream factors&rsquo; and the social determinants of health.  The course aims also at providing participants with an in-depth theoretical and practical insight into how national NCD programs can be developed, integrated and maintained in a local, national and global perspective.      The following topics will be covered:    1. What are NCDs?     2. Burden of Disease (BOD)   -  Comparison of BOD between NCD versus communicable diseases  -  Millennium Development Goals and NCDs  -  Low/middle-income countries; specific needs and challenges    3. Goals for NCD control   a. Risk factors  b. Addressing social determinants and context  c. Primary vs secondary vs tertiary prevention and control     4. Global strategies for NCD   -  WHO & intergovernmental bodies  -  Public-private partnerships & private-sector responsibility  -  Government involvement and policy     5. The aspect of Cost effectiveness when addressing NCD   -  Health economics  -  Health systems and policy    6. Cultural context and influence  -  Culturally appropriate health promotion  -  Concepts of Disease   -  Ethnicity and NCDs    7. Cross cutting issues with communicable diseases   -  Double burden of disease and its impact/outcomes    8. Known interventions addressing diseases and risk factors and their impact    -  Screening of NCDs â€“ Principles and Practice  -  Student presentations on own experiences  -  Campaigns, legal interventions, school health programs, screening (high risk and population based)  -  Primary health-based interventions  -  Site visits     9. Surveillance for NCD (Death, Disease and Risk Factors)     10. Evidence based approach for successful interventions  A. Journal clubs, group-based discussion groups and interaction lectures     B. Thematic approach to different NCDs:  a) Vascular disease and stroke  b) Injuries and trauma  c) Mental health  d) Diabetes and Metabolic Syndrome  e) Cancers    C. Thematic approach to different risk factors:   a) Physical inactivity  b) Nutrition and obesity  c) Smoking  d) Alcohol  e) Infectious diseases    D. NCD Program Applications   -  NCD prevention and control in international programmes and integrated national strategies  -  Primary Health Care Services and NCD programs  -  NCD Control Programs in Crisis situations  -  Life Course Approach to NCDs  -  Case studies    E. Presentation of Tanzania National NCD Strategy process as case:   1. NCD as related to Tanzania National Health Policy     2. Process for development of National Strategy    3. Implementation plan for NCD strategy    4. Evaluation and monitoring    5. Strategies/Policy addressing NCD in Tanzania		Non-communicable diseases (in general)				
Non-Communicable Diseases- Prevention & Control	<br>  By the end of the module, the student should be able to:    -  Examine Non-communicable diseases (NCD), compare and contrast them with Chronic Diseases and Infectious Diseases  -  Analyse the burden of NCD globally and at a national level in terms of the magnitude of the problem (economic burden, social burden and future impact)  -  Assess the social, political, environmental, cultural and economic factors contributing to the burden of NCDs in low and middle-income countries  -  Recognise major global, regional, national and local stakeholders in NCD management and prevention  -  Appraise global strategies addressing NCD  -  Examine the importance of cultural sensitivity when addressing NCDs  -  Propose and evaluate concepts of NCD surveillance, evaluation and monitoring of NCD programs  -  Revise and examine processes towards establishment of a National NCD Prevention and Control Program as part of an existing national response in a given country  -  Through practice-related experience, contrast and evaluate the structure, aims and importance of NGOs, government agencies, intergovernmental bodies and the private sector  -  Be able to effectively and confidently apply the theoretical knowledge gained through the course to developing NCD prevention and control strategies		0	maxc@sund.ku.dk	2012-04-14 21:12:33	2013-10-29	2016-06-27 21:33:37	troped	troped	0		9 weeks	<br>  Copenhagen School of Global Health,   Ã˜ster Farimagsgade 5, Building 9,   DK-1353 Copenhagen, Denmark				2012-04-15 03:29:21	<br>  150 hours  Contact hours: 90  Self study: 60	2013-04-22	2013-06-21	<br>Accredited in October 2010. Re-accredited in February. 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.    At the beginning of the course there will be an optional 2 days of lectures and introduction in Copenhagen. The rest of the course is online learning. The course is based on interdisciplinary teaching and problem-oriented learning. Students are expected to actively participate in the learning process and prepare by studying distributed and recommended reading materials. Students are encouraged to find and study additional literature themselves.    â€˜Virtual&rsquo; group work will mainly be used in relation to specific case studies or projects. For each theme, we consider the current state of research, as well as policy and practice and critically examine the underlying issues and wider context.	<br>For course application please click <a href="http://www.globalhealth.ku.dk/apply">here</a>	<br>  Written assignment (2500 words)  - individual assignment focusing on the NCD burden and situation in the students&rsquo; home country  - 60% of total module grade    Oral assignment (30mins)  - group assignment for which students will develop and individually present a national NCD prevention strategy for a chosen country  - 40% of total module grade      According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two re-sits. In exceptional circumstances, one additional re-sit can be granted.     Assessment is graded according to the 7-point grading scale.   (cf. Ministerial Order no. 250 of 15 March 2007 on the Grading Scale and other Forms of Assessment of University Education)	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)    -  Minimum of 2 years&rsquo; relevant work experience    -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6    -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	Not available		<br>  Provide a summary of the student evaluations (positive and negative aspects) and any other major feedback received    The course ran for the first time in 2010 with a reduced number of students.   Overall, students and staff were very satisfied with the content, organisation and running of the course.    Positive aspects:  -  Sessions were interactive and permitted sharing of experiences between the participants  -  There were many relevant lectures in terms of new knowledge  -  The groupwork was especially helpful.    Negative aspects:  -  Too much required reading  -  Group work could be more structured  -  Some lectures did not successfully involve students	<br>  Assessment methods have been aligned to better fit course content, structure and objectives.   Workload in terms of required readings, in particular, has been modified.	<br>  The course will explore the evidence and the frameworks used to address the burden of non-communicable diseases through action on the conventional risk factors but also more â€˜upstream factors&rsquo; and the social determinants of health.  The course aims also at providing participants with an in-depth theoretical and practical insight into how national NCD programs can be developed, integrated and maintained in a local, national and global perspective.      The following topics will be covered:    1. What are NCDs?     2. Burden of Disease (BOD)   -  Comparison of BOD between NCD versus communicable diseases  -  Millennium Development Goals and NCDs  -  Low/middle-income countries; specific needs and challenges    3. Goals for NCD control   a. Risk factors  b. Addressing social determinants and context  c. Primary vs secondary vs tertiary prevention and control     4. Global strategies for NCD   -  WHO & intergovernmental bodies  -  Public-private partnerships & private-sector responsibility  -  Government involvement and policy     5. The aspect of Cost effectiveness when addressing NCD   -  Health economics  -  Health systems and policy    6. Cultural context and influence  -  Culturally appropriate health promotion  -  Concepts of Disease   -  Ethnicity and NCDs    7. Cross cutting issues with communicable diseases   -  Double burden of disease and its impact/outcomes    8. Known interventions addressing diseases and risk factors and their impact    -  Screening of NCDs â€“ Principles and Practice  -  Student presentations on own experiences  -  Campaigns, legal interventions, school health programs, screening (high risk and population based)  -  Primary health-based interventions  -  Site visits     9. Surveillance for NCD (Death, Disease and Risk Factors)     10. Evidence based approach for successful interventions  A. Journal clubs, group-based discussion groups and interaction lectures     B. Thematic approach to different NCDs:  a) Vascular disease and stroke  b) Injuries and trauma  c) Mental health  d) Diabetes and Metabolic Syndrome  e) Cancers    C. Thematic approach to different risk factors:   a) Physical inactivity  b) Nutrition and obesity  c) Smoking  d) Alcohol  e) Infectious diseases    D. NCD Program Applications   -  NCD prevention and control in international programmes and integrated national strategies  -  Primary Health Care Services and NCD programs  -  NCD Control Programs in Crisis situations  -  Life Course Approach to NCDs  -  Case studies    E. Presentation of Tanzania National NCD Strategy process as case:   1. NCD as related to Tanzania National Health Policy     2. Process for development of National Strategy    3. Implementation plan for NCD strategy    4. Evaluation and monitoring    5. Strategies/Policy addressing NCD in Tanzania						
Health in Emergencies and  Refugee Health	<br>  The course aims at providing participants with an in-depth understanding of the broad range of issues which are crucial in planning, implementing and accounting for health interventions in contemporary emergencies. This includes an understanding of the rapidly evolving humanitarian reform process, and the roles which may be taken by local, national and international partners, such as UN, NGO or other.  The emphasis is on a combination of state-of-the-art theoretical knowledge, familiarisation with the newest guidelines and agreed approaches, as well as practical exercises through group work, in order to develop a solid base for action.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national policies and strategies utilising appropriate modes of analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to humanitarian interventions at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate a humanitarian response plan as part of existing national relief efforts in a given country;     -  Design and develop appropriate management strategies for humanitarian response, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	siri.tellier@gmail.com	2012-04-14 21:25:34	2015-12-09	2016-06-27 21:33:38	troped	troped	0		On-line (March 29 -May15) and Copenhagen (16 -27 May 2016)	<br>  School of Global Health, Ã˜ster Farimagsgade 5, Building 9, 1353 Copenhagen, Denmark,	Siri Tellier	English	advanced optional	2012-04-15 03:32:21	<br>150 hours  Contact hours: 60 (approx. 36 hours lectures, 20 hours facilitated practical group work, 4-hour written exam)   Self study:  90	2016-03-29	2016-05-27	<br>Accredited 2002 in Bordeaux. Re-accredited in September 2009 and in February 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.  The first six weeks of the module will be taught online, followed by two weeks in class. Before the start of the course, students receive an introduction to the e-learning format (approx.. two hours).   During the online part of the course, an average week will have 2 topics, each based on  o A lecture, generally in the form of 30-45 minutes pre-recorded presentation (preferably split into sub topics of, say, 15 minutes), by the responsible lecturer.    o 1.5 estimated hours of required reading per lecture.  o A blog, with the responsible lecturer acting as â€˜blog moderator&rsquo;.  The final part of the module taking place in class will consist of a case study, a panel debate, site visit, interactive lectures and a final exam.    Students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials and actively engaging in online discussions.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Four-hour written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.       Assessment is graded according to the 7-point grading scale.   According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.     Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6  -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	not available				<br>  In appraising, analysing and developing strategies, the module addresses the following aspects related to disaster- & conflict related emergencies  -  Conceptual & legal frameworks, i.e. conflict analysis, human rights, international humanitarian law and refugee conventions, guidelines on internally displaced persons, code of conduct   -  Operational aspects of humanitarian interventions, i.e. needs assessment and public health surveillance, control of communicable and non-communicable diseases, mental health, reproductive health, violence and injuries, water and sanitation, nutrition, refugee camp planning   -  Partnerships and roles in different stages of emergencies, e.g.  humanitarian reform, role of national governmental and non governmental actors, community participation, prevention/recovery strategies	Denmark	Health in emergencies	Blended-learning		5 ECTS credits	
Health in Emergencies and  Refugee Health	<br>  The course aims at providing participants with an in-depth understanding of the broad range of issues which are crucial in planning, implementing and accounting for health interventions in contemporary emergencies. This includes an understanding of the rapidly evolving humanitarian reform process, and the roles which may be taken by local, national and international partners, such as UN, NGO or other.  The emphasis is on a combination of state-of-the-art theoretical knowledge, familiarisation with the newest guidelines and agreed approaches, as well as practical exercises through group work, in order to develop a solid base for action.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national policies and strategies utilising appropriate modes of analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to humanitarian interventions at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate a humanitarian response plan as part of existing national relief efforts in a given country;     -  Design and develop appropriate management strategies for humanitarian response, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	siri.tellier@gmail.com	2012-04-14 21:25:34	2015-12-09	2016-06-27 21:33:38	troped	troped	0		On-line (March 29 -May15) and Copenhagen (16 -27 May 2016)	<br>  School of Global Health, Ã˜ster Farimagsgade 5, Building 9, 1353 Copenhagen, Denmark,				2012-04-15 03:32:21	<br>150 hours  Contact hours: 60 (approx. 36 hours lectures, 20 hours facilitated practical group work, 4-hour written exam)   Self study:  90	2016-03-29	2016-05-27	<br>Accredited 2002 in Bordeaux. Re-accredited in September 2009 and in February 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.  The first six weeks of the module will be taught online, followed by two weeks in class. Before the start of the course, students receive an introduction to the e-learning format (approx.. two hours).   During the online part of the course, an average week will have 2 topics, each based on  o A lecture, generally in the form of 30-45 minutes pre-recorded presentation (preferably split into sub topics of, say, 15 minutes), by the responsible lecturer.    o 1.5 estimated hours of required reading per lecture.  o A blog, with the responsible lecturer acting as â€˜blog moderator&rsquo;.  The final part of the module taking place in class will consist of a case study, a panel debate, site visit, interactive lectures and a final exam.    Students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials and actively engaging in online discussions.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Four-hour written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.       Assessment is graded according to the 7-point grading scale.   According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.     Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6  -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	not available				<br>  In appraising, analysing and developing strategies, the module addresses the following aspects related to disaster- & conflict related emergencies  -  Conceptual & legal frameworks, i.e. conflict analysis, human rights, international humanitarian law and refugee conventions, guidelines on internally displaced persons, code of conduct   -  Operational aspects of humanitarian interventions, i.e. needs assessment and public health surveillance, control of communicable and non-communicable diseases, mental health, reproductive health, violence and injuries, water and sanitation, nutrition, refugee camp planning   -  Partnerships and roles in different stages of emergencies, e.g.  humanitarian reform, role of national governmental and non governmental actors, community participation, prevention/recovery strategies		Health systems				
Health in Emergencies and  Refugee Health	<br>  The course aims at providing participants with an in-depth understanding of the broad range of issues which are crucial in planning, implementing and accounting for health interventions in contemporary emergencies. This includes an understanding of the rapidly evolving humanitarian reform process, and the roles which may be taken by local, national and international partners, such as UN, NGO or other.  The emphasis is on a combination of state-of-the-art theoretical knowledge, familiarisation with the newest guidelines and agreed approaches, as well as practical exercises through group work, in order to develop a solid base for action.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national policies and strategies utilising appropriate modes of analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to humanitarian interventions at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate a humanitarian response plan as part of existing national relief efforts in a given country;     -  Design and develop appropriate management strategies for humanitarian response, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	siri.tellier@gmail.com	2012-04-14 21:25:34	2015-12-09	2016-06-27 21:33:38	troped	troped	0		On-line (March 29 -May15) and Copenhagen (16 -27 May 2016)	<br>  School of Global Health, Ã˜ster Farimagsgade 5, Building 9, 1353 Copenhagen, Denmark,				2012-04-15 03:32:21	<br>150 hours  Contact hours: 60 (approx. 36 hours lectures, 20 hours facilitated practical group work, 4-hour written exam)   Self study:  90	2016-03-29	2016-05-27	<br>Accredited 2002 in Bordeaux. Re-accredited in September 2009 and in February 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.  The first six weeks of the module will be taught online, followed by two weeks in class. Before the start of the course, students receive an introduction to the e-learning format (approx.. two hours).   During the online part of the course, an average week will have 2 topics, each based on  o A lecture, generally in the form of 30-45 minutes pre-recorded presentation (preferably split into sub topics of, say, 15 minutes), by the responsible lecturer.    o 1.5 estimated hours of required reading per lecture.  o A blog, with the responsible lecturer acting as â€˜blog moderator&rsquo;.  The final part of the module taking place in class will consist of a case study, a panel debate, site visit, interactive lectures and a final exam.    Students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials and actively engaging in online discussions.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Four-hour written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.       Assessment is graded according to the 7-point grading scale.   According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.     Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6  -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	not available				<br>  In appraising, analysing and developing strategies, the module addresses the following aspects related to disaster- & conflict related emergencies  -  Conceptual & legal frameworks, i.e. conflict analysis, human rights, international humanitarian law and refugee conventions, guidelines on internally displaced persons, code of conduct   -  Operational aspects of humanitarian interventions, i.e. needs assessment and public health surveillance, control of communicable and non-communicable diseases, mental health, reproductive health, violence and injuries, water and sanitation, nutrition, refugee camp planning   -  Partnerships and roles in different stages of emergencies, e.g.  humanitarian reform, role of national governmental and non governmental actors, community participation, prevention/recovery strategies		Values / Human rights / (bio)Ethics				
Health in Emergencies and  Refugee Health	<br>  The course aims at providing participants with an in-depth understanding of the broad range of issues which are crucial in planning, implementing and accounting for health interventions in contemporary emergencies. This includes an understanding of the rapidly evolving humanitarian reform process, and the roles which may be taken by local, national and international partners, such as UN, NGO or other.  The emphasis is on a combination of state-of-the-art theoretical knowledge, familiarisation with the newest guidelines and agreed approaches, as well as practical exercises through group work, in order to develop a solid base for action.     On completion of the course, participants should be able to:    -  Critically appraise existing international and national policies and strategies utilising appropriate modes of analysis (f. inst. epidemiological, socio-economic, etc.);    -  Critically analyse and discuss barriers to humanitarian interventions at international, national, and community level in a systems perspective;    -  Apply relevant theories and concepts to formulate a humanitarian response plan as part of existing national relief efforts in a given country;     -  Design and develop appropriate management strategies for humanitarian response, including planning, coordination, monitoring and evaluation, in national and local contexts.		0	siri.tellier@gmail.com	2012-04-14 21:25:34	2015-12-09	2016-06-27 21:33:38	troped	troped	0		On-line (March 29 -May15) and Copenhagen (16 -27 May 2016)	<br>  School of Global Health, Ã˜ster Farimagsgade 5, Building 9, 1353 Copenhagen, Denmark,				2012-04-15 03:32:21	<br>150 hours  Contact hours: 60 (approx. 36 hours lectures, 20 hours facilitated practical group work, 4-hour written exam)   Self study:  90	2016-03-29	2016-05-27	<br>Accredited 2002 in Bordeaux. Re-accredited in September 2009 and in February 2013. This accreditation is valid until February 2018.	<br>  The course is structured around internet based E-learning modules (E-modules) with weekly deadlines. This means that students can follow the course from anywhere in the world at the time that suits them best. All they need is an internet connection. During the online weeks students will meet and interact with their teachers and fellow students in the University of Copenhagen's online learning platform.    A typical E-module is composed of:        An introduction to the topic       An overview of the purpose, the subjects and the intended learning outcome      A short study guide       Learning resources (which can be text, audio and/or video files)      Several exercises called E-lessons.    The E-lessons are online learning activities which can be questionnaires, assignments or online discussions. The roles of the teachers are to assist student learning by serving as E-moderators for the various E-lessons.    The online course room and teaching techniques is inspired by the successful model for distance learning, which has been developed by the IT learning Center (ITLC) at the University of Copenhagen. This model creates learning context which allows the students to collaborate and participate actively in discussions of different learning topics with both fellow students and the lecturers on the course.  The first six weeks of the module will be taught online, followed by two weeks in class. Before the start of the course, students receive an introduction to the e-learning format (approx.. two hours).   During the online part of the course, an average week will have 2 topics, each based on  o A lecture, generally in the form of 30-45 minutes pre-recorded presentation (preferably split into sub topics of, say, 15 minutes), by the responsible lecturer.    o 1.5 estimated hours of required reading per lecture.  o A blog, with the responsible lecturer acting as â€˜blog moderator&rsquo;.  The final part of the module taking place in class will consist of a case study, a panel debate, site visit, interactive lectures and a final exam.    Students are expected to actively participate in the learning process and prepare for the sessions by studying distributed and recommended reading materials and actively engaging in online discussions.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Four-hour written examination using essay questions     According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.       Assessment is graded according to the 7-point grading scale.   According to Danish legislation (Ministerial Order no. 867 of 19 August 2004 on University Examinations), students who fail an examination are entitled to two resits. In exceptional circumstances, one additional resit can be granted.     Assessment is graded according to the 7-point grading scale.	<br>  Min. 80 % attendance.   Total number of students: 40	<br>  -  Bachelor&rsquo;s degree or equivalent qualification in a relevant field (e.g. health sciences, social sciences)  -  Minimum of 2 years&rsquo; relevant work experience  -  English-language proficiency equivalent to TOEFL score of 550/213 or an IELTS score of 6  -  Access to a reliable internet connection		<br>  EU: DKK 10,200 / approx. EUR 1400   NON-EU: DKK 15,000 / approx.. EUR 2000	not available				<br>  In appraising, analysing and developing strategies, the module addresses the following aspects related to disaster- & conflict related emergencies  -  Conceptual & legal frameworks, i.e. conflict analysis, human rights, international humanitarian law and refugee conventions, guidelines on internally displaced persons, code of conduct   -  Operational aspects of humanitarian interventions, i.e. needs assessment and public health surveillance, control of communicable and non-communicable diseases, mental health, reproductive health, violence and injuries, water and sanitation, nutrition, refugee camp planning   -  Partnerships and roles in different stages of emergencies, e.g.  humanitarian reform, role of national governmental and non governmental actors, community participation, prevention/recovery strategies						
Water Supply and Sanitation in Emergencies	<br>  Overall objective    At the end of the course participants should be able to :  -  assess and prioritize Water and sanitation needs for a population in emergency with foresight, and to take appropriate measures to prevent and control disease outbreaks.     The course will be divided into five main clusters:  1. Introduction to the phases and context of emergencies,   2. Health and disease transmission in emergency settings,    3. Technical aspects of water and sanitation,   4. Assessment approaches in emergency situations,  5. Exam      Specific objectives    By the end of the course participants will be enabled to:    Cluster 1: Introduction  -  Recognize the different stages in an emergency as well as the international legal system and guidelines regarding refugees and Internally Displaced Persons   -  Apply concepts and tools for initial situation analysis, and other rapid assessment approaches   -  Understand how the local cultural, religious and socio-economic context influences perceptions of water, sanitation and hygiene and how this should interact with the design of interventions   -  Identify sources of information for the various stages of an emergency.     Cluster 2: Health and disease transmission in emergency settings  -  Identify relevant water, sanitation, personal hygiene and food hygiene related diseases such as diarrhoeal diseases, malaria, dengue fever, hepatitis, leptospirosis etc.   -  Identify prevention and control strategies, including surveillance of disease outbreaks, giving due consideration to the classical threats in emergencies: thirst, hunger, trauma, heat and cold   -  Discuss design of hygiene campaigns   -  Assess how best to maintaining personal mental and physical health under extreme working conditions     Cluster 3: Technical aspects of water and sanitation  Water sources, transport and disinfection   -  Assess emergency water sources (surface water, ground-, and rainwater), their utilization and protection and disinfection   -  Demonstrate knowledge on protection and construction of: wells, springs and piped water schemes as well as water storage both in camps and within the household   Sanitation   -  Demonstrate practical and theoretical knowledge of emergency sanitation (excreta, wastewater and solid waste), construction and maintenance of different latrines and disposal systems, hygienic handling of animal corpses and ethically and culturally appropriate burial of human victims Hands on experience  -  Apply practical experience on how to construct a latrine, dig a well, design and maintain a pump and chlorinate a water supply     Cluster 4: Assessment and approaches in emergency situations    -  Appraise emergencies, identify suitable sites for refugee camps, identify vulnerable populations and acquire skills in crisis-handling, including coordination, good camp governance, liaising and communication, internal as well as external   -  Analyze whether strategies employed in the emergency phase are sustainable in the post-emergency phase and in the long run or are limiting the options		0	p.k.jensen@pubhealth.ku.dk	2012-04-14 21:35:17	2015-12-09	2016-06-27 21:33:38	troped	troped	0		4.5 weeks		Peter KjÃ¦r Jensen 	English	advanced optional	2012-04-15 03:52:05	<br>150 hours   Contact hours: 60 (approx. 40 lecture hours, 20 hours facilitated group work), Self-study: 90	2016-05-30	2016-06-24	<br>  Accredited in January 2006. Re-accredited in May 2008 in Paris and in Janaury 2013 in Brescia. This accreditation is valid until January 2018.	<br>  The teaching methods will be a combination of lectures, group work, case studies, and presentations in plenary in addition to a critical review of documentation, presenting best practice on the management of past emergencies, including the role of major stakeholders such as The United Nation organizations, national governments and non-governmental organizations.  Emphasis will be on participatory approaches, including sharing of the participants&rsquo; own experience.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Exam based on a case study â€“ 4 hours written exam    The participants work on a real life case based on experiences from Water Supply  & Sanitation interventions Sri Lanka or Indonesia.   The answers is assessed by one external and one internal examiner	<br>  25 â€“ 30 people	<br>  Completed studies in health sciences, social sciences, engineering or other relevant academic training, or:   -  A bachelor&rsquo;s degree from a university or equivalent institution and as a minimum, an additional one-year training at university level, or  -  Health professionals with mid-level training of a minimum of 3 years and documentation of pursued studies of at least one year at university level.  -  Adequate English language qualifications according to internationally recognized proficiency tests i.e. TOEFL test 550/213/79-80 or IELTS 6.0.	<br>  People with work experience from a disaster situation	<br>  18.500 DDK EU/EEU -  25.000 DKK non EU/EEU		<br>  The course was last accredited in 2005. It has since then been extended from 3Â½ weeks to run 4 weeks. The extension is due to an addition of a practical exercise in how to handle waste water and one day of lectures in GIS.  We therefore wish to have it accredited as a 6 ECTS course.	<br>  Very positive. The extension of the course is due to student suggestions of a supplement of one day for the practical exercise and the fact that GIS is used more and more worldwide in vector control and relief planning.		<br>  Introduction   Humanitarian Charter and Minimum Standards for WATSAN,   Rapid Assessment of Socio-economy and Culture, Perceptions of Water and Sanitation     Health in Emergencies  Diseases in Emergency Affected Populations; Water Borne Diseases Their Transmission Routes; Surveillance and Outbreak Control of Water Borne Diseases; Vector Ecology and Control; Mental health and physical health in extreme situation.    Technical   Practical exercise, Water Quality and Quantity; Water Sources; Water transport; Storage and Distribution; Water Treatment (Community and Household Level); Excreta Disposal and Waste Management; Health and Hygiene Promotion; Water Usage;Introduction to Practical exercise;Examination of Del Agua kit water testing results, intro to nomographs.    Assessment   Satelitte images (GIS); Camp site planning/selection; Camp Management; assessment of sustainability of the different strategies used inn the emergency situation.	Denmark	Health in emergencies	Face to face		5 ECTS credits	
Water Supply and Sanitation in Emergencies	<br>  Overall objective    At the end of the course participants should be able to :  -  assess and prioritize Water and sanitation needs for a population in emergency with foresight, and to take appropriate measures to prevent and control disease outbreaks.     The course will be divided into five main clusters:  1. Introduction to the phases and context of emergencies,   2. Health and disease transmission in emergency settings,    3. Technical aspects of water and sanitation,   4. Assessment approaches in emergency situations,  5. Exam      Specific objectives    By the end of the course participants will be enabled to:    Cluster 1: Introduction  -  Recognize the different stages in an emergency as well as the international legal system and guidelines regarding refugees and Internally Displaced Persons   -  Apply concepts and tools for initial situation analysis, and other rapid assessment approaches   -  Understand how the local cultural, religious and socio-economic context influences perceptions of water, sanitation and hygiene and how this should interact with the design of interventions   -  Identify sources of information for the various stages of an emergency.     Cluster 2: Health and disease transmission in emergency settings  -  Identify relevant water, sanitation, personal hygiene and food hygiene related diseases such as diarrhoeal diseases, malaria, dengue fever, hepatitis, leptospirosis etc.   -  Identify prevention and control strategies, including surveillance of disease outbreaks, giving due consideration to the classical threats in emergencies: thirst, hunger, trauma, heat and cold   -  Discuss design of hygiene campaigns   -  Assess how best to maintaining personal mental and physical health under extreme working conditions     Cluster 3: Technical aspects of water and sanitation  Water sources, transport and disinfection   -  Assess emergency water sources (surface water, ground-, and rainwater), their utilization and protection and disinfection   -  Demonstrate knowledge on protection and construction of: wells, springs and piped water schemes as well as water storage both in camps and within the household   Sanitation   -  Demonstrate practical and theoretical knowledge of emergency sanitation (excreta, wastewater and solid waste), construction and maintenance of different latrines and disposal systems, hygienic handling of animal corpses and ethically and culturally appropriate burial of human victims Hands on experience  -  Apply practical experience on how to construct a latrine, dig a well, design and maintain a pump and chlorinate a water supply     Cluster 4: Assessment and approaches in emergency situations    -  Appraise emergencies, identify suitable sites for refugee camps, identify vulnerable populations and acquire skills in crisis-handling, including coordination, good camp governance, liaising and communication, internal as well as external   -  Analyze whether strategies employed in the emergency phase are sustainable in the post-emergency phase and in the long run or are limiting the options		0	p.k.jensen@pubhealth.ku.dk	2012-04-14 21:35:17	2015-12-09	2016-06-27 21:33:38	troped	troped	0		4.5 weeks					2012-04-15 03:52:05	<br>150 hours   Contact hours: 60 (approx. 40 lecture hours, 20 hours facilitated group work), Self-study: 90	2016-05-30	2016-06-24	<br>  Accredited in January 2006. Re-accredited in May 2008 in Paris and in Janaury 2013 in Brescia. This accreditation is valid until January 2018.	<br>  The teaching methods will be a combination of lectures, group work, case studies, and presentations in plenary in addition to a critical review of documentation, presenting best practice on the management of past emergencies, including the role of major stakeholders such as The United Nation organizations, national governments and non-governmental organizations.  Emphasis will be on participatory approaches, including sharing of the participants&rsquo; own experience.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Exam based on a case study â€“ 4 hours written exam    The participants work on a real life case based on experiences from Water Supply  & Sanitation interventions Sri Lanka or Indonesia.   The answers is assessed by one external and one internal examiner	<br>  25 â€“ 30 people	<br>  Completed studies in health sciences, social sciences, engineering or other relevant academic training, or:   -  A bachelor&rsquo;s degree from a university or equivalent institution and as a minimum, an additional one-year training at university level, or  -  Health professionals with mid-level training of a minimum of 3 years and documentation of pursued studies of at least one year at university level.  -  Adequate English language qualifications according to internationally recognized proficiency tests i.e. TOEFL test 550/213/79-80 or IELTS 6.0.	<br>  People with work experience from a disaster situation	<br>  18.500 DDK EU/EEU -  25.000 DKK non EU/EEU		<br>  The course was last accredited in 2005. It has since then been extended from 3Â½ weeks to run 4 weeks. The extension is due to an addition of a practical exercise in how to handle waste water and one day of lectures in GIS.  We therefore wish to have it accredited as a 6 ECTS course.	<br>  Very positive. The extension of the course is due to student suggestions of a supplement of one day for the practical exercise and the fact that GIS is used more and more worldwide in vector control and relief planning.		<br>  Introduction   Humanitarian Charter and Minimum Standards for WATSAN,   Rapid Assessment of Socio-economy and Culture, Perceptions of Water and Sanitation     Health in Emergencies  Diseases in Emergency Affected Populations; Water Borne Diseases Their Transmission Routes; Surveillance and Outbreak Control of Water Borne Diseases; Vector Ecology and Control; Mental health and physical health in extreme situation.    Technical   Practical exercise, Water Quality and Quantity; Water Sources; Water transport; Storage and Distribution; Water Treatment (Community and Household Level); Excreta Disposal and Waste Management; Health and Hygiene Promotion; Water Usage;Introduction to Practical exercise;Examination of Del Agua kit water testing results, intro to nomographs.    Assessment   Satelitte images (GIS); Camp site planning/selection; Camp Management; assessment of sustainability of the different strategies used inn the emergency situation.		Sanitation				
Water Supply and Sanitation in Emergencies	<br>  Overall objective    At the end of the course participants should be able to :  -  assess and prioritize Water and sanitation needs for a population in emergency with foresight, and to take appropriate measures to prevent and control disease outbreaks.     The course will be divided into five main clusters:  1. Introduction to the phases and context of emergencies,   2. Health and disease transmission in emergency settings,    3. Technical aspects of water and sanitation,   4. Assessment approaches in emergency situations,  5. Exam      Specific objectives    By the end of the course participants will be enabled to:    Cluster 1: Introduction  -  Recognize the different stages in an emergency as well as the international legal system and guidelines regarding refugees and Internally Displaced Persons   -  Apply concepts and tools for initial situation analysis, and other rapid assessment approaches   -  Understand how the local cultural, religious and socio-economic context influences perceptions of water, sanitation and hygiene and how this should interact with the design of interventions   -  Identify sources of information for the various stages of an emergency.     Cluster 2: Health and disease transmission in emergency settings  -  Identify relevant water, sanitation, personal hygiene and food hygiene related diseases such as diarrhoeal diseases, malaria, dengue fever, hepatitis, leptospirosis etc.   -  Identify prevention and control strategies, including surveillance of disease outbreaks, giving due consideration to the classical threats in emergencies: thirst, hunger, trauma, heat and cold   -  Discuss design of hygiene campaigns   -  Assess how best to maintaining personal mental and physical health under extreme working conditions     Cluster 3: Technical aspects of water and sanitation  Water sources, transport and disinfection   -  Assess emergency water sources (surface water, ground-, and rainwater), their utilization and protection and disinfection   -  Demonstrate knowledge on protection and construction of: wells, springs and piped water schemes as well as water storage both in camps and within the household   Sanitation   -  Demonstrate practical and theoretical knowledge of emergency sanitation (excreta, wastewater and solid waste), construction and maintenance of different latrines and disposal systems, hygienic handling of animal corpses and ethically and culturally appropriate burial of human victims Hands on experience  -  Apply practical experience on how to construct a latrine, dig a well, design and maintain a pump and chlorinate a water supply     Cluster 4: Assessment and approaches in emergency situations    -  Appraise emergencies, identify suitable sites for refugee camps, identify vulnerable populations and acquire skills in crisis-handling, including coordination, good camp governance, liaising and communication, internal as well as external   -  Analyze whether strategies employed in the emergency phase are sustainable in the post-emergency phase and in the long run or are limiting the options		0	p.k.jensen@pubhealth.ku.dk	2012-04-14 21:35:17	2015-12-09	2016-06-27 21:33:38	troped	troped	0		4.5 weeks					2012-04-15 03:52:05	<br>150 hours   Contact hours: 60 (approx. 40 lecture hours, 20 hours facilitated group work), Self-study: 90	2016-05-30	2016-06-24	<br>  Accredited in January 2006. Re-accredited in May 2008 in Paris and in Janaury 2013 in Brescia. This accreditation is valid until January 2018.	<br>  The teaching methods will be a combination of lectures, group work, case studies, and presentations in plenary in addition to a critical review of documentation, presenting best practice on the management of past emergencies, including the role of major stakeholders such as The United Nation organizations, national governments and non-governmental organizations.  Emphasis will be on participatory approaches, including sharing of the participants&rsquo; own experience.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Exam based on a case study â€“ 4 hours written exam    The participants work on a real life case based on experiences from Water Supply  & Sanitation interventions Sri Lanka or Indonesia.   The answers is assessed by one external and one internal examiner	<br>  25 â€“ 30 people	<br>  Completed studies in health sciences, social sciences, engineering or other relevant academic training, or:   -  A bachelor&rsquo;s degree from a university or equivalent institution and as a minimum, an additional one-year training at university level, or  -  Health professionals with mid-level training of a minimum of 3 years and documentation of pursued studies of at least one year at university level.  -  Adequate English language qualifications according to internationally recognized proficiency tests i.e. TOEFL test 550/213/79-80 or IELTS 6.0.	<br>  People with work experience from a disaster situation	<br>  18.500 DDK EU/EEU -  25.000 DKK non EU/EEU		<br>  The course was last accredited in 2005. It has since then been extended from 3Â½ weeks to run 4 weeks. The extension is due to an addition of a practical exercise in how to handle waste water and one day of lectures in GIS.  We therefore wish to have it accredited as a 6 ECTS course.	<br>  Very positive. The extension of the course is due to student suggestions of a supplement of one day for the practical exercise and the fact that GIS is used more and more worldwide in vector control and relief planning.		<br>  Introduction   Humanitarian Charter and Minimum Standards for WATSAN,   Rapid Assessment of Socio-economy and Culture, Perceptions of Water and Sanitation     Health in Emergencies  Diseases in Emergency Affected Populations; Water Borne Diseases Their Transmission Routes; Surveillance and Outbreak Control of Water Borne Diseases; Vector Ecology and Control; Mental health and physical health in extreme situation.    Technical   Practical exercise, Water Quality and Quantity; Water Sources; Water transport; Storage and Distribution; Water Treatment (Community and Household Level); Excreta Disposal and Waste Management; Health and Hygiene Promotion; Water Usage;Introduction to Practical exercise;Examination of Del Agua kit water testing results, intro to nomographs.    Assessment   Satelitte images (GIS); Camp site planning/selection; Camp Management; assessment of sustainability of the different strategies used inn the emergency situation.		Water				
Water Supply and Sanitation in Emergencies	<br>  Overall objective    At the end of the course participants should be able to :  -  assess and prioritize Water and sanitation needs for a population in emergency with foresight, and to take appropriate measures to prevent and control disease outbreaks.     The course will be divided into five main clusters:  1. Introduction to the phases and context of emergencies,   2. Health and disease transmission in emergency settings,    3. Technical aspects of water and sanitation,   4. Assessment approaches in emergency situations,  5. Exam      Specific objectives    By the end of the course participants will be enabled to:    Cluster 1: Introduction  -  Recognize the different stages in an emergency as well as the international legal system and guidelines regarding refugees and Internally Displaced Persons   -  Apply concepts and tools for initial situation analysis, and other rapid assessment approaches   -  Understand how the local cultural, religious and socio-economic context influences perceptions of water, sanitation and hygiene and how this should interact with the design of interventions   -  Identify sources of information for the various stages of an emergency.     Cluster 2: Health and disease transmission in emergency settings  -  Identify relevant water, sanitation, personal hygiene and food hygiene related diseases such as diarrhoeal diseases, malaria, dengue fever, hepatitis, leptospirosis etc.   -  Identify prevention and control strategies, including surveillance of disease outbreaks, giving due consideration to the classical threats in emergencies: thirst, hunger, trauma, heat and cold   -  Discuss design of hygiene campaigns   -  Assess how best to maintaining personal mental and physical health under extreme working conditions     Cluster 3: Technical aspects of water and sanitation  Water sources, transport and disinfection   -  Assess emergency water sources (surface water, ground-, and rainwater), their utilization and protection and disinfection   -  Demonstrate knowledge on protection and construction of: wells, springs and piped water schemes as well as water storage both in camps and within the household   Sanitation   -  Demonstrate practical and theoretical knowledge of emergency sanitation (excreta, wastewater and solid waste), construction and maintenance of different latrines and disposal systems, hygienic handling of animal corpses and ethically and culturally appropriate burial of human victims Hands on experience  -  Apply practical experience on how to construct a latrine, dig a well, design and maintain a pump and chlorinate a water supply     Cluster 4: Assessment and approaches in emergency situations    -  Appraise emergencies, identify suitable sites for refugee camps, identify vulnerable populations and acquire skills in crisis-handling, including coordination, good camp governance, liaising and communication, internal as well as external   -  Analyze whether strategies employed in the emergency phase are sustainable in the post-emergency phase and in the long run or are limiting the options		0	p.k.jensen@pubhealth.ku.dk	2012-04-14 21:35:17	2015-12-09	2016-06-27 21:33:38	troped	troped	0		4.5 weeks					2012-04-15 03:52:05	<br>150 hours   Contact hours: 60 (approx. 40 lecture hours, 20 hours facilitated group work), Self-study: 90	2016-05-30	2016-06-24	<br>  Accredited in January 2006. Re-accredited in May 2008 in Paris and in Janaury 2013 in Brescia. This accreditation is valid until January 2018.	<br>  The teaching methods will be a combination of lectures, group work, case studies, and presentations in plenary in addition to a critical review of documentation, presenting best practice on the management of past emergencies, including the role of major stakeholders such as The United Nation organizations, national governments and non-governmental organizations.  Emphasis will be on participatory approaches, including sharing of the participants&rsquo; own experience.	<br>For course application please click <a href="https://isis.ku.dk/eblanket/respondent/besvaranonym.aspx?evalid=9048&guid=b2886540-c6af-454b-86d8-885ba5613285-DD3pWPSiLGPHWJIQTYCAcPRbWPGUukPEERn3E3qUG4TjjZIYXF">here</a>	<br>  Exam based on a case study â€“ 4 hours written exam    The participants work on a real life case based on experiences from Water Supply  & Sanitation interventions Sri Lanka or Indonesia.   The answers is assessed by one external and one internal examiner	<br>  25 â€“ 30 people	<br>  Completed studies in health sciences, social sciences, engineering or other relevant academic training, or:   -  A bachelor&rsquo;s degree from a university or equivalent institution and as a minimum, an additional one-year training at university level, or  -  Health professionals with mid-level training of a minimum of 3 years and documentation of pursued studies of at least one year at university level.  -  Adequate English language qualifications according to internationally recognized proficiency tests i.e. TOEFL test 550/213/79-80 or IELTS 6.0.	<br>  People with work experience from a disaster situation	<br>  18.500 DDK EU/EEU -  25.000 DKK non EU/EEU		<br>  The course was last accredited in 2005. It has since then been extended from 3Â½ weeks to run 4 weeks. The extension is due to an addition of a practical exercise in how to handle waste water and one day of lectures in GIS.  We therefore wish to have it accredited as a 6 ECTS course.	<br>  Very positive. The extension of the course is due to student suggestions of a supplement of one day for the practical exercise and the fact that GIS is used more and more worldwide in vector control and relief planning.		<br>  Introduction   Humanitarian Charter and Minimum Standards for WATSAN,   Rapid Assessment of Socio-economy and Culture, Perceptions of Water and Sanitation     Health in Emergencies  Diseases in Emergency Affected Populations; Water Borne Diseases Their Transmission Routes; Surveillance and Outbreak Control of Water Borne Diseases; Vector Ecology and Control; Mental health and physical health in extreme situation.    Technical   Practical exercise, Water Quality and Quantity; Water Sources; Water transport; Storage and Distribution; Water Treatment (Community and Household Level); Excreta Disposal and Waste Management; Health and Hygiene Promotion; Water Usage;Introduction to Practical exercise;Examination of Del Agua kit water testing results, intro to nomographs.    Assessment   Satelitte images (GIS); Camp site planning/selection; Camp Management; assessment of sustainability of the different strategies used inn the emergency situation.						
Survival Analysis	The aim of this advanced module is to help students gaining strong knowledge on the different ways in which survival analyses can be used, to decide whether appropriate figures have been used to report survival rates and hazard ratios, able to applied they knowledge to perform survival analysis and interpretation.    By the end of the module, students should be able to:  -  Identify the nature of survival data  - Explain the survival function, the hazard function and their relatives    -Decide whether the assumptions for survival analyses  have been met;  -Compute a hazard ratio;  -  Interpret results reported as percent survival,  Kaplanâ€“Meier statistics,  hazard ratios;  -Judge whether graphical representations of survival rates are appropriate.  -  Write a report of the statistical results.		0	drwongsa@gmail.com	2012-05-05 09:10:04	2013-10-29	2017-10-10 16:04:37	troped	troped	0	Thailand - Department of Public Health, Khon Kaen University	2 weeks	Khon Kaen	Dr Bandit Thinkhamrop 	English	advanced optional	2012-05-05 15:19:56	90 hours  42 formal teaching; 48 student personal work	2014-07-14	2014-07-28	Accredited in May 2012. This accreditation is valid until May 2017.	The module is based on a combination of   1. Lecture :  (18 hours, 6 hours/day with the total of 3 days during the first week).  2. Workshop :  After the 3 days lecture (18 hrs),  the students will learn through the group work of 2 to 4 students. The group will use data set provided by the course to practice on data management, survival analysis, writing report and presentation using STATA program with supervision of academic staff.  Documents will be available for reading.   Datasets and licensed STATA program will be provided for practical exercise.   The students have to do group work to fulfil requirement (48 hrs).  This module is a part of the Applied Biostatistics for Health Science Research course of the FPH		1. Step by step managing and analysis of real datasets is assess from direct observation and do file (25%)â€¦ group work  2. Report  (20%) â€¦ group work  3. Final presentation (15%)â€¦. group work  4. Examination (40%) ....... individual work	Maximum 20 participants   10 for tropEd students	1. Strong background on basic statistics and  regression analysis (linear and logistic),   2.  Able to use STATA program   3. Language prerequisites meet common minimum standards of tropEd (for English: English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet based or IELTS band 6.0)	Not beyond pre-requisites	400 &euro;	none				I : Lecture   1 Nature of survival data   2. Theory of survival  analysis:        2.1 Survivorship and hazard functions          -  Survival Function, cumulative hazard,  hazard rate       2.2 Censoring      2.3 Objectives of survival analysis      2.4 Essential data needed to report in mythology and results  II:  Workshop:    Group work with supervision using real datasets for survival exercise using STATA program on      3. Survival analysis within one group: Survival experience using Kaplan- Meier,  Kaplan- Meier survival curve   4.  Survival analysis in more than one group       4.1 Compare survival experiences: Log-rank test,   Wilcoxon test       4.2 Calculating overall incidence rate and median survival time with 95% CI       4. Kaplan- Meier survival curve       4.4 Relative risk with 95%CI       4.5 Ratio of two median survival time       4.6 Different of survival probability       4.7 Hazard ratio with 95%CI : Cox regression analysis          4.8 Parametric model for survival analysis          4.9 Checking the appropriateness of the model    5.  Lecture on data presentation and discussion (6 hrs)    6.  Write a report of the statistical results    7.  Group presentation    8.  Discussion and finalized	Thailand	Quantitative methods	Face to face		3 ECTS credits	
Survival Analysis	The aim of this advanced module is to help students gaining strong knowledge on the different ways in which survival analyses can be used, to decide whether appropriate figures have been used to report survival rates and hazard ratios, able to applied they knowledge to perform survival analysis and interpretation.    By the end of the module, students should be able to:  -  Identify the nature of survival data  - Explain the survival function, the hazard function and their relatives    -Decide whether the assumptions for survival analyses  have been met;  -Compute a hazard ratio;  -  Interpret results reported as percent survival,  Kaplanâ€“Meier statistics,  hazard ratios;  -Judge whether graphical representations of survival rates are appropriate.  -  Write a report of the statistical results.		0	drwongsa@gmail.com	2012-05-05 09:10:04	2013-10-29	2017-10-10 16:04:37	troped	troped	0		2 weeks	Khon Kaen	Dr. Wongsa Laohasiriwong			2012-05-05 15:19:56	90 hours  42 formal teaching; 48 student personal work	2014-07-14	2014-07-28	Accredited in May 2012. This accreditation is valid until May 2017.	The module is based on a combination of   1. Lecture :  (18 hours, 6 hours/day with the total of 3 days during the first week).  2. Workshop :  After the 3 days lecture (18 hrs),  the students will learn through the group work of 2 to 4 students. The group will use data set provided by the course to practice on data management, survival analysis, writing report and presentation using STATA program with supervision of academic staff.  Documents will be available for reading.   Datasets and licensed STATA program will be provided for practical exercise.   The students have to do group work to fulfil requirement (48 hrs).  This module is a part of the Applied Biostatistics for Health Science Research course of the FPH		1. Step by step managing and analysis of real datasets is assess from direct observation and do file (25%)â€¦ group work  2. Report  (20%) â€¦ group work  3. Final presentation (15%)â€¦. group work  4. Examination (40%) ....... individual work	Maximum 20 participants   10 for tropEd students	1. Strong background on basic statistics and  regression analysis (linear and logistic),   2.  Able to use STATA program   3. Language prerequisites meet common minimum standards of tropEd (for English: English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet based or IELTS band 6.0)	Not beyond pre-requisites	400 &euro;	none				I : Lecture   1 Nature of survival data   2. Theory of survival  analysis:        2.1 Survivorship and hazard functions          -  Survival Function, cumulative hazard,  hazard rate       2.2 Censoring      2.3 Objectives of survival analysis      2.4 Essential data needed to report in mythology and results  II:  Workshop:    Group work with supervision using real datasets for survival exercise using STATA program on      3. Survival analysis within one group: Survival experience using Kaplan- Meier,  Kaplan- Meier survival curve   4.  Survival analysis in more than one group       4.1 Compare survival experiences: Log-rank test,   Wilcoxon test       4.2 Calculating overall incidence rate and median survival time with 95% CI       4. Kaplan- Meier survival curve       4.4 Relative risk with 95%CI       4.5 Ratio of two median survival time       4.6 Different of survival probability       4.7 Hazard ratio with 95%CI : Cox regression analysis          4.8 Parametric model for survival analysis          4.9 Checking the appropriateness of the model    5.  Lecture on data presentation and discussion (6 hrs)    6.  Write a report of the statistical results    7.  Group presentation    8.  Discussion and finalized		Statistics (incl.. risk assessment)				
Survival Analysis	The aim of this advanced module is to help students gaining strong knowledge on the different ways in which survival analyses can be used, to decide whether appropriate figures have been used to report survival rates and hazard ratios, able to applied they knowledge to perform survival analysis and interpretation.    By the end of the module, students should be able to:  -  Identify the nature of survival data  - Explain the survival function, the hazard function and their relatives    -Decide whether the assumptions for survival analyses  have been met;  -Compute a hazard ratio;  -  Interpret results reported as percent survival,  Kaplanâ€“Meier statistics,  hazard ratios;  -Judge whether graphical representations of survival rates are appropriate.  -  Write a report of the statistical results.		0	drwongsa@gmail.com	2012-05-05 09:10:04	2013-10-29	2017-10-10 16:04:37	troped	troped	0		2 weeks	Khon Kaen				2012-05-05 15:19:56	90 hours  42 formal teaching; 48 student personal work	2014-07-14	2014-07-28	Accredited in May 2012. This accreditation is valid until May 2017.	The module is based on a combination of   1. Lecture :  (18 hours, 6 hours/day with the total of 3 days during the first week).  2. Workshop :  After the 3 days lecture (18 hrs),  the students will learn through the group work of 2 to 4 students. The group will use data set provided by the course to practice on data management, survival analysis, writing report and presentation using STATA program with supervision of academic staff.  Documents will be available for reading.   Datasets and licensed STATA program will be provided for practical exercise.   The students have to do group work to fulfil requirement (48 hrs).  This module is a part of the Applied Biostatistics for Health Science Research course of the FPH		1. Step by step managing and analysis of real datasets is assess from direct observation and do file (25%)â€¦ group work  2. Report  (20%) â€¦ group work  3. Final presentation (15%)â€¦. group work  4. Examination (40%) ....... individual work	Maximum 20 participants   10 for tropEd students	1. Strong background on basic statistics and  regression analysis (linear and logistic),   2.  Able to use STATA program   3. Language prerequisites meet common minimum standards of tropEd (for English: English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet based or IELTS band 6.0)	Not beyond pre-requisites	400 &euro;	none				I : Lecture   1 Nature of survival data   2. Theory of survival  analysis:        2.1 Survivorship and hazard functions          -  Survival Function, cumulative hazard,  hazard rate       2.2 Censoring      2.3 Objectives of survival analysis      2.4 Essential data needed to report in mythology and results  II:  Workshop:    Group work with supervision using real datasets for survival exercise using STATA program on      3. Survival analysis within one group: Survival experience using Kaplan- Meier,  Kaplan- Meier survival curve   4.  Survival analysis in more than one group       4.1 Compare survival experiences: Log-rank test,   Wilcoxon test       4.2 Calculating overall incidence rate and median survival time with 95% CI       4. Kaplan- Meier survival curve       4.4 Relative risk with 95%CI       4.5 Ratio of two median survival time       4.6 Different of survival probability       4.7 Hazard ratio with 95%CI : Cox regression analysis          4.8 Parametric model for survival analysis          4.9 Checking the appropriateness of the model    5.  Lecture on data presentation and discussion (6 hrs)    6.  Write a report of the statistical results    7.  Group presentation    8.  Discussion and finalized						
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	4 weeks	Antwerp Institute of Tropical Medicine	Prof. Koen Peeters 	English	advanced optional	2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods	Belgium	Anthropology	Face to face		6 ECTS credits	
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0		4 weeks	Antwerp Institute of Tropical Medicine				2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods		International Health	Field trip			
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0		4 weeks	Antwerp Institute of Tropical Medicine				2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods		Qualitative methods				
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0		4 weeks	Antwerp Institute of Tropical Medicine				2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods		Quantitative methods				
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0		4 weeks	Antwerp Institute of Tropical Medicine				2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods		Research (in general)				
Qualitative and Mixed Methods in International Health Research (QMM)	<br>At the end of the course the participants should be able to:  â€¢ Critically assess the quality and validity of qualitative and mixed methods in international health research in peer-reviewed articles, protocols or research reports  â€¢ Design research strategies (choosing the appropriate method for the research question: quantitative, qualitative, mixed methods) related to specific health problems and socio-cultural settings  â€¢ Relate and apply theoretical concepts and models to specific research questions and infer their implications for methodology  â€¢ Carry out basic qualitative research independently, including research design, data collection, theory based data analysis and presentation		1	gvheusden@itg.be	2012-05-05 09:17:34	2017-07-20	2019-10-08 08:48:25	troped	troped	0		4 weeks	Antwerp Institute of Tropical Medicine				2012-05-05 15:26:43	180 hours  - 116  contact hours  - 32  hours field work (group work)  - 32  hours self-study (group work and individual work)	2020-02-03	2020-02-28	<br>Accredited in May 2012 and re-accredited in June 2017. This accreditation is valid until Jun 2022.	<br>The course combines interactive lectures (102  hours) on methodology and theory with practical small group tutorials (14  hours) and field work (32 hours). In terms of self-study the students are expected to read the required reading materials prior to the lectures.  Problem oriented learning methods are used, focusing on concrete cases from international health research. Students will work with qualitative data from actual research projects.  Students will actively carry out fieldwork to apply the methods and theory taught.  One day per week is dedicated to coached fieldwork in small groups of maximum 9 to 10 participants on a set of predefined research topics outlined in predefined research protocols. During fieldwork, students apply the theory and methodology taught under the supervision of a tutor providing feedback and technical assistance. The field work allows students to apply theories and link it to their concrete experiences in the field, enhancing their research skills.	<br>A basic understanding of human behaviour and the socio-cultural context is key for effective international health research. Qualitative research provides a means to access unquantifiable facts and gain an in-depth understanding of the socio-cultural setting in which international health takes place. Combining qualitative and quantitative methods and data sources, in mixed-method designs, enhances the strengths of the respective research methods and constitutes an essential tool to answer research questions that cannot be investigated by quantitative methods alone.  <a href="http://www.itg.be/itg/GeneralSite/Default.aspx?WPID=632&L=E&miid=639">Application please enter</a>    Application deadline: 2017-08-15	<br>Participants are assessed:   (1) In a maximum 3 hour written exam  based on essay questions that invite students to consider practical applications of the course content (50% of total mark).  (2) On the field work (50% of total mark), including Nvivo database and coding; weekly analytical reports; and data collected.   Students can receive oral or written feedback on the final evaluation of the fieldwork documents when requested. Students can receive oral or written feedback on their exams.     Re-sits for the written exam are organized at the ITM or at collaborating institutes depending on the place of residence of the student.	<br>Max. number of students: 20 (including tropEd students)	<br>This course targets an international audience of researchers, professionals and students.  Admission criteria are:  â€¢ A university degree in health or social sciences of 240 credits   â€¢ Proficiency in the course language: candidates who are not native speakers of the course language or whose language of instruction during higher education is not the same as the course language, must provide proof of language proficiency by a certificate from a recognized institution. Required level for English: TOEFL paper-based 580, computer-based 230, internet-based 88 or IELTS 6.5	<br>Selection criteria used to select participants:  â€¢ Academic record (grades)  â€¢ Motivation (presented in a motivation letter)  â€¢ Possibility and necessity to use qualitative and mixed methods in research, study or work context  â€¢ References  â€¢ Relevant additional training	<br>2200 Euro	<br>ITM offers a limited number of scholarships with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships	<br>Change of course location: Since 2015 the course is organised alternatively at the Institute of Tropical Medicine, Antwerp or at a collaborating Research Institute. In 2015 the course was organised at/with the Medical Research Council, The Gambia and in 2018 the course will be co-organised with the National Institute of Malariology, Parasitology and Entomology (NIMPE) in Vietnam. This delocalisation allows to attract students from different regions (interesting student mix) and to involve teaching staff from a broader range of partners. The possibility to carry out the fieldwork in an international health setting is a well-appreciated advantage (as perceived by both tutors and students).	<br>Students consider the course very intense but a real eye-opener and asset for their future careers.    Feedback Joanna Cortez (Portugal - QMM 2014 - Student of MSc Public Health â€“ orientation International Health, Institute of Tropical Medicine Antwerp, Belgium)    â€œFrom 27 January until 21 February 2014 I had the pleasure to learn about qualitative research and mixed-methods designs during the 4-week-long QMM course. Embedded in an international atmosphere from Japan to Vietnam and from Europe to East Africa, along with a group of brilliant teachers and a major field-work component, it enables the students to critically assess the quality and validity of qualitative and mixed methods in international health research and gain insight to this amazing and challenging tool of understanding human behaviour and the socio-cultural context. Even if many times I felt that â€œI missed the Gorillaâ€ (attendance to the course is needed to understand this), at the end I happily admit I feel completely convinced by these research methods which I perceive as foremost importance for my studies in International Health. I highly recommend this course!â€    Evaluation of the teaching staff regarding the Gambian setting. All lecturers involved considered having the QMM in The Gambia to have added value. The two main reasons were the field setting for field work closer to reality of a global health context; and a better and closer contact with the students due to the fact that we are all in a different setting.	<br>The program has been continuously adapted to optimize the combination of theoretical lectures and practical learning.  It is planned to blend this course in 2019 and review the SIT and ECTS.	<br>The course consists of a combination of three related parts that provide a directly applicable and integrated tool for research.     1. Qualitative Research Methods  â€¢ Research strategies:  - qualitative, quantitative and mixed method approaches compared  â€¢ Qualitative data collection techniques in international health:  - Observational Methods (Participant observation)  - Interviewing (from informal conversations to formal in-depth interviews)  - Group discussions (informal group discussions; Focus Group Discussions)  - Text analysis (documents, secondary sources)  â€¢ Qualitative research methodology:  - Basic concepts: triangulation, iteration, flexibility of the research process  â€¢ Sampling strategies:  - The logic and application of qualitative sampling techniques (non-probability sampling; purposive, theoretical and snow-ball sampling)  â€¢ Data Analysis:  - Sequential, interim, abductive analysis; context analysis; coding  - Grounded theory: applicability and limitations for health research  - Qualitative Data Analysis software: NVIVO (QSR International)  â€¢ Structural characteristics of qualitative research:  - Formality and structure  - Field work  â€¢ Quality, validity, applicability, comparability and transferability of results  â€¢ Ethics and informed consent in qualitative research    2. Concepts and models for qualitative health research  â€¢ Concepts:  - Basic concepts that are directly applicable in international health research will be taught, such as cultural diversity, beliefs, community, ethnicity, mobility, stigma and social exclusion, access to care, medical pluralism, social vulnerability, adherence,... (Selection concepts subject to change.)  â€¢ Theoretical research models:  - Research models are theoretical tools that provide a structured overview of most relevant factors to be researched for a specific research question in a determined context. The use of models in general will be taught and applied to the certain research models, such as the Health Seeking Behaviour model, Vulnerability and the Medical Poverty Trap,... (research models subject to change.)    3. Mixed Method Approaches  â€¢ The preparation of survey questionnaires:  - The generation of questionnaires: quality requirements  - The use of qualitative research to prepare and fine tune questionnaires  â€¢ Cross-cultural use of standard questionnaires:  - How and when to use standard questionnaires in different cultural contexts: possibilities and limitations   â€¢ Mixed methods approaches:  - Combining and alternating quantitative and qualitative research methods to enhance the strengths of the respective methods						
Management of Human Resources for Sexual and Reproductive Health (SRH)	<br>At the end of the module the student should be able to:  1. prepare strategic planning for acquiring, preparing and production of human resources for sexual and reproductive health (SRH) in the LDC,  2. formulate and plan ideal distributions and right mixed of existing health workers and managing migration and exits from the health workforce,  3. evaluate and plan improvement of quality and performance of human resources for SRH.		0	sawilopo@yahoo.com	2012-05-05 09:23:32	2013-10-29	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	3 weeks	Jogyakarta, Indonesia	Prof. Siswanto Agus Wilopo, M.D., M.Sc., Sc.D.	English	advanced optional	2012-05-05 15:32:44	120 hours   (80 contact hours, 40 self-study hours): 30 hours lecture, 50 hours OST or field works, 16 hours home-work assignments (data analysis), 20 hours report writing and 4 hour exam and assessment by presenting their field reports.	2012-10-10	2012-10-27	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>During first week of the course student will be given lectures in campus regarding theories relevant for situation analysis, planning, implementation and evaluation on human resources for SRH. During the second week, student will conduct an observation study tour (OST) or field study at the district level in collaboration with International Training Program (ITP) under National Family Planning Coordinating Boards (BKKBN) to gain real experiences regarding the conditions of human resources of SRH. Before the field visits, student will be given list of tasks relevant for the his/her topics selected for a final paper (conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH). In this context, student might collect data and information on the issues of health system, policy, leadership, finance, education, and partnership at the study sites relevant for human resources for health development. This data/information will be used to write a final paper. Student will also be required to visit our Demographic Health Surveillance Site (DHS) Purworejo district which is a member of INDEPTH Network). This visit will provide opportunity for student to understand the important link between human resources&rsquo; performances and health outcomes. In the third week, student will be assisted to write report at the campus and presenting their results as a part of final evaluation.	<br>These modules had been used for two batch of short courses for Ministry of Health Indonesia staffs which were not limited for the SRH workforces. The development of the course modules was supported by  Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ), Indonesia  and The Ministry of Health Indonesia	<br>Mini-tests will be performed for evaluating their understanding of contents of lectures given at  the first week (contribute 25% of total score). This mini-test will be provided in the form of 25 multiple choice questions (MCG). Student&rsquo;s field activities will be evaluated by field supervisors, especially on the students understanding and seriousness of their field study (contribute 25% of total score).  The list of student&rsquo;s activities in the field study will be defined according to student&rsquo;s main interest. There are 4 options of specific activities for the field study. These are activities gathering information (data collection) relevant for conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH. Student assessment for field study  will performed by comparing check list of student&rsquo;s activities with the list of plan activities according to student&rsquo;s interest.   Every student should write and present a final paper which can either be a document of: situation analysis, or planning, or  implementation guideline, or evaluation report related to the main topics in the first week of lectures and field study (contribute 50% of total score).  The final paper should be written in English using predefined format between 3,000-3,500 words.	<br>Maximum number of students enrolled in this class is 25 students and maximum number of  tropEd students is 15 students.	<br>Student which has a working background from developing countries and responsible for managing human resources for health is preferred. For the language, Student should have English TOEFL test 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. Since we will use a computer software for the writing reports, basic understandings of computer such as words and excel will be required. We will also introduce computer software commonly used for human resources management, such as WISN (Workload Indicators Staffing Needs) by the WHO.	<br>Students should submit their CVs which will be reviewed by our selection team according to prerequisites stated above  and should be able to obtain visa from the nearest Indonesian embassy for attending short course.	<br>Tuition Fees 500 Euro excluding the living cost	<br>We are negotiating with Funders for the LDC health workers, i.e.: UNFPA and USAID				<br>The course will cover on:  1. how to conduct situation analysis of existing production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH. The topics are:    - Measuring the status of human resources for SRH  - Analysing root-causes factors affecting the numbers, types and  the status of human SRH  - Identifying policy levers and conduct health workforce policy development  - Understanding and applying the concepts of the health professionals for a new century  - Analysing the existing the health-education institution and it&rsquo;s production   - Analysing the gap between the health workforce production and their need  - Identifying the existing policy and program to reduce the gap between the health workforce production and their need    2. how to construct planning on  production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH.  The topics are:    - Trace the history of human resources for health and workforce planning and learn why and when workforce planning is undertaken.  - How to plan for human resources needed to carry out the organization&rsquo;s strategy.  - The major methods used in workforce planning.  - Determining the labour demand for workers in various job categories  - The advantages and disadvantages of ways to eliminate a labour surplus and avoid a labour shortage.  - Developing a simple estimate of the future supply of a profession for a population.  - Calculating the budget and cost to implement the recommendations of a comprehensive HRH strategic plan.    3. creating of implementation guideline on situation analysis and strategic planning to improve production, distribution, and quality of human resources for SRH.  The topics are:    - Developing an implementation plan   - Advocating for funding to enlist the support of the policy makers and to secure funding   - Assigning roles and responsibilities   - Calculating a budget and mechanisms for distribution of the funding   - Writing a strategic planning using Balanced Scored Card (BSC) as an intervention for planning process.   - Implementing BSC that link between a strategic planning and implementation process of the intervention, i.e.: using key performance indicator (KPI) to monitor the progress of activities.     4. conducting an evaluation of intervention to address better production, distribution and quality of the human resources for SRH.  The topics are:    - Identifying challenges and opportunities of  monitoring and evaluation of human resources SRH   - Monitoring the active health workforce using appropriate indicators, data sources and appropriate analysis.  - Understanding the framework and measurement issues for monitoring entry into the health workforce.  - Monitoring health workforce transitions and exits.  - Understanding concepts, data sources and methods on measuring expenditure on the health workforce  - Understanding the use of facility-based assessments in health workforce analysis.  - Using the administrative data as sources for health workforce analysis   - Applying a selective guide to the use of qualitative methods.  - Understanding analysis and synthesis of information on human resources	Indonesia	Human Resources	Face to face		4 ECTS credits	
Management of Human Resources for Sexual and Reproductive Health (SRH)	<br>At the end of the module the student should be able to:  1. prepare strategic planning for acquiring, preparing and production of human resources for sexual and reproductive health (SRH) in the LDC,  2. formulate and plan ideal distributions and right mixed of existing health workers and managing migration and exits from the health workforce,  3. evaluate and plan improvement of quality and performance of human resources for SRH.		0	sawilopo@yahoo.com	2012-05-05 09:23:32	2013-10-29	2017-10-10 17:22:46	troped	troped	0		3 weeks	Jogyakarta, Indonesia				2012-05-05 15:32:44	120 hours   (80 contact hours, 40 self-study hours): 30 hours lecture, 50 hours OST or field works, 16 hours home-work assignments (data analysis), 20 hours report writing and 4 hour exam and assessment by presenting their field reports.	2012-10-10	2012-10-27	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>During first week of the course student will be given lectures in campus regarding theories relevant for situation analysis, planning, implementation and evaluation on human resources for SRH. During the second week, student will conduct an observation study tour (OST) or field study at the district level in collaboration with International Training Program (ITP) under National Family Planning Coordinating Boards (BKKBN) to gain real experiences regarding the conditions of human resources of SRH. Before the field visits, student will be given list of tasks relevant for the his/her topics selected for a final paper (conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH). In this context, student might collect data and information on the issues of health system, policy, leadership, finance, education, and partnership at the study sites relevant for human resources for health development. This data/information will be used to write a final paper. Student will also be required to visit our Demographic Health Surveillance Site (DHS) Purworejo district which is a member of INDEPTH Network). This visit will provide opportunity for student to understand the important link between human resources&rsquo; performances and health outcomes. In the third week, student will be assisted to write report at the campus and presenting their results as a part of final evaluation.	<br>These modules had been used for two batch of short courses for Ministry of Health Indonesia staffs which were not limited for the SRH workforces. The development of the course modules was supported by  Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ), Indonesia  and The Ministry of Health Indonesia	<br>Mini-tests will be performed for evaluating their understanding of contents of lectures given at  the first week (contribute 25% of total score). This mini-test will be provided in the form of 25 multiple choice questions (MCG). Student&rsquo;s field activities will be evaluated by field supervisors, especially on the students understanding and seriousness of their field study (contribute 25% of total score).  The list of student&rsquo;s activities in the field study will be defined according to student&rsquo;s main interest. There are 4 options of specific activities for the field study. These are activities gathering information (data collection) relevant for conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH. Student assessment for field study  will performed by comparing check list of student&rsquo;s activities with the list of plan activities according to student&rsquo;s interest.   Every student should write and present a final paper which can either be a document of: situation analysis, or planning, or  implementation guideline, or evaluation report related to the main topics in the first week of lectures and field study (contribute 50% of total score).  The final paper should be written in English using predefined format between 3,000-3,500 words.	<br>Maximum number of students enrolled in this class is 25 students and maximum number of  tropEd students is 15 students.	<br>Student which has a working background from developing countries and responsible for managing human resources for health is preferred. For the language, Student should have English TOEFL test 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. Since we will use a computer software for the writing reports, basic understandings of computer such as words and excel will be required. We will also introduce computer software commonly used for human resources management, such as WISN (Workload Indicators Staffing Needs) by the WHO.	<br>Students should submit their CVs which will be reviewed by our selection team according to prerequisites stated above  and should be able to obtain visa from the nearest Indonesian embassy for attending short course.	<br>Tuition Fees 500 Euro excluding the living cost	<br>We are negotiating with Funders for the LDC health workers, i.e.: UNFPA and USAID				<br>The course will cover on:  1. how to conduct situation analysis of existing production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH. The topics are:    - Measuring the status of human resources for SRH  - Analysing root-causes factors affecting the numbers, types and  the status of human SRH  - Identifying policy levers and conduct health workforce policy development  - Understanding and applying the concepts of the health professionals for a new century  - Analysing the existing the health-education institution and it&rsquo;s production   - Analysing the gap between the health workforce production and their need  - Identifying the existing policy and program to reduce the gap between the health workforce production and their need    2. how to construct planning on  production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH.  The topics are:    - Trace the history of human resources for health and workforce planning and learn why and when workforce planning is undertaken.  - How to plan for human resources needed to carry out the organization&rsquo;s strategy.  - The major methods used in workforce planning.  - Determining the labour demand for workers in various job categories  - The advantages and disadvantages of ways to eliminate a labour surplus and avoid a labour shortage.  - Developing a simple estimate of the future supply of a profession for a population.  - Calculating the budget and cost to implement the recommendations of a comprehensive HRH strategic plan.    3. creating of implementation guideline on situation analysis and strategic planning to improve production, distribution, and quality of human resources for SRH.  The topics are:    - Developing an implementation plan   - Advocating for funding to enlist the support of the policy makers and to secure funding   - Assigning roles and responsibilities   - Calculating a budget and mechanisms for distribution of the funding   - Writing a strategic planning using Balanced Scored Card (BSC) as an intervention for planning process.   - Implementing BSC that link between a strategic planning and implementation process of the intervention, i.e.: using key performance indicator (KPI) to monitor the progress of activities.     4. conducting an evaluation of intervention to address better production, distribution and quality of the human resources for SRH.  The topics are:    - Identifying challenges and opportunities of  monitoring and evaluation of human resources SRH   - Monitoring the active health workforce using appropriate indicators, data sources and appropriate analysis.  - Understanding the framework and measurement issues for monitoring entry into the health workforce.  - Monitoring health workforce transitions and exits.  - Understanding concepts, data sources and methods on measuring expenditure on the health workforce  - Understanding the use of facility-based assessments in health workforce analysis.  - Using the administrative data as sources for health workforce analysis   - Applying a selective guide to the use of qualitative methods.  - Understanding analysis and synthesis of information on human resources		Management/leadership	Field trip			
Management of Human Resources for Sexual and Reproductive Health (SRH)	<br>At the end of the module the student should be able to:  1. prepare strategic planning for acquiring, preparing and production of human resources for sexual and reproductive health (SRH) in the LDC,  2. formulate and plan ideal distributions and right mixed of existing health workers and managing migration and exits from the health workforce,  3. evaluate and plan improvement of quality and performance of human resources for SRH.		0	sawilopo@yahoo.com	2012-05-05 09:23:32	2013-10-29	2017-10-10 17:22:46	troped	troped	0		3 weeks	Jogyakarta, Indonesia				2012-05-05 15:32:44	120 hours   (80 contact hours, 40 self-study hours): 30 hours lecture, 50 hours OST or field works, 16 hours home-work assignments (data analysis), 20 hours report writing and 4 hour exam and assessment by presenting their field reports.	2012-10-10	2012-10-27	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>During first week of the course student will be given lectures in campus regarding theories relevant for situation analysis, planning, implementation and evaluation on human resources for SRH. During the second week, student will conduct an observation study tour (OST) or field study at the district level in collaboration with International Training Program (ITP) under National Family Planning Coordinating Boards (BKKBN) to gain real experiences regarding the conditions of human resources of SRH. Before the field visits, student will be given list of tasks relevant for the his/her topics selected for a final paper (conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH). In this context, student might collect data and information on the issues of health system, policy, leadership, finance, education, and partnership at the study sites relevant for human resources for health development. This data/information will be used to write a final paper. Student will also be required to visit our Demographic Health Surveillance Site (DHS) Purworejo district which is a member of INDEPTH Network). This visit will provide opportunity for student to understand the important link between human resources&rsquo; performances and health outcomes. In the third week, student will be assisted to write report at the campus and presenting their results as a part of final evaluation.	<br>These modules had been used for two batch of short courses for Ministry of Health Indonesia staffs which were not limited for the SRH workforces. The development of the course modules was supported by  Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ), Indonesia  and The Ministry of Health Indonesia	<br>Mini-tests will be performed for evaluating their understanding of contents of lectures given at  the first week (contribute 25% of total score). This mini-test will be provided in the form of 25 multiple choice questions (MCG). Student&rsquo;s field activities will be evaluated by field supervisors, especially on the students understanding and seriousness of their field study (contribute 25% of total score).  The list of student&rsquo;s activities in the field study will be defined according to student&rsquo;s main interest. There are 4 options of specific activities for the field study. These are activities gathering information (data collection) relevant for conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH. Student assessment for field study  will performed by comparing check list of student&rsquo;s activities with the list of plan activities according to student&rsquo;s interest.   Every student should write and present a final paper which can either be a document of: situation analysis, or planning, or  implementation guideline, or evaluation report related to the main topics in the first week of lectures and field study (contribute 50% of total score).  The final paper should be written in English using predefined format between 3,000-3,500 words.	<br>Maximum number of students enrolled in this class is 25 students and maximum number of  tropEd students is 15 students.	<br>Student which has a working background from developing countries and responsible for managing human resources for health is preferred. For the language, Student should have English TOEFL test 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. Since we will use a computer software for the writing reports, basic understandings of computer such as words and excel will be required. We will also introduce computer software commonly used for human resources management, such as WISN (Workload Indicators Staffing Needs) by the WHO.	<br>Students should submit their CVs which will be reviewed by our selection team according to prerequisites stated above  and should be able to obtain visa from the nearest Indonesian embassy for attending short course.	<br>Tuition Fees 500 Euro excluding the living cost	<br>We are negotiating with Funders for the LDC health workers, i.e.: UNFPA and USAID				<br>The course will cover on:  1. how to conduct situation analysis of existing production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH. The topics are:    - Measuring the status of human resources for SRH  - Analysing root-causes factors affecting the numbers, types and  the status of human SRH  - Identifying policy levers and conduct health workforce policy development  - Understanding and applying the concepts of the health professionals for a new century  - Analysing the existing the health-education institution and it&rsquo;s production   - Analysing the gap between the health workforce production and their need  - Identifying the existing policy and program to reduce the gap between the health workforce production and their need    2. how to construct planning on  production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH.  The topics are:    - Trace the history of human resources for health and workforce planning and learn why and when workforce planning is undertaken.  - How to plan for human resources needed to carry out the organization&rsquo;s strategy.  - The major methods used in workforce planning.  - Determining the labour demand for workers in various job categories  - The advantages and disadvantages of ways to eliminate a labour surplus and avoid a labour shortage.  - Developing a simple estimate of the future supply of a profession for a population.  - Calculating the budget and cost to implement the recommendations of a comprehensive HRH strategic plan.    3. creating of implementation guideline on situation analysis and strategic planning to improve production, distribution, and quality of human resources for SRH.  The topics are:    - Developing an implementation plan   - Advocating for funding to enlist the support of the policy makers and to secure funding   - Assigning roles and responsibilities   - Calculating a budget and mechanisms for distribution of the funding   - Writing a strategic planning using Balanced Scored Card (BSC) as an intervention for planning process.   - Implementing BSC that link between a strategic planning and implementation process of the intervention, i.e.: using key performance indicator (KPI) to monitor the progress of activities.     4. conducting an evaluation of intervention to address better production, distribution and quality of the human resources for SRH.  The topics are:    - Identifying challenges and opportunities of  monitoring and evaluation of human resources SRH   - Monitoring the active health workforce using appropriate indicators, data sources and appropriate analysis.  - Understanding the framework and measurement issues for monitoring entry into the health workforce.  - Monitoring health workforce transitions and exits.  - Understanding concepts, data sources and methods on measuring expenditure on the health workforce  - Understanding the use of facility-based assessments in health workforce analysis.  - Using the administrative data as sources for health workforce analysis   - Applying a selective guide to the use of qualitative methods.  - Understanding analysis and synthesis of information on human resources		Sexual & reproductive health				
Management of Human Resources for Sexual and Reproductive Health (SRH)	<br>At the end of the module the student should be able to:  1. prepare strategic planning for acquiring, preparing and production of human resources for sexual and reproductive health (SRH) in the LDC,  2. formulate and plan ideal distributions and right mixed of existing health workers and managing migration and exits from the health workforce,  3. evaluate and plan improvement of quality and performance of human resources for SRH.		0	sawilopo@yahoo.com	2012-05-05 09:23:32	2013-10-29	2017-10-10 17:22:46	troped	troped	0		3 weeks	Jogyakarta, Indonesia				2012-05-05 15:32:44	120 hours   (80 contact hours, 40 self-study hours): 30 hours lecture, 50 hours OST or field works, 16 hours home-work assignments (data analysis), 20 hours report writing and 4 hour exam and assessment by presenting their field reports.	2012-10-10	2012-10-27	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>During first week of the course student will be given lectures in campus regarding theories relevant for situation analysis, planning, implementation and evaluation on human resources for SRH. During the second week, student will conduct an observation study tour (OST) or field study at the district level in collaboration with International Training Program (ITP) under National Family Planning Coordinating Boards (BKKBN) to gain real experiences regarding the conditions of human resources of SRH. Before the field visits, student will be given list of tasks relevant for the his/her topics selected for a final paper (conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH). In this context, student might collect data and information on the issues of health system, policy, leadership, finance, education, and partnership at the study sites relevant for human resources for health development. This data/information will be used to write a final paper. Student will also be required to visit our Demographic Health Surveillance Site (DHS) Purworejo district which is a member of INDEPTH Network). This visit will provide opportunity for student to understand the important link between human resources&rsquo; performances and health outcomes. In the third week, student will be assisted to write report at the campus and presenting their results as a part of final evaluation.	<br>These modules had been used for two batch of short courses for Ministry of Health Indonesia staffs which were not limited for the SRH workforces. The development of the course modules was supported by  Deutsche Gesellschaft fÃ¼r Internationale Zusammenarbeit (GIZ), Indonesia  and The Ministry of Health Indonesia	<br>Mini-tests will be performed for evaluating their understanding of contents of lectures given at  the first week (contribute 25% of total score). This mini-test will be provided in the form of 25 multiple choice questions (MCG). Student&rsquo;s field activities will be evaluated by field supervisors, especially on the students understanding and seriousness of their field study (contribute 25% of total score).  The list of student&rsquo;s activities in the field study will be defined according to student&rsquo;s main interest. There are 4 options of specific activities for the field study. These are activities gathering information (data collection) relevant for conducting a situation analysis, the strategic planning,  an implementation process or  an evaluation on human resources for SHRH. Student assessment for field study  will performed by comparing check list of student&rsquo;s activities with the list of plan activities according to student&rsquo;s interest.   Every student should write and present a final paper which can either be a document of: situation analysis, or planning, or  implementation guideline, or evaluation report related to the main topics in the first week of lectures and field study (contribute 50% of total score).  The final paper should be written in English using predefined format between 3,000-3,500 words.	<br>Maximum number of students enrolled in this class is 25 students and maximum number of  tropEd students is 15 students.	<br>Student which has a working background from developing countries and responsible for managing human resources for health is preferred. For the language, Student should have English TOEFL test 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. Since we will use a computer software for the writing reports, basic understandings of computer such as words and excel will be required. We will also introduce computer software commonly used for human resources management, such as WISN (Workload Indicators Staffing Needs) by the WHO.	<br>Students should submit their CVs which will be reviewed by our selection team according to prerequisites stated above  and should be able to obtain visa from the nearest Indonesian embassy for attending short course.	<br>Tuition Fees 500 Euro excluding the living cost	<br>We are negotiating with Funders for the LDC health workers, i.e.: UNFPA and USAID				<br>The course will cover on:  1. how to conduct situation analysis of existing production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH. The topics are:    - Measuring the status of human resources for SRH  - Analysing root-causes factors affecting the numbers, types and  the status of human SRH  - Identifying policy levers and conduct health workforce policy development  - Understanding and applying the concepts of the health professionals for a new century  - Analysing the existing the health-education institution and it&rsquo;s production   - Analysing the gap between the health workforce production and their need  - Identifying the existing policy and program to reduce the gap between the health workforce production and their need    2. how to construct planning on  production of human resources of SRH, distribution and mixed of existing health workforce and   improvement of quality and performance of human resources for SRH.  The topics are:    - Trace the history of human resources for health and workforce planning and learn why and when workforce planning is undertaken.  - How to plan for human resources needed to carry out the organization&rsquo;s strategy.  - The major methods used in workforce planning.  - Determining the labour demand for workers in various job categories  - The advantages and disadvantages of ways to eliminate a labour surplus and avoid a labour shortage.  - Developing a simple estimate of the future supply of a profession for a population.  - Calculating the budget and cost to implement the recommendations of a comprehensive HRH strategic plan.    3. creating of implementation guideline on situation analysis and strategic planning to improve production, distribution, and quality of human resources for SRH.  The topics are:    - Developing an implementation plan   - Advocating for funding to enlist the support of the policy makers and to secure funding   - Assigning roles and responsibilities   - Calculating a budget and mechanisms for distribution of the funding   - Writing a strategic planning using Balanced Scored Card (BSC) as an intervention for planning process.   - Implementing BSC that link between a strategic planning and implementation process of the intervention, i.e.: using key performance indicator (KPI) to monitor the progress of activities.     4. conducting an evaluation of intervention to address better production, distribution and quality of the human resources for SRH.  The topics are:    - Identifying challenges and opportunities of  monitoring and evaluation of human resources SRH   - Monitoring the active health workforce using appropriate indicators, data sources and appropriate analysis.  - Understanding the framework and measurement issues for monitoring entry into the health workforce.  - Monitoring health workforce transitions and exits.  - Understanding concepts, data sources and methods on measuring expenditure on the health workforce  - Understanding the use of facility-based assessments in health workforce analysis.  - Using the administrative data as sources for health workforce analysis   - Applying a selective guide to the use of qualitative methods.  - Understanding analysis and synthesis of information on human resources						
Anthropological perspectives on global health	<br>By the end of the module, students will be able to:    â€¢ describe broad differences between social, cultural and medical anthropological conceptualizations and how they apply to global health problems and issues;    â€¢ appraise the anthropological significance of different approaches to global health from a variety of local perspectives and contexts;     â€¢ examine and discuss ethnographic evidence for the purpose of analyzing global health problems;    â€¢ critically assess the impact of varying conceptions of health and illness in peopleâ€™s lives from a variety of perspectives (eg. on poverty, education, quality of life);    â€¢ discuss the application of anthropological research methods to the study of global health interventions;    â€¢ assess the importance of anthropology and social science to health policy and development in a global context;    â€¢ evaluate the relevance of anthropological approaches to appraisals of traditional evidence structures in health;		1	igh.adminpg@ucl.ac.uk	2012-05-11 01:48:04	2017-09-12	2019-12-10 14:06:56	troped	troped	0	UK - Institute for Global Health, University College London	Begins 2nd week of January and runs for 10 weeks with one week break between weeks 5 and 6  (One three hour face-to-face sessionâ€”lecture and small group seminarâ€”per week)	London, UK	Dr Audrey Prost	English	advanced optional	2012-05-11 08:00:39	150 Student Investment Time (15 hours of lectures, 15 hours of small group seminars/tutorials, 80 hours of private reading, 40 hours other required work including, assessed written essay and in-class presentation)	2020-01-15	2020-03-25	<br>Accredited in Mexico, May 2010. Re-accredited in Brescia, January 2013, in London, February 2015 and in Berlin, October 2018.  This accreditation is valid until October 2023.	<br>90 minute weekly lecture  90 minute weekly small group tutorial/seminar that includes discussion and individual presentations based on pre-assigned reading material (usually 3 peer reviewed journal research articles; ethnographic book chapters or complete ethnographies)  8 hours per week of private reading  4 hours per week of individual writing/research and preparation of course material and assignments		<br> Essay (2500 words) 90%  The essay will be based on having read a selected full length ethnography (these change from year to year) and analyze its argument and evidence in relation to topics relevant to the course.    Oral presentation 10%  20 minute presentation in class with 10 minutes of questions. Done within a group setting and based on case studies that vary from one year to the next    Students must pass this assessment to pass the module. If a student should fail the assessment, s/he will have one opportunity to resubmit it within the current academic year.	<br>25 students maximum; there is no set maximum number of tropEd students. Normally there are several places for tropEd students, but this varies from year to year.  For greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the UCL academic year runs from mid-September to mid-September).	<br>English language proficiency    IELTS Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index    Students must have completed the TropEd MIH core course.	<br>TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>850 GBP (fee in Euros subject to current exchange rate)	None	<br>New Co-Coordinator: Rodney Reynolds    Content has been refined to reflect less a traditional medical anthropology curriculum and more an integration of concerns and problems in global health practice and development.     These changes have been made in response to coordinators' evaluations of the need to define more distinctly the global health content of the course.	<br>This course is very well organized, run and delivered. I cannot recommend it enough to any healthcare practitioner. It has not only be academically stimulating, but has also influenced my clinical practice for the better.    This module was good although it would have benefitted from more case studies like in the 1st session. Additionally a reading list of medical anthropology case studies would have benefitted the learning.     Overall I thought the teaching from both Audrey and Rodney was fantastic.	<br>Provide more direction in tutorials rather than leaving them more unstructured, while still emphasizing that these sessions are to be more student rather than lecturer led.	<br>Session 1 - Introduction to the module   introduce and describe major schools of anthropology and medical anthropology as a sub-discipline within them    - describe different approaches to health, illness   and global health from the vantage point of anthropology  - explain the principles of medical anthropology as compared with social and cultural anthropology generally  - frame an anthropological analysis of communicable disease relative to specific health problems and systems    Session 2 - Concepts of Health and Illness  - What is a belief, why do they matter, how do they vary and what is their significance for health and illness?  - using examples of chronic and acute disease/illness, CDs, NCDs, NTDs   - define, illustrate, critique illness representations and   explanatory models    -  appraise social construction of illness, disease and   health through anthropological concepts   - define and give examples of medical pluralism and its  implications for care seeking   - discuss and examine ethnography as a form of   evidence in global health    Session 3 - Rituals and Care  - What is ritual, rite, ceremony, how have these been utilized for healing and curing in different medical systems in formal and informal settings globally  - In what sense can care be understood, critiqued as or via concepts and practices of ritual?  - Practices of meaning making in relation to healing    - Appraise the effectiveness of rituals   - What questions are raised for evidence and evidence structures by rituals and different perspectives and ethics of care and caring?     Session 4 - The Body and Personhood   - why is the body a topic of concern in anthropology and the social sciences and how did it become one?   -  describe social and historical constructs of the body   and person and self as concepts and as practices that impact upon health and illness understandings in local and international settings across a variety of health systems     Session 5 - Technology and Self   -  Describe technology from a social perspective and assess how technology impacts understanding of health, illness, healing and curing in different health systems    No Lecture. Reading Week    Session 6 â€“ Guest lecturer (person and topic changes per year)    Session 7- Power and Health  - present anthropological accounts of poverty and social inequalities in the (re)emergence of infection  - explore case studies that link health and illness with micro and macro level economic processes and discuss the value(s) of this approach  - explore how anthropology is used to evaluate traditional sources of evidence    Session 8 - Anthropology in and of Health and Development Programs    -  assess how health and illness impact teaching of biomedicine and health for individuals and populations   -  assess how health and illness beliefs and practices relate to global interventions and conceptions of poverty and quality of life   - explore how anthropology is used in health policy and evaluation   - outline anthropological critiques of development as they relate to INGOs and global health projects      Session 9 - Case Study 1 and Presentation assessment: Aging (topic changes every year)   -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures      Session 10 - Case Study 2 and Presentation Assessment: Nutrition (topic changes every year)     -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures	United Kingdom	Anthropology	Face to face		6 ECTS credits	
Anthropological perspectives on global health	<br>By the end of the module, students will be able to:    â€¢ describe broad differences between social, cultural and medical anthropological conceptualizations and how they apply to global health problems and issues;    â€¢ appraise the anthropological significance of different approaches to global health from a variety of local perspectives and contexts;     â€¢ examine and discuss ethnographic evidence for the purpose of analyzing global health problems;    â€¢ critically assess the impact of varying conceptions of health and illness in peopleâ€™s lives from a variety of perspectives (eg. on poverty, education, quality of life);    â€¢ discuss the application of anthropological research methods to the study of global health interventions;    â€¢ assess the importance of anthropology and social science to health policy and development in a global context;    â€¢ evaluate the relevance of anthropological approaches to appraisals of traditional evidence structures in health;		1	igh.adminpg@ucl.ac.uk	2012-05-11 01:48:04	2017-09-12	2019-12-10 14:06:56	troped	troped	0		Begins 2nd week of January and runs for 10 weeks with one week break between weeks 5 and 6  (One three hour face-to-face sessionâ€”lecture and small group seminarâ€”per week)	London, UK	Dr Rodney Reynolds			2012-05-11 08:00:39	150 Student Investment Time (15 hours of lectures, 15 hours of small group seminars/tutorials, 80 hours of private reading, 40 hours other required work including, assessed written essay and in-class presentation)	2020-01-15	2020-03-25	<br>Accredited in Mexico, May 2010. Re-accredited in Brescia, January 2013, in London, February 2015 and in Berlin, October 2018.  This accreditation is valid until October 2023.	<br>90 minute weekly lecture  90 minute weekly small group tutorial/seminar that includes discussion and individual presentations based on pre-assigned reading material (usually 3 peer reviewed journal research articles; ethnographic book chapters or complete ethnographies)  8 hours per week of private reading  4 hours per week of individual writing/research and preparation of course material and assignments		<br> Essay (2500 words) 90%  The essay will be based on having read a selected full length ethnography (these change from year to year) and analyze its argument and evidence in relation to topics relevant to the course.    Oral presentation 10%  20 minute presentation in class with 10 minutes of questions. Done within a group setting and based on case studies that vary from one year to the next    Students must pass this assessment to pass the module. If a student should fail the assessment, s/he will have one opportunity to resubmit it within the current academic year.	<br>25 students maximum; there is no set maximum number of tropEd students. Normally there are several places for tropEd students, but this varies from year to year.  For greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the UCL academic year runs from mid-September to mid-September).	<br>English language proficiency    IELTS Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index    Students must have completed the TropEd MIH core course.	<br>TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>850 GBP (fee in Euros subject to current exchange rate)	None	<br>New Co-Coordinator: Rodney Reynolds    Content has been refined to reflect less a traditional medical anthropology curriculum and more an integration of concerns and problems in global health practice and development.     These changes have been made in response to coordinators' evaluations of the need to define more distinctly the global health content of the course.	<br>This course is very well organized, run and delivered. I cannot recommend it enough to any healthcare practitioner. It has not only be academically stimulating, but has also influenced my clinical practice for the better.    This module was good although it would have benefitted from more case studies like in the 1st session. Additionally a reading list of medical anthropology case studies would have benefitted the learning.     Overall I thought the teaching from both Audrey and Rodney was fantastic.	<br>Provide more direction in tutorials rather than leaving them more unstructured, while still emphasizing that these sessions are to be more student rather than lecturer led.	<br>Session 1 - Introduction to the module   introduce and describe major schools of anthropology and medical anthropology as a sub-discipline within them    - describe different approaches to health, illness   and global health from the vantage point of anthropology  - explain the principles of medical anthropology as compared with social and cultural anthropology generally  - frame an anthropological analysis of communicable disease relative to specific health problems and systems    Session 2 - Concepts of Health and Illness  - What is a belief, why do they matter, how do they vary and what is their significance for health and illness?  - using examples of chronic and acute disease/illness, CDs, NCDs, NTDs   - define, illustrate, critique illness representations and   explanatory models    -  appraise social construction of illness, disease and   health through anthropological concepts   - define and give examples of medical pluralism and its  implications for care seeking   - discuss and examine ethnography as a form of   evidence in global health    Session 3 - Rituals and Care  - What is ritual, rite, ceremony, how have these been utilized for healing and curing in different medical systems in formal and informal settings globally  - In what sense can care be understood, critiqued as or via concepts and practices of ritual?  - Practices of meaning making in relation to healing    - Appraise the effectiveness of rituals   - What questions are raised for evidence and evidence structures by rituals and different perspectives and ethics of care and caring?     Session 4 - The Body and Personhood   - why is the body a topic of concern in anthropology and the social sciences and how did it become one?   -  describe social and historical constructs of the body   and person and self as concepts and as practices that impact upon health and illness understandings in local and international settings across a variety of health systems     Session 5 - Technology and Self   -  Describe technology from a social perspective and assess how technology impacts understanding of health, illness, healing and curing in different health systems    No Lecture. Reading Week    Session 6 â€“ Guest lecturer (person and topic changes per year)    Session 7- Power and Health  - present anthropological accounts of poverty and social inequalities in the (re)emergence of infection  - explore case studies that link health and illness with micro and macro level economic processes and discuss the value(s) of this approach  - explore how anthropology is used to evaluate traditional sources of evidence    Session 8 - Anthropology in and of Health and Development Programs    -  assess how health and illness impact teaching of biomedicine and health for individuals and populations   -  assess how health and illness beliefs and practices relate to global interventions and conceptions of poverty and quality of life   - explore how anthropology is used in health policy and evaluation   - outline anthropological critiques of development as they relate to INGOs and global health projects      Session 9 - Case Study 1 and Presentation assessment: Aging (topic changes every year)   -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures      Session 10 - Case Study 2 and Presentation Assessment: Nutrition (topic changes every year)     -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures		International / global				
Anthropological perspectives on global health	<br>By the end of the module, students will be able to:    â€¢ describe broad differences between social, cultural and medical anthropological conceptualizations and how they apply to global health problems and issues;    â€¢ appraise the anthropological significance of different approaches to global health from a variety of local perspectives and contexts;     â€¢ examine and discuss ethnographic evidence for the purpose of analyzing global health problems;    â€¢ critically assess the impact of varying conceptions of health and illness in peopleâ€™s lives from a variety of perspectives (eg. on poverty, education, quality of life);    â€¢ discuss the application of anthropological research methods to the study of global health interventions;    â€¢ assess the importance of anthropology and social science to health policy and development in a global context;    â€¢ evaluate the relevance of anthropological approaches to appraisals of traditional evidence structures in health;		1	igh.adminpg@ucl.ac.uk	2012-05-11 01:48:04	2017-09-12	2019-12-10 14:06:56	troped	troped	0		Begins 2nd week of January and runs for 10 weeks with one week break between weeks 5 and 6  (One three hour face-to-face sessionâ€”lecture and small group seminarâ€”per week)	London, UK				2012-05-11 08:00:39	150 Student Investment Time (15 hours of lectures, 15 hours of small group seminars/tutorials, 80 hours of private reading, 40 hours other required work including, assessed written essay and in-class presentation)	2020-01-15	2020-03-25	<br>Accredited in Mexico, May 2010. Re-accredited in Brescia, January 2013, in London, February 2015 and in Berlin, October 2018.  This accreditation is valid until October 2023.	<br>90 minute weekly lecture  90 minute weekly small group tutorial/seminar that includes discussion and individual presentations based on pre-assigned reading material (usually 3 peer reviewed journal research articles; ethnographic book chapters or complete ethnographies)  8 hours per week of private reading  4 hours per week of individual writing/research and preparation of course material and assignments		<br> Essay (2500 words) 90%  The essay will be based on having read a selected full length ethnography (these change from year to year) and analyze its argument and evidence in relation to topics relevant to the course.    Oral presentation 10%  20 minute presentation in class with 10 minutes of questions. Done within a group setting and based on case studies that vary from one year to the next    Students must pass this assessment to pass the module. If a student should fail the assessment, s/he will have one opportunity to resubmit it within the current academic year.	<br>25 students maximum; there is no set maximum number of tropEd students. Normally there are several places for tropEd students, but this varies from year to year.  For greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the UCL academic year runs from mid-September to mid-September).	<br>English language proficiency    IELTS Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index    Students must have completed the TropEd MIH core course.	<br>TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>850 GBP (fee in Euros subject to current exchange rate)	None	<br>New Co-Coordinator: Rodney Reynolds    Content has been refined to reflect less a traditional medical anthropology curriculum and more an integration of concerns and problems in global health practice and development.     These changes have been made in response to coordinators' evaluations of the need to define more distinctly the global health content of the course.	<br>This course is very well organized, run and delivered. I cannot recommend it enough to any healthcare practitioner. It has not only be academically stimulating, but has also influenced my clinical practice for the better.    This module was good although it would have benefitted from more case studies like in the 1st session. Additionally a reading list of medical anthropology case studies would have benefitted the learning.     Overall I thought the teaching from both Audrey and Rodney was fantastic.	<br>Provide more direction in tutorials rather than leaving them more unstructured, while still emphasizing that these sessions are to be more student rather than lecturer led.	<br>Session 1 - Introduction to the module   introduce and describe major schools of anthropology and medical anthropology as a sub-discipline within them    - describe different approaches to health, illness   and global health from the vantage point of anthropology  - explain the principles of medical anthropology as compared with social and cultural anthropology generally  - frame an anthropological analysis of communicable disease relative to specific health problems and systems    Session 2 - Concepts of Health and Illness  - What is a belief, why do they matter, how do they vary and what is their significance for health and illness?  - using examples of chronic and acute disease/illness, CDs, NCDs, NTDs   - define, illustrate, critique illness representations and   explanatory models    -  appraise social construction of illness, disease and   health through anthropological concepts   - define and give examples of medical pluralism and its  implications for care seeking   - discuss and examine ethnography as a form of   evidence in global health    Session 3 - Rituals and Care  - What is ritual, rite, ceremony, how have these been utilized for healing and curing in different medical systems in formal and informal settings globally  - In what sense can care be understood, critiqued as or via concepts and practices of ritual?  - Practices of meaning making in relation to healing    - Appraise the effectiveness of rituals   - What questions are raised for evidence and evidence structures by rituals and different perspectives and ethics of care and caring?     Session 4 - The Body and Personhood   - why is the body a topic of concern in anthropology and the social sciences and how did it become one?   -  describe social and historical constructs of the body   and person and self as concepts and as practices that impact upon health and illness understandings in local and international settings across a variety of health systems     Session 5 - Technology and Self   -  Describe technology from a social perspective and assess how technology impacts understanding of health, illness, healing and curing in different health systems    No Lecture. Reading Week    Session 6 â€“ Guest lecturer (person and topic changes per year)    Session 7- Power and Health  - present anthropological accounts of poverty and social inequalities in the (re)emergence of infection  - explore case studies that link health and illness with micro and macro level economic processes and discuss the value(s) of this approach  - explore how anthropology is used to evaluate traditional sources of evidence    Session 8 - Anthropology in and of Health and Development Programs    -  assess how health and illness impact teaching of biomedicine and health for individuals and populations   -  assess how health and illness beliefs and practices relate to global interventions and conceptions of poverty and quality of life   - explore how anthropology is used in health policy and evaluation   - outline anthropological critiques of development as they relate to INGOs and global health projects      Session 9 - Case Study 1 and Presentation assessment: Aging (topic changes every year)   -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures      Session 10 - Case Study 2 and Presentation Assessment: Nutrition (topic changes every year)     -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures		Medicalization of life				
Anthropological perspectives on global health	<br>By the end of the module, students will be able to:    â€¢ describe broad differences between social, cultural and medical anthropological conceptualizations and how they apply to global health problems and issues;    â€¢ appraise the anthropological significance of different approaches to global health from a variety of local perspectives and contexts;     â€¢ examine and discuss ethnographic evidence for the purpose of analyzing global health problems;    â€¢ critically assess the impact of varying conceptions of health and illness in peopleâ€™s lives from a variety of perspectives (eg. on poverty, education, quality of life);    â€¢ discuss the application of anthropological research methods to the study of global health interventions;    â€¢ assess the importance of anthropology and social science to health policy and development in a global context;    â€¢ evaluate the relevance of anthropological approaches to appraisals of traditional evidence structures in health;		1	igh.adminpg@ucl.ac.uk	2012-05-11 01:48:04	2017-09-12	2019-12-10 14:06:56	troped	troped	0		Begins 2nd week of January and runs for 10 weeks with one week break between weeks 5 and 6  (One three hour face-to-face sessionâ€”lecture and small group seminarâ€”per week)	London, UK				2012-05-11 08:00:39	150 Student Investment Time (15 hours of lectures, 15 hours of small group seminars/tutorials, 80 hours of private reading, 40 hours other required work including, assessed written essay and in-class presentation)	2020-01-15	2020-03-25	<br>Accredited in Mexico, May 2010. Re-accredited in Brescia, January 2013, in London, February 2015 and in Berlin, October 2018.  This accreditation is valid until October 2023.	<br>90 minute weekly lecture  90 minute weekly small group tutorial/seminar that includes discussion and individual presentations based on pre-assigned reading material (usually 3 peer reviewed journal research articles; ethnographic book chapters or complete ethnographies)  8 hours per week of private reading  4 hours per week of individual writing/research and preparation of course material and assignments		<br> Essay (2500 words) 90%  The essay will be based on having read a selected full length ethnography (these change from year to year) and analyze its argument and evidence in relation to topics relevant to the course.    Oral presentation 10%  20 minute presentation in class with 10 minutes of questions. Done within a group setting and based on case studies that vary from one year to the next    Students must pass this assessment to pass the module. If a student should fail the assessment, s/he will have one opportunity to resubmit it within the current academic year.	<br>25 students maximum; there is no set maximum number of tropEd students. Normally there are several places for tropEd students, but this varies from year to year.  For greater chance of enrolling on the module, tropEd students are encouraged to apply by the end of September for courses in the same academic year (the UCL academic year runs from mid-September to mid-September).	<br>English language proficiency    IELTS Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 or equivalent in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index    Students must have completed the TropEd MIH core course.	<br>TropEd applicants are awarded tropEd places on a first-paid, first-admitted basis.	<br>850 GBP (fee in Euros subject to current exchange rate)	None	<br>New Co-Coordinator: Rodney Reynolds    Content has been refined to reflect less a traditional medical anthropology curriculum and more an integration of concerns and problems in global health practice and development.     These changes have been made in response to coordinators' evaluations of the need to define more distinctly the global health content of the course.	<br>This course is very well organized, run and delivered. I cannot recommend it enough to any healthcare practitioner. It has not only be academically stimulating, but has also influenced my clinical practice for the better.    This module was good although it would have benefitted from more case studies like in the 1st session. Additionally a reading list of medical anthropology case studies would have benefitted the learning.     Overall I thought the teaching from both Audrey and Rodney was fantastic.	<br>Provide more direction in tutorials rather than leaving them more unstructured, while still emphasizing that these sessions are to be more student rather than lecturer led.	<br>Session 1 - Introduction to the module   introduce and describe major schools of anthropology and medical anthropology as a sub-discipline within them    - describe different approaches to health, illness   and global health from the vantage point of anthropology  - explain the principles of medical anthropology as compared with social and cultural anthropology generally  - frame an anthropological analysis of communicable disease relative to specific health problems and systems    Session 2 - Concepts of Health and Illness  - What is a belief, why do they matter, how do they vary and what is their significance for health and illness?  - using examples of chronic and acute disease/illness, CDs, NCDs, NTDs   - define, illustrate, critique illness representations and   explanatory models    -  appraise social construction of illness, disease and   health through anthropological concepts   - define and give examples of medical pluralism and its  implications for care seeking   - discuss and examine ethnography as a form of   evidence in global health    Session 3 - Rituals and Care  - What is ritual, rite, ceremony, how have these been utilized for healing and curing in different medical systems in formal and informal settings globally  - In what sense can care be understood, critiqued as or via concepts and practices of ritual?  - Practices of meaning making in relation to healing    - Appraise the effectiveness of rituals   - What questions are raised for evidence and evidence structures by rituals and different perspectives and ethics of care and caring?     Session 4 - The Body and Personhood   - why is the body a topic of concern in anthropology and the social sciences and how did it become one?   -  describe social and historical constructs of the body   and person and self as concepts and as practices that impact upon health and illness understandings in local and international settings across a variety of health systems     Session 5 - Technology and Self   -  Describe technology from a social perspective and assess how technology impacts understanding of health, illness, healing and curing in different health systems    No Lecture. Reading Week    Session 6 â€“ Guest lecturer (person and topic changes per year)    Session 7- Power and Health  - present anthropological accounts of poverty and social inequalities in the (re)emergence of infection  - explore case studies that link health and illness with micro and macro level economic processes and discuss the value(s) of this approach  - explore how anthropology is used to evaluate traditional sources of evidence    Session 8 - Anthropology in and of Health and Development Programs    -  assess how health and illness impact teaching of biomedicine and health for individuals and populations   -  assess how health and illness beliefs and practices relate to global interventions and conceptions of poverty and quality of life   - explore how anthropology is used in health policy and evaluation   - outline anthropological critiques of development as they relate to INGOs and global health projects      Session 9 - Case Study 1 and Presentation assessment: Aging (topic changes every year)   -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures      Session 10 - Case Study 2 and Presentation Assessment: Nutrition (topic changes every year)     -  describe anthropology in terms of its multi-disciplinary methods and how those are utilized in global health by drawing on ethnographic examples   -  identify specific global health interventions and how anthropological methods function as means of research and assessment  - present traditional evidence frameworks and anthropological critiques of them  - demonstrate how ethnography and anthropology help appraise evidence structures						
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)	Fernando Maldonado	English	advanced optional	2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector	Netherlands	Health in emergencies	Face to face		4 ECTS credits	
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0		2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)				2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector		Health information				
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0		2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)				2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector		Health systems				
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0		2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)				2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector		International / global				
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0		2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)				2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector		Management/leadership				
Analysing Disrupted Health Systems  (ADHS)	<br>At the end of the module the participants should be able to:  â€¢ Use adequate tools for health system analysis in countries in crises and adapt them to the local context;   â€¢ Assess the structure and features of disrupted health systems;  â€¢ Identify the type of adaptation process that health systems undergo during crises and formulate measures to develop effective strategies and plans;  â€¢ Distinguish key health sector actors agendas and propose a plan of action to influence decision making;  â€¢ Present findings of health systems analysis through the use of a case study.		1	F.Maldonado@kit.nl	2012-06-26 14:28:15	2018-07-18	2020-09-22 12:03:48	troped	troped	0		2,5 weeks including 0,5 prereading	<br>Amsterdam (spring) â€“ Addis Ababa, Ethiopia (winter)				2017-10-09 18:34:33	<br>112 student investment hours  Contact hours: 68 hours, of which 16 hours guided group work  Self-study hours: 20 hours of pre-course reading, 24 hours of in-course reading	2021-08-16	2021-08-27	<br>Accredited in May 2012. Re-accredited in December 2016. This accreditation is valid until December 2021.	<br>Lectures, interactive discussions, exercises and case studies, group work, self-study:  - 41 hours: Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences  -16 hours: Group work will include critical analysis of a practical country case study  - 8 hours: Participant groups will present the results of the country case studies to their class colleagues, with subsequent plenary discussions  - 44 hours :  Self-study. 20 hours pre-course reading; 24 hours: in-course reading to support lectures, group work  - 3 hours: written examination	<br> Course is conducted in collaboration with Centers for Disease Control and Prevention USA, Save the Children, WHO.	<br>30% of mark will come from the presentation of the country case study (group mark)  70% of mark will come from an individual 3 hour written open-book exam	<br>A minimum of 80% attendance (for the face-to-face component) is required    Maximum number of students: 30  Maximum number of tropEd students: 4	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines;  - at least 5 years of work experience in humanitarian action or health systems development, preferably in contexts affected by crisis [tropEd students are exempted from this pre-requisite];   - proven proficiency in spoken and written English (TOEFL score of 5.5 or higher, or an IELTS score of 6.0 higher)	<br>A selection panel consisting of representatives from KIT will review applications and select the strongest candidates based on the above criteria.	<br> 2.060â‚¬   1.650â‚¬ for tropEd students   Early Bird Fee: 1.750â‚¬ (deadline: 1.05.2021)	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>Initially the course was conducted in collaboration with CDC, WHO, HAI, IRC and Merlin.     HAI and IRC are currently not participating. Merlin was absorbed by Save the Children.    Members from WHO, CDC and Save the Children give input about the course (relevance and contents)      A new course coordinator (Fernando Maldonado) was appointed on November 2015 replacing Annemarie ter Veen	<br>During the ADHS participants complete evaluations at the end of each session and also at the end of the module.     - Overall the course and teaching methods (especially the in-class discussion, debate and role plays) are appreciated.  - Participants find that a strong point of the course is the rich mix of participants and their ample experience in the field.   - The contents of the course are felt to reflect â€œrealityâ€  - Participants felt that the course helped them to expand their view about perspectives and opportunities while analysing health systems.    Challenges faced:  - During the course students perform the analysis of the health system of selected countries (e.g. DRC, Zimbabwe, South Sudan, Afghanistan, Sierra Leone). The analysis is largely based on reports and peer-reviewed articles and on other resources that students find on the internet and through personal contacts. At the end of the course participants present their analysis and identify and prioritize key problems  Both the facilitators as well as the participants agree that the exercise has limitations:  o Time is limited for an in-depth analysis (finding and organizing information, understanding the setting, performing the analysis)  o Information from selected countries is often incomplete, outdated and/or inaccurate   To address this situation the assignment has been reviewed. The focus has shifted from a full health systemâ€™s analysis to a â€œcloser lookâ€ at only one of the 6 HS building blocks. Groups are still encouraged though to link their findings to the other building blocks and not to look at the components as isolated elements.    - Facilitators try to have interactive sessions. Still, participants have requested more interaction during some of the sessions. A new role play has been developed and tested    - Course participants have at least 5 years of field experience. On the other hand, tropEd students have less experience. This diversity within the group creates some challenges while facilitating a session. So far the approach has been to inform in advance all tropEd students about this situation and to offer support whenever possible. In general, participants with more experience tend to support their classmates. Still, this remains a challenging point for the course coordination.	<br>See earlier point	<br>Protracted crises, mainly those labelled complex emergencies, have a severe impact on health systems, in all their sub-components such as policy development, planning, human resource development, financing, management, infrastructure, and support systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. Health professionals often have limited experience analysing the major features and distortions of disrupted health systems. Learning from successes and failures in health sectors of countries in crises is particularly difficult because lessons that could be relevant to different contexts are not always well documented.       The following subjects are covered during the course:   - Analysing disrupted health systems  - Complex emergencies: trends, challenges and impact  - Humanitarian aid and its politics  - Data and information challenges in crises  - Challenges of complex emergencies to health systems  - Health policies, strategies and plans  - Key components of health systems in a crisis:  o health financing,  o the pharmaceutical sector,   o human resources,   o management systems etc.   - The recovery process of the health sector						
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country	Dr Jackie Cliff	English	advanced optional	2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes	United Kingdom	Bacterial	Distance-based		5 ECTS credits	
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country				2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes		Communicable diseases (in general)				
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country				2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes		Disease prevention & control				
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country				2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes		Mobility / migration				
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country				2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes		TB				
Tuberculosis (by distance learning)	<br>This module aims to provide students with a more advanced level of knowledge of  tuberculosis as a disease and how it can be controlled than is possible in the core course. It aims to give students a broad understanding of TB control, with a focus on low income countries. There is  an emphasis on the biology and pathology of tuberculosis, and how modern techniques of molecular biology and immunology can be harnessed to combat an old plague.    On completion of this module students should be able to:    -  Provide a detailed explanation of  the biology of the tubercle bacillus and its interaction with its human host,  -  Describe and evaluate the clinical features of tuberculosis, including its clinical manifestations,   - Evaluate methods for the diagnosis of tuberculosis among adults and children,  -  Appraise the treatment among adults and children and including the effects of HIV,  -  Evaluate approaches to the treatment of multi-drug resistant TB,  -  Critically analyse the current approaches to tuberculosis control,   -  Evaluate the broader biological, social and ethical issues that relate to tuberculosis and measures for its control.		0	distance@lshtm.ac.uk	2012-06-26 17:52:15	2016-10-23	2017-10-10 16:07:04	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	<br> Anywhere in world; examinations are conducted in own country				2012-06-27 00:02:29	<br>The module has a Student Investment Time of 150 hours, consisting of 120 hours self-directed learning, and 30 hours assessment, review and revision.	2017-10-01	2018-06-01	<br>Accredited in May 2012. This accreditation is valid until May 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided.     Student support is available from the module tutors via a web-based discussion forum in which students are encouraged to participate. In addition, module tutors provide written feedback on the submitted assessed assignment.	<br>Applications are managed by the University of London International Programmes (website: Further enquiries:  Enquiries may be emailed to distance@lshtm.ac.uk.	<br>Formal assessment of this module includes an assessed assignment of 2,500 words (30% of the total grade for the module) and a 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council.  If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>No maximum number	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.     Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>This module consists of four main sections with 18 sessions:    Section 1: Biology  Session 1: A historical perspective  Session 2: Infection and immune response  Session 3: The mycobacteria  Session 4: Diagnosis  Session 5: TB today  Session 6: Control  Session 7: TB and HIV  Session 8: Antibiotic resistance  Session 9: The genome    Section 2: Clinical tuberculosis  Session 1: Presentation and diagnosis   Session 2: Treatment, including the basic approach to TB treatment; The impact of HIV on TB treatment; Multidrug-resistant (MDR) TB; and Preventive therapy.    Section 3: Tuberculosis control  Session 1: The epidemiological basis of tuberculosis control   Session 2: The practice of tuberculosis control.   This third section  explores the public health issues associated with TB. It runs through DOTS strategy, and then discusses issues including lack of functioning National TB programs, HIV, Case-finding, stigma, drug quality and availability, difficulties with diagnosis, and recording treatment outcomes.    Section 4:Issues and future challenges  Session 1: Poverty   Session 2:Health Sector reform  Session 3: Human rights  Session 4: Drug resistance  Session 5:  HIV and TB    This final section looks at the broad health issues affecting the control of TB locally, nationally and internationally.    The students are provided with the following resources:  -  CD-ROM study guide   -  Reader (Containing many reviews and articles, provided as photocopies)  -  A Tuberculosis Guide for Specialist Physicians   -  TB/HIV:A Clinical Manual(2nd edn), Harries & Maher   -  Tuberculosis, An Interdisciplinary Approach, Porter et al.  -  Treatment of tuberculosis: Guidelines for National Programmes						
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0	Norway - Centre for International Health, Universitetet i Bergen	5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen	Ingvild Fossgard Sandoy	English	advanced optional	2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps	Norway	Equity	Face to face		3 ECTS credits	
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0		5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen				2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps		Health in emergencies				
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0		5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen				2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps		Poverty				
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0		5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen				2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps		Values / Human rights / (bio)Ethics				
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0		5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen				2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps		Violence / war				
War, violence, peace and health	<br>At the end of the module, the students should be able to:     1) Summarize how peace and health are related and justify why violence poses a public health problem  2) Debate the term structural violence, give examples of structural violence, and propose strategies that may alleviate structural violence  3) Critically question the causes of some specific violent conflicts  4) Describe common somatic and mental health effects of violent conflict and war, and appraise how violent conflicts, war and weapons affect society as a whole and the health sector specifically  5) Debate the principles of violence prevention and how health personnel may contribute to violence prevention  6) Describe principles of psychosocial and community rehabilitation and debate the appropriateness of psychological interventions in these processes  7) Debate the main legal principles protecting civilians in times of peace and war; analyze situations in which health workers risk violating human rights and their professional ethical codes; appraise possible unintended negative effects of health assistance in conflict settings; and propose how health professionals may document, prevent and alleviate the use and effects of human rights abuse and torture.  8) Evaluate the health and social needs of refugees and internally displaced persons and describe how these may be met		0	Linda.Forshaw@uib.no	2012-07-11 02:20:51	2013-10-29	2017-10-10 04:45:04	troped	troped	0		5 days individual study of five online courses (www.medicalpeacework.org) prior to 1 week face-to-face teaching.	Centre for International Health, Bergen				2012-07-11 02:33:04	<br>90 hours  Contact hours: 24  Group work:  8 hours  Individual study:   - online Medical Peace Work courses 1, 2, 3, 4 and 5.: 45 hours (www.medicalpeacework.org) paper reading: 13 hours	2015-04-13	2015-04-24	<br> Accredited in July 2012. Re-accredited in June 2013. This accreditation is valid until June 2018.	<br>Interactive presentations by lecturers, panel and group discussions, role play, films, and self-study (papers and on-line courses).    The five electronic Medical Peace Work courses (www.medicalpeacework.org) provide necessary background information to follow the lectures and group work.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>Online multiple choice tests for the five online courses should be completed prior to the face-to-face teaching week.  When each of these courses is completed, the student can download a certificate. Copies of the five certificates must be handed in before the exam. The mark will be based on a 2-hour written exam on 24.04.2015.	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Master&rsquo;s Degree Programme may join this course (e.g. tropEd network).	<br>Priority:   Master students enrolled at the University of Bergen  PhD students at the University of Bergen  Students in the Erasmus Mundus program MSc in Int Health  Other tropEd students  Medical students at the University of Bergen		None				<br>Items 1-7 will be covered by both the online courses and the face-to-face sessions. Item 8 will be covered only in the face-to-face sessions.    1) Basic concepts: peace, health, conflict, violence, war  -  Terminology  -  Types of violence  -  The link between peace and health   -  Violence as a public health problem    2) Structural violence  -  Definitions, examples  -  Health inequity & Social determinants of health  -  Strategies to reduce structural violence    3) Underlying causes of violent conflict  -  Conflict analysis    4) Consequences of war and violent conflict, direct and indirect  -  Somatic  -  Health consequences of different weapon types  -  Mental  -  Social and structural, incl. effect on the health system    5) The role of health personnel in prevention of violence  -  Addressing underlying causes  -  Non-violent and intercultural communication  -  Disarmament     6) Rehabilitation and reconciliation  -  Trauma healing and psychosocial rehabilitation  -  Community rehabilitation and reconciliation    7) Human rights and international humanitarian law  -  Essential principles  -  Medical neutrality  -  Definition and types of torture and their health consequences   -  Health professions&rsquo; ethical codes of conduct  -  Roles and dilemmas of health professionals in military operations  -  Possible unintended negative effects of health assistance in conflict settings.    8) Refugee and migration challenges  -  Terminology  -  Relevant international laws  -  Health and social needs of refugees and migrants  -  Principles in organising refugee camps  -  Prevention of gender-based violence in refugee camps						
Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:  -  Discuss different features of the most common health economic evaluation methods in relation to the basic economic theory and the different concepts that underpin them.  -  Analyze the advantages and drawbacks of different health economic evaluation methods.  -  Select an evaluation method and Appraise why a selected evaluation is the most appropriate method for the evaluation of a given health intervention.  -  Critically and comprehensively assess health economic evaluations that are reported in scientific journals		1	klas-goran.sahlen@umu.se	2012-07-16 02:57:20	2016-10-22	2020-09-17 06:39:58	troped	troped	0	Sweden - Department of Epidemiology and Global Health, UmeÃ¥ University	2 weeks. The course comprises 2 weeks. Starting a Monday in February and ending a Friday two weeks later when a written exam is being held. There are no required activities (e.g. reading or assignments) before or after these dates.	At UmeÃ¥ University    Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/	Klas-GorÃ¡n SahlÃ©n	English	advanced optional	2019-10-21 08:14:43	80 SITs  Teaching: Interactive lectures, 38 SITs        Computer exercises (life tables and quality        adjusted survival analysis)8 SITs  Individually written exam: 5 SITs  Self-study hours: 29 SITs    In Sweden one week is equal to 1.5 ECTS credits and comprises a maximun of 40 SITs.	2021-02-08	2021-02-21	<br>Accredited in Lisbon, May 2012;  reaccredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>The teaching on the course consists of lectures (34 SITs), group work 4 SITs, computer exercises 8 SITs, exam 5 SITs and self-study 29 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>There are two books used as course literature:  Drummond MF(ed). Methods for the Economic Evaluation of Health Care Programmes. Oxford: Oxford university press, latest edition  Gray AM, Clarke PM, Wolstenholme JL, Wordsworth S. Applied Methods of Cost-effectiveness Analysis in Health Care  Oxford University Press, latest edition  The first book is a standard reference text in the field of health economic evaluation. The second book includes computer exercises well suited for this course.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.    Students must bring their own laptop	<br>On Friday, during the second course week, a five hour closed-book written exam is given. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of the evaluation methods. The purpose of the essay questions is to is to test studentsâ€™ ability to discuss the evaluation methods in relation to economic theory, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention. This motivates the relatively long duration of the written exam, which makes for 100% of the assessment.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/    The grades given are three; fail, pass and pass with distinction. A student who fails the course is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.	<br>The maximum total number of students is 60. The tropEd students will be studying together with the students on our master programmes in public health. These programme students will take a 5 credits course in health economic evaluation methods. The first 3 credits on that course are the same as the 3 credits course described in this submission form.	<br>The requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.  Proficiency in English equivalent to Swedish upper secondary course English A/5 (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (60) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached.	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.   Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time.	The course coordinator is new but he has been one of the central lecturers on the course for many years. The objectives are also the same. The content has changed in one respect. Computer exercises comprising survival analysis adjusted for changes in health related quality of life has been added. The reason for this is that the students have wished for a more hands on approach concerning these parts of the course.	The students take this course together with students on the 5 credit course in health economic evaluation methods.  The first 3 credits on the latter course are the same as the 3 credits course described in this submission form. (This has been pointed out under item 17 above.)  Only a few tropEd students have taken the course, less than a handful. There have been no special student evaluations for these. However, students on our master programmes taking the 5 credits course are very positive. In the course evaluation surveys students rate different course aspects on a scale from 1 (lowest) to 5 (highest). The quality of the course and teaching methods are rated between 3.5 and 4 and for questions such as â€œHow do you value the course in terms of new and relevant knowledge for youâ€ and â€œHow would you assess the way you have been treated in general as a student during the courseâ€ the rating is close to 4.5.  In these evaluations it is not uncommon for students to wish for even more of interaction in lectures and more of group work. As teachers we have tried to find an optimal balance between lecturing, explaining and discussing.	In the fall of 2017 a labor market day was arranged with a particular emphasis on health economics. Previous master students with one of our degrees (public health with a specialization in health economics) were invited as well as employer representatives from both the public and private sphere. One conclusion from the presentations and discussions during the day was that the is both a large and a growing demand for people with a competence in health economics. Another conclusion was that our courses in health economics are well suited to the job requirements that our graduates, now working as health economists, have met.    The course in health economic evaluation is the first of our courses in health economics. As such it provides a good base for those of our students that wants to specialize in health economics taking more of the courses in this field. It is also a good base for students who wish to specialize in other public health fields but need the knowledge of what economic evaluation in the health field means.	<br>This module consists of the following sections    Economic theory and concepts in relation to evaluation  Different types of economic evaluation  -  Why is economic evaluation important?  -  Different techniques  -  What are the relevant costs and consequences?  Cost analysis  -  The choice of perspective, societal or not?  -  Which costs should be considered?  -  Average, marginal and incremental costs  -  The timing of costs, discounting  Cost-effectiveness analysis (CEA)  -  When should CEA be used?  -  How to obtain effectiveness data  -  Should effects be discounted?  -  Cost-effectiveness ratios  -  The use of life tables   -  Critical assessment of a published article  Cost-utility analysis (CUA)  -  When should CUA be used?  -  Measuring preferences  -  Quality adjusted life years (QALYs)  -  QALYs and Disability adjusted life years (DALYs) compared  -  Critical assessment of a published article  Cost-benefit analysis (CBA)  -  Valuing health effects in money  -  Contingent valuation studies in health care  -  Designing a willingness-to-pay study  Welfarism and extra-welfarism  Presentation of economic evaluation results	Sweden	Health economics	Face to face		3 ECTS credits	
Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:  -  Discuss different features of the most common health economic evaluation methods in relation to the basic economic theory and the different concepts that underpin them.  -  Analyze the advantages and drawbacks of different health economic evaluation methods.  -  Select an evaluation method and Appraise why a selected evaluation is the most appropriate method for the evaluation of a given health intervention.  -  Critically and comprehensively assess health economic evaluations that are reported in scientific journals		1	klas-goran.sahlen@umu.se	2012-07-16 02:57:20	2016-10-22	2020-09-17 06:39:58	troped	troped	0		2 weeks. The course comprises 2 weeks. Starting a Monday in February and ending a Friday two weeks later when a written exam is being held. There are no required activities (e.g. reading or assignments) before or after these dates.	At UmeÃ¥ University    Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-10-21 08:14:43	80 SITs  Teaching: Interactive lectures, 38 SITs        Computer exercises (life tables and quality        adjusted survival analysis)8 SITs  Individually written exam: 5 SITs  Self-study hours: 29 SITs    In Sweden one week is equal to 1.5 ECTS credits and comprises a maximun of 40 SITs.	2021-02-08	2021-02-21	<br>Accredited in Lisbon, May 2012;  reaccredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>The teaching on the course consists of lectures (34 SITs), group work 4 SITs, computer exercises 8 SITs, exam 5 SITs and self-study 29 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>There are two books used as course literature:  Drummond MF(ed). Methods for the Economic Evaluation of Health Care Programmes. Oxford: Oxford university press, latest edition  Gray AM, Clarke PM, Wolstenholme JL, Wordsworth S. Applied Methods of Cost-effectiveness Analysis in Health Care  Oxford University Press, latest edition  The first book is a standard reference text in the field of health economic evaluation. The second book includes computer exercises well suited for this course.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.    Students must bring their own laptop	<br>On Friday, during the second course week, a five hour closed-book written exam is given. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of the evaluation methods. The purpose of the essay questions is to is to test studentsâ€™ ability to discuss the evaluation methods in relation to economic theory, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention. This motivates the relatively long duration of the written exam, which makes for 100% of the assessment.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/    The grades given are three; fail, pass and pass with distinction. A student who fails the course is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.	<br>The maximum total number of students is 60. The tropEd students will be studying together with the students on our master programmes in public health. These programme students will take a 5 credits course in health economic evaluation methods. The first 3 credits on that course are the same as the 3 credits course described in this submission form.	<br>The requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.  Proficiency in English equivalent to Swedish upper secondary course English A/5 (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (60) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached.	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.   Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time.	The course coordinator is new but he has been one of the central lecturers on the course for many years. The objectives are also the same. The content has changed in one respect. Computer exercises comprising survival analysis adjusted for changes in health related quality of life has been added. The reason for this is that the students have wished for a more hands on approach concerning these parts of the course.	The students take this course together with students on the 5 credit course in health economic evaluation methods.  The first 3 credits on the latter course are the same as the 3 credits course described in this submission form. (This has been pointed out under item 17 above.)  Only a few tropEd students have taken the course, less than a handful. There have been no special student evaluations for these. However, students on our master programmes taking the 5 credits course are very positive. In the course evaluation surveys students rate different course aspects on a scale from 1 (lowest) to 5 (highest). The quality of the course and teaching methods are rated between 3.5 and 4 and for questions such as â€œHow do you value the course in terms of new and relevant knowledge for youâ€ and â€œHow would you assess the way you have been treated in general as a student during the courseâ€ the rating is close to 4.5.  In these evaluations it is not uncommon for students to wish for even more of interaction in lectures and more of group work. As teachers we have tried to find an optimal balance between lecturing, explaining and discussing.	In the fall of 2017 a labor market day was arranged with a particular emphasis on health economics. Previous master students with one of our degrees (public health with a specialization in health economics) were invited as well as employer representatives from both the public and private sphere. One conclusion from the presentations and discussions during the day was that the is both a large and a growing demand for people with a competence in health economics. Another conclusion was that our courses in health economics are well suited to the job requirements that our graduates, now working as health economists, have met.    The course in health economic evaluation is the first of our courses in health economics. As such it provides a good base for those of our students that wants to specialize in health economics taking more of the courses in this field. It is also a good base for students who wish to specialize in other public health fields but need the knowledge of what economic evaluation in the health field means.	<br>This module consists of the following sections    Economic theory and concepts in relation to evaluation  Different types of economic evaluation  -  Why is economic evaluation important?  -  Different techniques  -  What are the relevant costs and consequences?  Cost analysis  -  The choice of perspective, societal or not?  -  Which costs should be considered?  -  Average, marginal and incremental costs  -  The timing of costs, discounting  Cost-effectiveness analysis (CEA)  -  When should CEA be used?  -  How to obtain effectiveness data  -  Should effects be discounted?  -  Cost-effectiveness ratios  -  The use of life tables   -  Critical assessment of a published article  Cost-utility analysis (CUA)  -  When should CUA be used?  -  Measuring preferences  -  Quality adjusted life years (QALYs)  -  QALYs and Disability adjusted life years (DALYs) compared  -  Critical assessment of a published article  Cost-benefit analysis (CBA)  -  Valuing health effects in money  -  Contingent valuation studies in health care  -  Designing a willingness-to-pay study  Welfarism and extra-welfarism  Presentation of economic evaluation results		Measuring health status				
Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:  -  Discuss different features of the most common health economic evaluation methods in relation to the basic economic theory and the different concepts that underpin them.  -  Analyze the advantages and drawbacks of different health economic evaluation methods.  -  Select an evaluation method and Appraise why a selected evaluation is the most appropriate method for the evaluation of a given health intervention.  -  Critically and comprehensively assess health economic evaluations that are reported in scientific journals		1	klas-goran.sahlen@umu.se	2012-07-16 02:57:20	2016-10-22	2020-09-17 06:39:58	troped	troped	0		2 weeks. The course comprises 2 weeks. Starting a Monday in February and ending a Friday two weeks later when a written exam is being held. There are no required activities (e.g. reading or assignments) before or after these dates.	At UmeÃ¥ University    Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-10-21 08:14:43	80 SITs  Teaching: Interactive lectures, 38 SITs        Computer exercises (life tables and quality        adjusted survival analysis)8 SITs  Individually written exam: 5 SITs  Self-study hours: 29 SITs    In Sweden one week is equal to 1.5 ECTS credits and comprises a maximun of 40 SITs.	2021-02-08	2021-02-21	<br>Accredited in Lisbon, May 2012;  reaccredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>The teaching on the course consists of lectures (34 SITs), group work 4 SITs, computer exercises 8 SITs, exam 5 SITs and self-study 29 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>There are two books used as course literature:  Drummond MF(ed). Methods for the Economic Evaluation of Health Care Programmes. Oxford: Oxford university press, latest edition  Gray AM, Clarke PM, Wolstenholme JL, Wordsworth S. Applied Methods of Cost-effectiveness Analysis in Health Care  Oxford University Press, latest edition  The first book is a standard reference text in the field of health economic evaluation. The second book includes computer exercises well suited for this course.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.    Students must bring their own laptop	<br>On Friday, during the second course week, a five hour closed-book written exam is given. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of the evaluation methods. The purpose of the essay questions is to is to test studentsâ€™ ability to discuss the evaluation methods in relation to economic theory, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention. This motivates the relatively long duration of the written exam, which makes for 100% of the assessment.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/    The grades given are three; fail, pass and pass with distinction. A student who fails the course is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.	<br>The maximum total number of students is 60. The tropEd students will be studying together with the students on our master programmes in public health. These programme students will take a 5 credits course in health economic evaluation methods. The first 3 credits on that course are the same as the 3 credits course described in this submission form.	<br>The requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.  Proficiency in English equivalent to Swedish upper secondary course English A/5 (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (60) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached.	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.   Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time.	The course coordinator is new but he has been one of the central lecturers on the course for many years. The objectives are also the same. The content has changed in one respect. Computer exercises comprising survival analysis adjusted for changes in health related quality of life has been added. The reason for this is that the students have wished for a more hands on approach concerning these parts of the course.	The students take this course together with students on the 5 credit course in health economic evaluation methods.  The first 3 credits on the latter course are the same as the 3 credits course described in this submission form. (This has been pointed out under item 17 above.)  Only a few tropEd students have taken the course, less than a handful. There have been no special student evaluations for these. However, students on our master programmes taking the 5 credits course are very positive. In the course evaluation surveys students rate different course aspects on a scale from 1 (lowest) to 5 (highest). The quality of the course and teaching methods are rated between 3.5 and 4 and for questions such as â€œHow do you value the course in terms of new and relevant knowledge for youâ€ and â€œHow would you assess the way you have been treated in general as a student during the courseâ€ the rating is close to 4.5.  In these evaluations it is not uncommon for students to wish for even more of interaction in lectures and more of group work. As teachers we have tried to find an optimal balance between lecturing, explaining and discussing.	In the fall of 2017 a labor market day was arranged with a particular emphasis on health economics. Previous master students with one of our degrees (public health with a specialization in health economics) were invited as well as employer representatives from both the public and private sphere. One conclusion from the presentations and discussions during the day was that the is both a large and a growing demand for people with a competence in health economics. Another conclusion was that our courses in health economics are well suited to the job requirements that our graduates, now working as health economists, have met.    The course in health economic evaluation is the first of our courses in health economics. As such it provides a good base for those of our students that wants to specialize in health economics taking more of the courses in this field. It is also a good base for students who wish to specialize in other public health fields but need the knowledge of what economic evaluation in the health field means.	<br>This module consists of the following sections    Economic theory and concepts in relation to evaluation  Different types of economic evaluation  -  Why is economic evaluation important?  -  Different techniques  -  What are the relevant costs and consequences?  Cost analysis  -  The choice of perspective, societal or not?  -  Which costs should be considered?  -  Average, marginal and incremental costs  -  The timing of costs, discounting  Cost-effectiveness analysis (CEA)  -  When should CEA be used?  -  How to obtain effectiveness data  -  Should effects be discounted?  -  Cost-effectiveness ratios  -  The use of life tables   -  Critical assessment of a published article  Cost-utility analysis (CUA)  -  When should CUA be used?  -  Measuring preferences  -  Quality adjusted life years (QALYs)  -  QALYs and Disability adjusted life years (DALYs) compared  -  Critical assessment of a published article  Cost-benefit analysis (CBA)  -  Valuing health effects in money  -  Contingent valuation studies in health care  -  Designing a willingness-to-pay study  Welfarism and extra-welfarism  Presentation of economic evaluation results		Monitoring and evaluation				
Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:  -  Discuss different features of the most common health economic evaluation methods in relation to the basic economic theory and the different concepts that underpin them.  -  Analyze the advantages and drawbacks of different health economic evaluation methods.  -  Select an evaluation method and Appraise why a selected evaluation is the most appropriate method for the evaluation of a given health intervention.  -  Critically and comprehensively assess health economic evaluations that are reported in scientific journals		1	klas-goran.sahlen@umu.se	2012-07-16 02:57:20	2016-10-22	2020-09-17 06:39:58	troped	troped	0		2 weeks. The course comprises 2 weeks. Starting a Monday in February and ending a Friday two weeks later when a written exam is being held. There are no required activities (e.g. reading or assignments) before or after these dates.	At UmeÃ¥ University    Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-10-21 08:14:43	80 SITs  Teaching: Interactive lectures, 38 SITs        Computer exercises (life tables and quality        adjusted survival analysis)8 SITs  Individually written exam: 5 SITs  Self-study hours: 29 SITs    In Sweden one week is equal to 1.5 ECTS credits and comprises a maximun of 40 SITs.	2021-02-08	2021-02-21	<br>Accredited in Lisbon, May 2012;  reaccredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>The teaching on the course consists of lectures (34 SITs), group work 4 SITs, computer exercises 8 SITs, exam 5 SITs and self-study 29 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>There are two books used as course literature:  Drummond MF(ed). Methods for the Economic Evaluation of Health Care Programmes. Oxford: Oxford university press, latest edition  Gray AM, Clarke PM, Wolstenholme JL, Wordsworth S. Applied Methods of Cost-effectiveness Analysis in Health Care  Oxford University Press, latest edition  The first book is a standard reference text in the field of health economic evaluation. The second book includes computer exercises well suited for this course.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.    Students must bring their own laptop	<br>On Friday, during the second course week, a five hour closed-book written exam is given. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of the evaluation methods. The purpose of the essay questions is to is to test studentsâ€™ ability to discuss the evaluation methods in relation to economic theory, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention. This motivates the relatively long duration of the written exam, which makes for 100% of the assessment.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/    The grades given are three; fail, pass and pass with distinction. A student who fails the course is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.	<br>The maximum total number of students is 60. The tropEd students will be studying together with the students on our master programmes in public health. These programme students will take a 5 credits course in health economic evaluation methods. The first 3 credits on that course are the same as the 3 credits course described in this submission form.	<br>The requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.  Proficiency in English equivalent to Swedish upper secondary course English A/5 (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (60) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached.	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.   Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time.	The course coordinator is new but he has been one of the central lecturers on the course for many years. The objectives are also the same. The content has changed in one respect. Computer exercises comprising survival analysis adjusted for changes in health related quality of life has been added. The reason for this is that the students have wished for a more hands on approach concerning these parts of the course.	The students take this course together with students on the 5 credit course in health economic evaluation methods.  The first 3 credits on the latter course are the same as the 3 credits course described in this submission form. (This has been pointed out under item 17 above.)  Only a few tropEd students have taken the course, less than a handful. There have been no special student evaluations for these. However, students on our master programmes taking the 5 credits course are very positive. In the course evaluation surveys students rate different course aspects on a scale from 1 (lowest) to 5 (highest). The quality of the course and teaching methods are rated between 3.5 and 4 and for questions such as â€œHow do you value the course in terms of new and relevant knowledge for youâ€ and â€œHow would you assess the way you have been treated in general as a student during the courseâ€ the rating is close to 4.5.  In these evaluations it is not uncommon for students to wish for even more of interaction in lectures and more of group work. As teachers we have tried to find an optimal balance between lecturing, explaining and discussing.	In the fall of 2017 a labor market day was arranged with a particular emphasis on health economics. Previous master students with one of our degrees (public health with a specialization in health economics) were invited as well as employer representatives from both the public and private sphere. One conclusion from the presentations and discussions during the day was that the is both a large and a growing demand for people with a competence in health economics. Another conclusion was that our courses in health economics are well suited to the job requirements that our graduates, now working as health economists, have met.    The course in health economic evaluation is the first of our courses in health economics. As such it provides a good base for those of our students that wants to specialize in health economics taking more of the courses in this field. It is also a good base for students who wish to specialize in other public health fields but need the knowledge of what economic evaluation in the health field means.	<br>This module consists of the following sections    Economic theory and concepts in relation to evaluation  Different types of economic evaluation  -  Why is economic evaluation important?  -  Different techniques  -  What are the relevant costs and consequences?  Cost analysis  -  The choice of perspective, societal or not?  -  Which costs should be considered?  -  Average, marginal and incremental costs  -  The timing of costs, discounting  Cost-effectiveness analysis (CEA)  -  When should CEA be used?  -  How to obtain effectiveness data  -  Should effects be discounted?  -  Cost-effectiveness ratios  -  The use of life tables   -  Critical assessment of a published article  Cost-utility analysis (CUA)  -  When should CUA be used?  -  Measuring preferences  -  Quality adjusted life years (QALYs)  -  QALYs and Disability adjusted life years (DALYs) compared  -  Critical assessment of a published article  Cost-benefit analysis (CBA)  -  Valuing health effects in money  -  Contingent valuation studies in health care  -  Designing a willingness-to-pay study  Welfarism and extra-welfarism  Presentation of economic evaluation results		Resource management (in general)				
Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:  -  Discuss different features of the most common health economic evaluation methods in relation to the basic economic theory and the different concepts that underpin them.  -  Analyze the advantages and drawbacks of different health economic evaluation methods.  -  Select an evaluation method and Appraise why a selected evaluation is the most appropriate method for the evaluation of a given health intervention.  -  Critically and comprehensively assess health economic evaluations that are reported in scientific journals		1	klas-goran.sahlen@umu.se	2012-07-16 02:57:20	2016-10-22	2020-09-17 06:39:58	troped	troped	0		2 weeks. The course comprises 2 weeks. Starting a Monday in February and ending a Friday two weeks later when a written exam is being held. There are no required activities (e.g. reading or assignments) before or after these dates.	At UmeÃ¥ University    Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-10-21 08:14:43	80 SITs  Teaching: Interactive lectures, 38 SITs        Computer exercises (life tables and quality        adjusted survival analysis)8 SITs  Individually written exam: 5 SITs  Self-study hours: 29 SITs    In Sweden one week is equal to 1.5 ECTS credits and comprises a maximun of 40 SITs.	2021-02-08	2021-02-21	<br>Accredited in Lisbon, May 2012;  reaccredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>The teaching on the course consists of lectures (34 SITs), group work 4 SITs, computer exercises 8 SITs, exam 5 SITs and self-study 29 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>There are two books used as course literature:  Drummond MF(ed). Methods for the Economic Evaluation of Health Care Programmes. Oxford: Oxford university press, latest edition  Gray AM, Clarke PM, Wolstenholme JL, Wordsworth S. Applied Methods of Cost-effectiveness Analysis in Health Care  Oxford University Press, latest edition  The first book is a standard reference text in the field of health economic evaluation. The second book includes computer exercises well suited for this course.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.    Students must bring their own laptop	<br>On Friday, during the second course week, a five hour closed-book written exam is given. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of the evaluation methods. The purpose of the essay questions is to is to test studentsâ€™ ability to discuss the evaluation methods in relation to economic theory, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention. This motivates the relatively long duration of the written exam, which makes for 100% of the assessment.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/    The grades given are three; fail, pass and pass with distinction. A student who fails the course is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.	<br>The maximum total number of students is 60. The tropEd students will be studying together with the students on our master programmes in public health. These programme students will take a 5 credits course in health economic evaluation methods. The first 3 credits on that course are the same as the 3 credits course described in this submission form.	<br>The requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.  Proficiency in English equivalent to Swedish upper secondary course English A/5 (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (60) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached.	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.   Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time.	The course coordinator is new but he has been one of the central lecturers on the course for many years. The objectives are also the same. The content has changed in one respect. Computer exercises comprising survival analysis adjusted for changes in health related quality of life has been added. The reason for this is that the students have wished for a more hands on approach concerning these parts of the course.	The students take this course together with students on the 5 credit course in health economic evaluation methods.  The first 3 credits on the latter course are the same as the 3 credits course described in this submission form. (This has been pointed out under item 17 above.)  Only a few tropEd students have taken the course, less than a handful. There have been no special student evaluations for these. However, students on our master programmes taking the 5 credits course are very positive. In the course evaluation surveys students rate different course aspects on a scale from 1 (lowest) to 5 (highest). The quality of the course and teaching methods are rated between 3.5 and 4 and for questions such as â€œHow do you value the course in terms of new and relevant knowledge for youâ€ and â€œHow would you assess the way you have been treated in general as a student during the courseâ€ the rating is close to 4.5.  In these evaluations it is not uncommon for students to wish for even more of interaction in lectures and more of group work. As teachers we have tried to find an optimal balance between lecturing, explaining and discussing.	In the fall of 2017 a labor market day was arranged with a particular emphasis on health economics. Previous master students with one of our degrees (public health with a specialization in health economics) were invited as well as employer representatives from both the public and private sphere. One conclusion from the presentations and discussions during the day was that the is both a large and a growing demand for people with a competence in health economics. Another conclusion was that our courses in health economics are well suited to the job requirements that our graduates, now working as health economists, have met.    The course in health economic evaluation is the first of our courses in health economics. As such it provides a good base for those of our students that wants to specialize in health economics taking more of the courses in this field. It is also a good base for students who wish to specialize in other public health fields but need the knowledge of what economic evaluation in the health field means.	<br>This module consists of the following sections    Economic theory and concepts in relation to evaluation  Different types of economic evaluation  -  Why is economic evaluation important?  -  Different techniques  -  What are the relevant costs and consequences?  Cost analysis  -  The choice of perspective, societal or not?  -  Which costs should be considered?  -  Average, marginal and incremental costs  -  The timing of costs, discounting  Cost-effectiveness analysis (CEA)  -  When should CEA be used?  -  How to obtain effectiveness data  -  Should effects be discounted?  -  Cost-effectiveness ratios  -  The use of life tables   -  Critical assessment of a published article  Cost-utility analysis (CUA)  -  When should CUA be used?  -  Measuring preferences  -  Quality adjusted life years (QALYs)  -  QALYs and Disability adjusted life years (DALYs) compared  -  Critical assessment of a published article  Cost-benefit analysis (CBA)  -  Valuing health effects in money  -  Contingent valuation studies in health care  -  Designing a willingness-to-pay study  Welfarism and extra-welfarism  Presentation of economic evaluation results						
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country	Dr Marjoleine Dijkhuizen 	English	advanced optional	2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311	United Kingdom	Communicable diseases (in general)	Distance-based		5 ECTS credits	
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311		Disease vectors				
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311		Food				
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311		Nutrition				
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311		Worm infections				
Nutrition and Infection (by distance learning)	<br>On completion of this module students should be able to:  -  contextualise discussions of nutrition and infection within historic and methodological frameworks,  -  review the basic knowledge and understanding of immunological mechanisms of the human body and the role nutrients play in immune mechanisms,  -  assess the role infection plays in the aetiology and pathogenesis of under-nutrition,  -  explain how and why under-nutrition affects the host defence mechanisms and influences resistance to infection,  -  identify the specific nutrients that influence the risk of infection, and review the evidence for this interaction between specific micronutrients and infections,  -  evaluate the consequences of the vicious cycle of the relationship between infection and nutrition.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:14:15	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:24:13	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (7 sections, see contents) = 75 hours       Self-directed learning = 25 hours (including time for particiption in webboard discussions)       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a set of learning objectives, using the materials provided. Learning is designed to ensure that students understand that the field is positioned inbetween nutrition and immunology, and appreciate that knowledge, insights and concepts are rapidly developing and changing.    Critical appraisal of literature and a good understanding of the basic principles of several disciplines need to be combined to understand the current concepts in this field, rather than just acquiring textbook knowledge. Registered students have access to the School&rsquo;s online library resources.    Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>This module aims to provide students with a broad understanding of the interactions between nutrition and infections.  Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk	<br>Formal assessment of this module has two components, consisting of:  1. An assessed assignment (30% of the total grade for the module) consisting of an essay not exceeding 2,000 words providing a critique of the relationship between nutrition and infection; and   2. A 2-hour unseen written examination (70% of the total grade for the module). The examination paper may consist of a choice of essay and short answer questions.    If students fail an examination at the first entry they will be allowed one further attempt, the following year, regardless of whether they have taken the module over one or two year.    Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable. A list of examination centres can be found at  http://www.londoninternational.ac.uk	<br>No maximum number of tropEd students. Class size around 20 per year.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments.    Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf  les/lshtm.pdf	<br>None available				<br>This module contains seven sections, as follows:    Section 1: The study of nutrition and infection  Section 2: Basics of immunology and nutrition  Section 3: Interrelationship between undernutrition and                     infection  Section 4: The role of micronutrients in the risk of infection  Section 5: Nutrition and new and resurgent infections   Section 6: Especially susceptible groups  Section 7: Case studies in nutrition and infection.    Materials provided:     Study Guide: Paper version.   Reader (folder containing associated journal articles).    Textbooks:   Shetty, P (2010) Nutrition, Immunity and Infection. 1st Edition. CABI Publishing. ISBN: 978-0851995311						
Epidemiology and Control of Infectious Diseases in Developing Countries (by distance learning)	<br>This module is designed to enable students to analyse communicable diseases and apply appropriate control methods. It builds on knowledge gained in the core course.  At the end of this module students should be able to:  -  Apply epidemiological methods in the analysis of a communicable disease;  -  Explain the principles of different communicable disease control methods;  -  Demonstrate  how to apply these in practice;  -  Set up a communicable disease control programme;   -  Evaluate mechanisms for monitoring the progress of a communicable disease control programme;  -  Critically appraise approaches to the control of four diseases including  guinea worm disease, cholera and faecal-oral diseases and tuberculosis.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:26:55	2016-10-23	2017-10-10 16:07:05	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country	Jenny Evans 	English	advanced optional	2012-09-07 16:33:22	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (12 sessions, see contents) = 75 hours       Self-directed learning = 25 hours       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	<br>Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a detailed set of learning objectives, using the materials provided (75 hours). These consist of a module textbook which lists a range of activities. This directs students to additional focused reading (25 hours) which will vary according to the student&rsquo;s needs.   Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk    Further enquiries:  Enquiries about this module may be emailed to distance@lshtm.ac.uk.	<br>The  assessment for the module has two components, as follows:   -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper consists of a choice of essay and short-answer questions.   -  submission of a single tutor marked assignment making up 30% of the marks. The assignment consists of an essay not exceeding 2,000 words providing a critique of a disease control programme.       Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.    If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>Open to tropEd students who fulfil the prerequisites. No maximum number of tropEd students.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments. Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.  Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>The module consists of two main sections, as follows:    Section 1: Principles of control programmes in developing countries  This first section covers communicable disease epidemiology, the principles of control methods and evaluation, including surveillance. The session headings are:     Session 1: Looking at communicable diseases;  Session 2: Communicable disease epidemiology;  Session 3: Epidemics and communicable disease theory;  Session 4: Control principles and strategy;  Session 5: Control and eradication;  Session 6: Control methods;  Session 7: Surveillance;  Session 8: Categorizing communicable diseases.    Section 2: Examples of Control Programmes  The second section uses four diseases as models (the final one being studied in an assessed assignment) and is made up of three sessions including a podcast, which is transcribed in an appendix to the module. The diseases covered in the second module are as follows;             Session 1: guinea worm disease;            Session 2: cholera and faecal-oral diseases;           Session 3: tuberculosis;          Session 4: the fourth disease (which is covered in the assignment) varies each year.	United Kingdom	Communicable diseases (in general)	Distance-based		5 ECTS credits	
Epidemiology and Control of Infectious Diseases in Developing Countries (by distance learning)	<br>This module is designed to enable students to analyse communicable diseases and apply appropriate control methods. It builds on knowledge gained in the core course.  At the end of this module students should be able to:  -  Apply epidemiological methods in the analysis of a communicable disease;  -  Explain the principles of different communicable disease control methods;  -  Demonstrate  how to apply these in practice;  -  Set up a communicable disease control programme;   -  Evaluate mechanisms for monitoring the progress of a communicable disease control programme;  -  Critically appraise approaches to the control of four diseases including  guinea worm disease, cholera and faecal-oral diseases and tuberculosis.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:26:55	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:33:22	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (12 sessions, see contents) = 75 hours       Self-directed learning = 25 hours       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	<br>Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a detailed set of learning objectives, using the materials provided (75 hours). These consist of a module textbook which lists a range of activities. This directs students to additional focused reading (25 hours) which will vary according to the student&rsquo;s needs.   Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk    Further enquiries:  Enquiries about this module may be emailed to distance@lshtm.ac.uk.	<br>The  assessment for the module has two components, as follows:   -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper consists of a choice of essay and short-answer questions.   -  submission of a single tutor marked assignment making up 30% of the marks. The assignment consists of an essay not exceeding 2,000 words providing a critique of a disease control programme.       Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.    If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>Open to tropEd students who fulfil the prerequisites. No maximum number of tropEd students.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments. Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.  Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>The module consists of two main sections, as follows:    Section 1: Principles of control programmes in developing countries  This first section covers communicable disease epidemiology, the principles of control methods and evaluation, including surveillance. The session headings are:     Session 1: Looking at communicable diseases;  Session 2: Communicable disease epidemiology;  Session 3: Epidemics and communicable disease theory;  Session 4: Control principles and strategy;  Session 5: Control and eradication;  Session 6: Control methods;  Session 7: Surveillance;  Session 8: Categorizing communicable diseases.    Section 2: Examples of Control Programmes  The second section uses four diseases as models (the final one being studied in an assessed assignment) and is made up of three sessions including a podcast, which is transcribed in an appendix to the module. The diseases covered in the second module are as follows;             Session 1: guinea worm disease;            Session 2: cholera and faecal-oral diseases;           Session 3: tuberculosis;          Session 4: the fourth disease (which is covered in the assignment) varies each year.		Disease prevention & control				
Epidemiology and Control of Infectious Diseases in Developing Countries (by distance learning)	<br>This module is designed to enable students to analyse communicable diseases and apply appropriate control methods. It builds on knowledge gained in the core course.  At the end of this module students should be able to:  -  Apply epidemiological methods in the analysis of a communicable disease;  -  Explain the principles of different communicable disease control methods;  -  Demonstrate  how to apply these in practice;  -  Set up a communicable disease control programme;   -  Evaluate mechanisms for monitoring the progress of a communicable disease control programme;  -  Critically appraise approaches to the control of four diseases including  guinea worm disease, cholera and faecal-oral diseases and tuberculosis.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:26:55	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:33:22	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (12 sessions, see contents) = 75 hours       Self-directed learning = 25 hours       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	<br>Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a detailed set of learning objectives, using the materials provided (75 hours). These consist of a module textbook which lists a range of activities. This directs students to additional focused reading (25 hours) which will vary according to the student&rsquo;s needs.   Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk    Further enquiries:  Enquiries about this module may be emailed to distance@lshtm.ac.uk.	<br>The  assessment for the module has two components, as follows:   -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper consists of a choice of essay and short-answer questions.   -  submission of a single tutor marked assignment making up 30% of the marks. The assignment consists of an essay not exceeding 2,000 words providing a critique of a disease control programme.       Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.    If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>Open to tropEd students who fulfil the prerequisites. No maximum number of tropEd students.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments. Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.  Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>The module consists of two main sections, as follows:    Section 1: Principles of control programmes in developing countries  This first section covers communicable disease epidemiology, the principles of control methods and evaluation, including surveillance. The session headings are:     Session 1: Looking at communicable diseases;  Session 2: Communicable disease epidemiology;  Session 3: Epidemics and communicable disease theory;  Session 4: Control principles and strategy;  Session 5: Control and eradication;  Session 6: Control methods;  Session 7: Surveillance;  Session 8: Categorizing communicable diseases.    Section 2: Examples of Control Programmes  The second section uses four diseases as models (the final one being studied in an assessed assignment) and is made up of three sessions including a podcast, which is transcribed in an appendix to the module. The diseases covered in the second module are as follows;             Session 1: guinea worm disease;            Session 2: cholera and faecal-oral diseases;           Session 3: tuberculosis;          Session 4: the fourth disease (which is covered in the assignment) varies each year.		Epidemiology				
Epidemiology and Control of Infectious Diseases in Developing Countries (by distance learning)	<br>This module is designed to enable students to analyse communicable diseases and apply appropriate control methods. It builds on knowledge gained in the core course.  At the end of this module students should be able to:  -  Apply epidemiological methods in the analysis of a communicable disease;  -  Explain the principles of different communicable disease control methods;  -  Demonstrate  how to apply these in practice;  -  Set up a communicable disease control programme;   -  Evaluate mechanisms for monitoring the progress of a communicable disease control programme;  -  Critically appraise approaches to the control of four diseases including  guinea worm disease, cholera and faecal-oral diseases and tuberculosis.		0	Craig.Higgins@lshtm.ac.uk	2012-09-07 16:26:55	2016-10-23	2017-10-10 16:07:05	troped	troped	0		Application deadline: 31 Aug. each year; Registration deadline: 31 Oct. each year; Registration duration: 2 years; Module study starts: 1 Oct. each year; Examination takes place: Usually in June each year	Anywhere in world; examinations are conducted in own country				2012-09-07 16:33:22	<br>The module has a Student Investment Time of 150 hours, consisting of:      Directed self-study (12 sessions, see contents) = 75 hours       Self-directed learning = 25 hours       Review, revision and assessment = 50 hours	2017-10-01	2018-06-01	<br>Accredited in September 2012. This accreditation is valid until September 2017.	<br>Learning is self-directed against a detailed set of learning objectives, using the materials provided (75 hours). These consist of a module textbook which lists a range of activities. This directs students to additional focused reading (25 hours) which will vary according to the student&rsquo;s needs.   Student support is provided by the module tutors via a web-based discussion forum in which students are encouraged to participate. Tutor input is around one hour per week. Students may raise individual queries with tutors, although only one response will be provided per student per week.   In addition, module tutors provide individual written feedback on the submitted assessed assignment.	<br>Note that because students taking this module are in different time zones around the world there is no requirement for real time participation in distance learning. Email and regular web access is however essential (students must be able to access the internet on average at least once a week).    Applications for distance learning courses at the London School of Hygiene and Tropical Medicine have to be made through the University of London External Programme. Full details are available on its website: http://www.londonexternal.ac.uk/prospective_students/ postgraduate/lshtm/public_health/structure.shtml or by contacting the University of London:  The Information Centre  Senate House  University of London  Malet Street London  WC1E 7HU  United Kingdom  Tel. +44-(0)20 7862 8360/8361/8362  Email: enquiries@lon.ac.uk    Further enquiries:  Enquiries about this module may be emailed to distance@lshtm.ac.uk.	<br>The  assessment for the module has two components, as follows:   -  a two hour unseen written examination paper which will constitute 70% of the marks. The paper consists of a choice of essay and short-answer questions.   -  submission of a single tutor marked assignment making up 30% of the marks. The assignment consists of an essay not exceeding 2,000 words providing a critique of a disease control programme.       Examinations are normally held in a student&rsquo;s country of residence, in one of over 650 examination centres worldwide. They are arranged mainly through Ministries of Education or the British Council. A local fee will be payable.    If students fail an examination at the first entry they will be allowed one further attempt, the following year.	<br>Open to tropEd students who fulfil the prerequisites. No maximum number of tropEd students.	<br>Those wishing to study this module must have regular access to the internet to benefit from library facilities, participate in web-based conference discussions and submit assignments. Computing Requirements  Processor: Pentium, 90MHz (Pentium 2 class)  OS: Windows 98 SE, Windows 2000 or later (Windows XP)  RAM Memory: 512MB (1GB).  Hard disk space: 1GB recommended.  Graphics: 256 colours (minimum), 65536 colours or higher (recommended). Resolution 640 x 480 or higher.   The computer will need to be fitted with a CD-ROM drive and attached to either a laser or inkjet printer.  Students should also have a sound card and headset (recommended), or sound card, speakers and microphone.  Please note: Study material CD-ROMs are not compatible with Apple Mac computers.    Students must meet the standard of English required to study this course. See http://www.lshtm.ac.uk/prospectus/english.html.  Applicants may be required to pass or have passed within the last three years, at the appropriate level, a test of proficiency in English acceptable to the University, e.g. a TOEFL score of 600 (or 250 in the computerised test) and a minimum of 5 in the TWE or a British Council (IELTS) overall score of 7 or over with a minimum of 7 in the written sub-test.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC and Non EEC Country: GBP 1,695   For more details please see   http://www.londoninternational.ac.uk/sites/default/files/student_fees_13/lshtm_fee_schedule_13_14.pdf	<br>None available				<br>The module consists of two main sections, as follows:    Section 1: Principles of control programmes in developing countries  This first section covers communicable disease epidemiology, the principles of control methods and evaluation, including surveillance. The session headings are:     Session 1: Looking at communicable diseases;  Session 2: Communicable disease epidemiology;  Session 3: Epidemics and communicable disease theory;  Session 4: Control principles and strategy;  Session 5: Control and eradication;  Session 6: Control methods;  Session 7: Surveillance;  Session 8: Categorizing communicable diseases.    Section 2: Examples of Control Programmes  The second section uses four diseases as models (the final one being studied in an assessed assignment) and is made up of three sessions including a podcast, which is transcribed in an appendix to the module. The diseases covered in the second module are as follows;             Session 1: guinea worm disease;            Session 2: cholera and faecal-oral diseases;           Session 3: tuberculosis;          Session 4: the fourth disease (which is covered in the assignment) varies each year.						
"Our cities, our health, our future", Urban Health in low- and middle income countries.	<br>At the end of the course the participants will be able to:   1. Describe demographic trends and prospects worldwide with respect to urbanisation and interpret the health situation of  â€˜average&rsquo; urban populations in developing countries in the light of existing inequalities.  2. Identify and appraise the most important factors implicated in health and inequalities  in a (poor) urban environment using a framework of social determinants of health.   3. Ascertain the role of (local) health systems in relation to service provision, health practices and in addressing inequalities in determinants, health status, access, financial contributions and/or consequences of ill-health.  4. Critically evaluate the principles of governance, accountability, participation and voice in relation to marginalised communities in urban environments.   5. Advocate with stakeholders for collaborative intersectoral action to promote urban health.   6. Review good practices and critically appraise interventions and own experiences in the context of urban health and formulate program and policy recommendations.		0	F.Maldonado@kit.nl	2012-09-07 16:36:42	2014-06-15	2018-03-25 07:38:46	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	12 weeks	Virtual	Yme van den Berg	English	advanced optional	2012-09-07 16:42:05	120 hours.	2015-04-13	2015-06-26	Accredited in September 2012. This accreditation is valid until September 2017.	<br>The course will be taught on-line, through online lectures, reading and video materials, on-line debates, individual and group assignments, peer review and field projects. 1-2 hour group tutorial per week (total around 20 hours during the 12 weeks) and daily (5 days per week, 1 hour per day, asynchronous) facilitation of the process by the facilitator(s). Self-directed learning 100 hours, including learning from and with peers.		<br>The participants will be assessed through a written assignment on a specific health problem in an  urban slum in their country ; the assignment will cover a situational analysis of that particular problem, its broader determinants and a proposal for possible interventions for the problem, based on fieldwork, literature review and some stakeholder interviews. (75%) Participants will also be graded on the quality of peer review  of draft assignments of their fellow participants (25%). In case of insufficient mark, participants will be allowed to rework their assignment , based on the comments received in the summative assessment.	<br>Minimum number of participants: 12 Maximum number of participants: 20   Maximum number of TropEd students: 5	<br>-  Academic training at least to the level of a bachelor&rsquo;s degree, either in medicine or in another field related to health, such as health sciences, economics, social science or nursing.   -  A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.   -  Participants preferably have already some experience in working in disadvantaged settlements in an urban context in LMIC; they should have facility to access such environments during the course and fieldwork; exceptionally, a participant might do the fieldwork in disadvantaged suburbs of a western country.   -  Proven proficiency in spoken and written English. For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).  -  Computer literacy is expected  -  Access to internet facilities		1200.00 Euro	None				<br>I. Urbanisation and health  (Wk 1:  10 hrs)  Urbanisation:  Historical trends,  Demographic , epidemiological , and nutritional transitions: implications for urban health; Urban health and the global policy agenda     II. Describing health and  analysing inequalities (Wk 2 : 10 hrs)  Health status of urban populations using  various indicators;   Inequities and inequalities in urban context     III. Social Determinants of Health and inequalities (Wk  3:  10 hrs)  Determinants of health and inequalities in urban settings, using SDOH frameworks    IV. Health system (Wk 4:  15 hrs)  Issues of the organisation, financing, and delivery of health services and public health systems in local urban health systems;   Access, quality and coverage of most common services in poor urban environments.    V. Physical environment (Wk 5: 15 hrs)  Influences of physical environment in urban settings on health; issues like water, sanitation & waste management; urban planning; housing and land tenure; indoor- and outdoor pollution; traffic injuries; natural disasters.    VI. Social and socio-cultural environment  (Wk 6: 15 hrs)  Social and socio-cultural  influences  on health; issues like social cohesion; (informal) employment; sex work, STIs / HIV; mental health , alcohol and drug abuse; crime and violence,  â€˜street culture&rsquo;; nutrition and the â€˜double burden&rsquo;; 'lifestyles&rsquo;; (with specific focus on their gendered nature)      VII. City governance & community participation (Wk 7:  12 hrs)  Urban governance, including city development plans ; Policy process, including  intersectoral policies; healthy cities projects; slum upgrading; Participation of marginalised communities, voice and accountability, Rights based approaches     VIII. Field work: (Wk 8-10:  18 hrs)  Analyse DoH  and  perceptions of people living in poor urban settlements; Review interventions in urban context    IX. Advocacy & multisectoral action for urban health (Wk 11&12: 15 hrs)  Different approaches  used in intersectoral action; Stakeholder analysis; Communicating effectively with stakeholders on urban health issues; Propose policy solutions to urban health problems.	Netherlands	Health systems	Distance-based		4 ECTS credits	
"Our cities, our health, our future", Urban Health in low- and middle income countries.	<br>At the end of the course the participants will be able to:   1. Describe demographic trends and prospects worldwide with respect to urbanisation and interpret the health situation of  â€˜average&rsquo; urban populations in developing countries in the light of existing inequalities.  2. Identify and appraise the most important factors implicated in health and inequalities  in a (poor) urban environment using a framework of social determinants of health.   3. Ascertain the role of (local) health systems in relation to service provision, health practices and in addressing inequalities in determinants, health status, access, financial contributions and/or consequences of ill-health.  4. Critically evaluate the principles of governance, accountability, participation and voice in relation to marginalised communities in urban environments.   5. Advocate with stakeholders for collaborative intersectoral action to promote urban health.   6. Review good practices and critically appraise interventions and own experiences in the context of urban health and formulate program and policy recommendations.		0	F.Maldonado@kit.nl	2012-09-07 16:36:42	2014-06-15	2018-03-25 07:38:46	troped	troped	0		12 weeks	Virtual				2012-09-07 16:42:05	120 hours.	2015-04-13	2015-06-26	Accredited in September 2012. This accreditation is valid until September 2017.	<br>The course will be taught on-line, through online lectures, reading and video materials, on-line debates, individual and group assignments, peer review and field projects. 1-2 hour group tutorial per week (total around 20 hours during the 12 weeks) and daily (5 days per week, 1 hour per day, asynchronous) facilitation of the process by the facilitator(s). Self-directed learning 100 hours, including learning from and with peers.		<br>The participants will be assessed through a written assignment on a specific health problem in an  urban slum in their country ; the assignment will cover a situational analysis of that particular problem, its broader determinants and a proposal for possible interventions for the problem, based on fieldwork, literature review and some stakeholder interviews. (75%) Participants will also be graded on the quality of peer review  of draft assignments of their fellow participants (25%). In case of insufficient mark, participants will be allowed to rework their assignment , based on the comments received in the summative assessment.	<br>Minimum number of participants: 12 Maximum number of participants: 20   Maximum number of TropEd students: 5	<br>-  Academic training at least to the level of a bachelor&rsquo;s degree, either in medicine or in another field related to health, such as health sciences, economics, social science or nursing.   -  A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.   -  Participants preferably have already some experience in working in disadvantaged settlements in an urban context in LMIC; they should have facility to access such environments during the course and fieldwork; exceptionally, a participant might do the fieldwork in disadvantaged suburbs of a western country.   -  Proven proficiency in spoken and written English. For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).  -  Computer literacy is expected  -  Access to internet facilities		1200.00 Euro	None				<br>I. Urbanisation and health  (Wk 1:  10 hrs)  Urbanisation:  Historical trends,  Demographic , epidemiological , and nutritional transitions: implications for urban health; Urban health and the global policy agenda     II. Describing health and  analysing inequalities (Wk 2 : 10 hrs)  Health status of urban populations using  various indicators;   Inequities and inequalities in urban context     III. Social Determinants of Health and inequalities (Wk  3:  10 hrs)  Determinants of health and inequalities in urban settings, using SDOH frameworks    IV. Health system (Wk 4:  15 hrs)  Issues of the organisation, financing, and delivery of health services and public health systems in local urban health systems;   Access, quality and coverage of most common services in poor urban environments.    V. Physical environment (Wk 5: 15 hrs)  Influences of physical environment in urban settings on health; issues like water, sanitation & waste management; urban planning; housing and land tenure; indoor- and outdoor pollution; traffic injuries; natural disasters.    VI. Social and socio-cultural environment  (Wk 6: 15 hrs)  Social and socio-cultural  influences  on health; issues like social cohesion; (informal) employment; sex work, STIs / HIV; mental health , alcohol and drug abuse; crime and violence,  â€˜street culture&rsquo;; nutrition and the â€˜double burden&rsquo;; 'lifestyles&rsquo;; (with specific focus on their gendered nature)      VII. City governance & community participation (Wk 7:  12 hrs)  Urban governance, including city development plans ; Policy process, including  intersectoral policies; healthy cities projects; slum upgrading; Participation of marginalised communities, voice and accountability, Rights based approaches     VIII. Field work: (Wk 8-10:  18 hrs)  Analyse DoH  and  perceptions of people living in poor urban settlements; Review interventions in urban context    IX. Advocacy & multisectoral action for urban health (Wk 11&12: 15 hrs)  Different approaches  used in intersectoral action; Stakeholder analysis; Communicating effectively with stakeholders on urban health issues; Propose policy solutions to urban health problems.		Urban				
"Our cities, our health, our future", Urban Health in low- and middle income countries.	<br>At the end of the course the participants will be able to:   1. Describe demographic trends and prospects worldwide with respect to urbanisation and interpret the health situation of  â€˜average&rsquo; urban populations in developing countries in the light of existing inequalities.  2. Identify and appraise the most important factors implicated in health and inequalities  in a (poor) urban environment using a framework of social determinants of health.   3. Ascertain the role of (local) health systems in relation to service provision, health practices and in addressing inequalities in determinants, health status, access, financial contributions and/or consequences of ill-health.  4. Critically evaluate the principles of governance, accountability, participation and voice in relation to marginalised communities in urban environments.   5. Advocate with stakeholders for collaborative intersectoral action to promote urban health.   6. Review good practices and critically appraise interventions and own experiences in the context of urban health and formulate program and policy recommendations.		0	F.Maldonado@kit.nl	2012-09-07 16:36:42	2014-06-15	2018-03-25 07:38:46	troped	troped	0		12 weeks	Virtual				2012-09-07 16:42:05	120 hours.	2015-04-13	2015-06-26	Accredited in September 2012. This accreditation is valid until September 2017.	<br>The course will be taught on-line, through online lectures, reading and video materials, on-line debates, individual and group assignments, peer review and field projects. 1-2 hour group tutorial per week (total around 20 hours during the 12 weeks) and daily (5 days per week, 1 hour per day, asynchronous) facilitation of the process by the facilitator(s). Self-directed learning 100 hours, including learning from and with peers.		<br>The participants will be assessed through a written assignment on a specific health problem in an  urban slum in their country ; the assignment will cover a situational analysis of that particular problem, its broader determinants and a proposal for possible interventions for the problem, based on fieldwork, literature review and some stakeholder interviews. (75%) Participants will also be graded on the quality of peer review  of draft assignments of their fellow participants (25%). In case of insufficient mark, participants will be allowed to rework their assignment , based on the comments received in the summative assessment.	<br>Minimum number of participants: 12 Maximum number of participants: 20   Maximum number of TropEd students: 5	<br>-  Academic training at least to the level of a bachelor&rsquo;s degree, either in medicine or in another field related to health, such as health sciences, economics, social science or nursing.   -  A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.   -  Participants preferably have already some experience in working in disadvantaged settlements in an urban context in LMIC; they should have facility to access such environments during the course and fieldwork; exceptionally, a participant might do the fieldwork in disadvantaged suburbs of a western country.   -  Proven proficiency in spoken and written English. For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).  -  Computer literacy is expected  -  Access to internet facilities		1200.00 Euro	None				<br>I. Urbanisation and health  (Wk 1:  10 hrs)  Urbanisation:  Historical trends,  Demographic , epidemiological , and nutritional transitions: implications for urban health; Urban health and the global policy agenda     II. Describing health and  analysing inequalities (Wk 2 : 10 hrs)  Health status of urban populations using  various indicators;   Inequities and inequalities in urban context     III. Social Determinants of Health and inequalities (Wk  3:  10 hrs)  Determinants of health and inequalities in urban settings, using SDOH frameworks    IV. Health system (Wk 4:  15 hrs)  Issues of the organisation, financing, and delivery of health services and public health systems in local urban health systems;   Access, quality and coverage of most common services in poor urban environments.    V. Physical environment (Wk 5: 15 hrs)  Influences of physical environment in urban settings on health; issues like water, sanitation & waste management; urban planning; housing and land tenure; indoor- and outdoor pollution; traffic injuries; natural disasters.    VI. Social and socio-cultural environment  (Wk 6: 15 hrs)  Social and socio-cultural  influences  on health; issues like social cohesion; (informal) employment; sex work, STIs / HIV; mental health , alcohol and drug abuse; crime and violence,  â€˜street culture&rsquo;; nutrition and the â€˜double burden&rsquo;; 'lifestyles&rsquo;; (with specific focus on their gendered nature)      VII. City governance & community participation (Wk 7:  12 hrs)  Urban governance, including city development plans ; Policy process, including  intersectoral policies; healthy cities projects; slum upgrading; Participation of marginalised communities, voice and accountability, Rights based approaches     VIII. Field work: (Wk 8-10:  18 hrs)  Analyse DoH  and  perceptions of people living in poor urban settlements; Review interventions in urban context    IX. Advocacy & multisectoral action for urban health (Wk 11&12: 15 hrs)  Different approaches  used in intersectoral action; Stakeholder analysis; Communicating effectively with stakeholders on urban health issues; Propose policy solutions to urban health problems.		Vulnerable groups (in general)				
"Our cities, our health, our future", Urban Health in low- and middle income countries.	<br>At the end of the course the participants will be able to:   1. Describe demographic trends and prospects worldwide with respect to urbanisation and interpret the health situation of  â€˜average&rsquo; urban populations in developing countries in the light of existing inequalities.  2. Identify and appraise the most important factors implicated in health and inequalities  in a (poor) urban environment using a framework of social determinants of health.   3. Ascertain the role of (local) health systems in relation to service provision, health practices and in addressing inequalities in determinants, health status, access, financial contributions and/or consequences of ill-health.  4. Critically evaluate the principles of governance, accountability, participation and voice in relation to marginalised communities in urban environments.   5. Advocate with stakeholders for collaborative intersectoral action to promote urban health.   6. Review good practices and critically appraise interventions and own experiences in the context of urban health and formulate program and policy recommendations.		0	F.Maldonado@kit.nl	2012-09-07 16:36:42	2014-06-15	2018-03-25 07:38:46	troped	troped	0		12 weeks	Virtual				2012-09-07 16:42:05	120 hours.	2015-04-13	2015-06-26	Accredited in September 2012. This accreditation is valid until September 2017.	<br>The course will be taught on-line, through online lectures, reading and video materials, on-line debates, individual and group assignments, peer review and field projects. 1-2 hour group tutorial per week (total around 20 hours during the 12 weeks) and daily (5 days per week, 1 hour per day, asynchronous) facilitation of the process by the facilitator(s). Self-directed learning 100 hours, including learning from and with peers.		<br>The participants will be assessed through a written assignment on a specific health problem in an  urban slum in their country ; the assignment will cover a situational analysis of that particular problem, its broader determinants and a proposal for possible interventions for the problem, based on fieldwork, literature review and some stakeholder interviews. (75%) Participants will also be graded on the quality of peer review  of draft assignments of their fellow participants (25%). In case of insufficient mark, participants will be allowed to rework their assignment , based on the comments received in the summative assessment.	<br>Minimum number of participants: 12 Maximum number of participants: 20   Maximum number of TropEd students: 5	<br>-  Academic training at least to the level of a bachelor&rsquo;s degree, either in medicine or in another field related to health, such as health sciences, economics, social science or nursing.   -  A minimum of three years of experience, including managerial responsibilities in health related services in a low resource country.   -  Participants preferably have already some experience in working in disadvantaged settlements in an urban context in LMIC; they should have facility to access such environments during the course and fieldwork; exceptionally, a participant might do the fieldwork in disadvantaged suburbs of a western country.   -  Proven proficiency in spoken and written English. For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).  -  Computer literacy is expected  -  Access to internet facilities		1200.00 Euro	None				<br>I. Urbanisation and health  (Wk 1:  10 hrs)  Urbanisation:  Historical trends,  Demographic , epidemiological , and nutritional transitions: implications for urban health; Urban health and the global policy agenda     II. Describing health and  analysing inequalities (Wk 2 : 10 hrs)  Health status of urban populations using  various indicators;   Inequities and inequalities in urban context     III. Social Determinants of Health and inequalities (Wk  3:  10 hrs)  Determinants of health and inequalities in urban settings, using SDOH frameworks    IV. Health system (Wk 4:  15 hrs)  Issues of the organisation, financing, and delivery of health services and public health systems in local urban health systems;   Access, quality and coverage of most common services in poor urban environments.    V. Physical environment (Wk 5: 15 hrs)  Influences of physical environment in urban settings on health; issues like water, sanitation & waste management; urban planning; housing and land tenure; indoor- and outdoor pollution; traffic injuries; natural disasters.    VI. Social and socio-cultural environment  (Wk 6: 15 hrs)  Social and socio-cultural  influences  on health; issues like social cohesion; (informal) employment; sex work, STIs / HIV; mental health , alcohol and drug abuse; crime and violence,  â€˜street culture&rsquo;; nutrition and the â€˜double burden&rsquo;; 'lifestyles&rsquo;; (with specific focus on their gendered nature)      VII. City governance & community participation (Wk 7:  12 hrs)  Urban governance, including city development plans ; Policy process, including  intersectoral policies; healthy cities projects; slum upgrading; Participation of marginalised communities, voice and accountability, Rights based approaches     VIII. Field work: (Wk 8-10:  18 hrs)  Analyse DoH  and  perceptions of people living in poor urban settlements; Review interventions in urban context    IX. Advocacy & multisectoral action for urban health (Wk 11&12: 15 hrs)  Different approaches  used in intersectoral action; Stakeholder analysis; Communicating effectively with stakeholders on urban health issues; Propose policy solutions to urban health problems.						
Research Proposal Writing (not offered 2020-21)	<br>At the end of the module, the student should be able to:  â— Formulate clear and appropriate research aims and objectives  â— Identify relevant theory and develop a conceptual framework  â— Describe a methodological strategy for data collection, management and analysis  â— Reflect on ethical issues concerning data collection and analysis  â— Formulate a plan for communication/dissemination of the research findings  â— Identify and target appropriate sources of funding  â— Address logistic planning considerations (partnerships, timelines, and budgets)		1	CEyber@qmu.ac.uk	2012-09-17 12:05:44	2017-07-20	2021-01-12 11:39:09	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	2021-2-22 to 2021-3-19: 4 weeks of online learning  2021-3-29: (summative) assignment submission Applications stay open until two weeks before the course starts.	Online course delivered electronically from IGHD, Edinburgh	Maria Bertone	English	advanced optional	2017-06-21 21:31:17	<br>150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-02-22	2021-03-29	<br>Accredited in September 2012, Re-accredited in February 2017. This accreditation is valid until February 2022.	<br>Each Leaning Unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The type of session will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will always be allowed.    Students will be asked to identify a research topic in advance, which they want to develop a proposal on and to use that topic throughout the module. It will be helpful to have done some initial background research on the topic.	<br>Key readings for the module include:     BOOTH, W. C., COLOMB, G. G., and WILIAMS, J.M., 2008. The craft of research. Chicago: University Chicago Press.  BLAXTER, L., HUGHES, C. and TIGHT, M., 2010. How to research. 4nd ed.  Buckingham: Open University Press.  CRESWELL, J., 2009. Research design: qualitative, quantitative, and mixed method approaches. 3rd ed. London: Sage.  POLGAR, S., and THOMAS, S.A., 2013. Introduction to research in health sciences. Churchill Livingstone Elsevier.  POPE, C., MAYS, N. and POPAY, J., 2007. Synthesizing qualitative and quantitative health evidence a guide to methods. New York: McGraw Hill Education.  SUPINO, P. G., and BORER, J. S., 2012. Principles of research methodology. New York: Springer.	<br>The summative assignment will be based on a scaffolding approach. Through two formative mini-assignments reflecting key components of the module, students will be expected to gradually develop the research topic/idea identified in advance of the module. By the end of the module, students will be asked to develop a full (3,000-words) research proposal, partially on the basis of the mini-assignments prepared throughout the module. Whilst the mini-assignments are formative, students are required to submit both of them in order to be allowed to submit the final assignment. Short written feedback will be provided to the students on the formative assignments, while more extensive feedback using a marking matrix will be provided for the summative assignment.  If a student fails the summative assignment they can resubmit it. The mark will be capped at 50% upon resubmission	<br>Max number of students: 30 (no limit on tropEd students)	<br>â€¢ â— General admission requirements for entry onto MSc courses run at IGHD with an IELTS overall score of 6.0 with no individual component score less than 5.5.  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>First 30 students who apply and who meet all the requirements will be selected.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>This is an updated version of the module Research Design and Proposal Writing (RDPW), offered online in previous academic years.    The course coordinator has changed due to relocation of the former coordinator (this change was already effective in AY 19-20). In the current version, objectives and content have been updated to give less prominence to the â€˜research design and methodology components (for example, covering the building blocks of research, details of data collection issues, such as sampling, or approaches to data analysis), which are covered in other modules. More attention is given to the practical aspects of writing a research proposal, including its structure and key sections such as the data management plan, communication/dissemination plan and timelines and budgets. Specific attention will be given to the identification of appropriate sources of funding as well as on how research proposals are evaluated.	<br>The module has generally been well received. In past evaluations, it was considered that learning objectives were achieved (95% either agreed or strongly agreed), classes were well prepared and organised (95% either agreed or strongly agreed), the coursework was at the right level (85%), and the module overall interesting (95% marked interesting or very interesting). Specific positive comments were made on content, flow, the support and feedback provided and exposure to the diverse experiences of lecturers.     One issue raised concerned the partial overlap with other modules focusing on research methods (in general and specifically on qualitative methods) and approaches to data collection and analysis. We have now reflected this by focusing less on methodological and â€˜research designâ€™ issues, and more on proposal development and writing. This revision will also address another reported issue, which concerned the pace of the module which was perceived as too fast by students (it was reported to be â€˜about rightâ€™ for 78% of students in AY 17-18 and 55% in AY 19-20). In addition to the changes to the content of the learning units, we have also clearly differentiated between core and additional/non-essential readings/resources and added alternative forms of resources to replace some of the readings.	<br>Students are interested in covering specific aspects of proposal development, such as data management plans, communication and dissemination plans and gather â€˜tipsâ€™ and practices for practical proposal writing.	<br>This module provides participants with relevant theory, method, and skills to develop an individual research proposal in the area of global health for academic purposes, intended for post-graduate study, a fellowship, or a funding body.  We will define key steps of the process and provide guidance for participants to work through these steps in the course of the module.  We will also include broader considerations around proposal submission including the funding environment, identifying and engaging with relevant funding bodies or academic institutions; logistic planning, budgets and timelines; communication and dissemination plans; as well as thinking about the impact of the proposed work on both academic and lay communities.      Learning Units:   â— Global health and development: current topical areas and the funding environment  â— Formulating research purpose, aim and objectives  â— Sourcing evidence to make the case to support the rationale and importance of the chosen research topic/question  â— Applying conceptual and theoretical frameworks  â— Ethical considerations for primary and secondary data collection and analysis  â— Methodological considerations for primary and secondary data collection and analysis  â— Data management plans   â— Communication, impact, and dissemination plans  â— Working with partners, associates and research assistants  â— Timelines and budgets  â— Writing a good proposal: clarity, consistency, and conviction  â— Evaluation of research proposals	United Kingdom	Communication (oral, written)	Distance-based		5 ECTS credits	
Research Proposal Writing (not offered 2020-21)	<br>At the end of the module, the student should be able to:  â— Formulate clear and appropriate research aims and objectives  â— Identify relevant theory and develop a conceptual framework  â— Describe a methodological strategy for data collection, management and analysis  â— Reflect on ethical issues concerning data collection and analysis  â— Formulate a plan for communication/dissemination of the research findings  â— Identify and target appropriate sources of funding  â— Address logistic planning considerations (partnerships, timelines, and budgets)		1	CEyber@qmu.ac.uk	2012-09-17 12:05:44	2017-07-20	2021-01-12 11:39:09	troped	romy	0		2021-2-22 to 2021-3-19: 4 weeks of online learning  2021-3-29: (summative) assignment submission Applications stay open until two weeks before the course starts.	Online course delivered electronically from IGHD, Edinburgh				2017-06-21 21:31:17	<br>150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-02-22	2021-03-29	<br>Accredited in September 2012, Re-accredited in February 2017. This accreditation is valid until February 2022.	<br>Each Leaning Unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The type of session will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will always be allowed.    Students will be asked to identify a research topic in advance, which they want to develop a proposal on and to use that topic throughout the module. It will be helpful to have done some initial background research on the topic.	<br>Key readings for the module include:     BOOTH, W. C., COLOMB, G. G., and WILIAMS, J.M., 2008. The craft of research. Chicago: University Chicago Press.  BLAXTER, L., HUGHES, C. and TIGHT, M., 2010. How to research. 4nd ed.  Buckingham: Open University Press.  CRESWELL, J., 2009. Research design: qualitative, quantitative, and mixed method approaches. 3rd ed. London: Sage.  POLGAR, S., and THOMAS, S.A., 2013. Introduction to research in health sciences. Churchill Livingstone Elsevier.  POPE, C., MAYS, N. and POPAY, J., 2007. Synthesizing qualitative and quantitative health evidence a guide to methods. New York: McGraw Hill Education.  SUPINO, P. G., and BORER, J. S., 2012. Principles of research methodology. New York: Springer.	<br>The summative assignment will be based on a scaffolding approach. Through two formative mini-assignments reflecting key components of the module, students will be expected to gradually develop the research topic/idea identified in advance of the module. By the end of the module, students will be asked to develop a full (3,000-words) research proposal, partially on the basis of the mini-assignments prepared throughout the module. Whilst the mini-assignments are formative, students are required to submit both of them in order to be allowed to submit the final assignment. Short written feedback will be provided to the students on the formative assignments, while more extensive feedback using a marking matrix will be provided for the summative assignment.  If a student fails the summative assignment they can resubmit it. The mark will be capped at 50% upon resubmission	<br>Max number of students: 30 (no limit on tropEd students)	<br>â€¢ â— General admission requirements for entry onto MSc courses run at IGHD with an IELTS overall score of 6.0 with no individual component score less than 5.5.  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>First 30 students who apply and who meet all the requirements will be selected.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>This is an updated version of the module Research Design and Proposal Writing (RDPW), offered online in previous academic years.    The course coordinator has changed due to relocation of the former coordinator (this change was already effective in AY 19-20). In the current version, objectives and content have been updated to give less prominence to the â€˜research design and methodology components (for example, covering the building blocks of research, details of data collection issues, such as sampling, or approaches to data analysis), which are covered in other modules. More attention is given to the practical aspects of writing a research proposal, including its structure and key sections such as the data management plan, communication/dissemination plan and timelines and budgets. Specific attention will be given to the identification of appropriate sources of funding as well as on how research proposals are evaluated.	<br>The module has generally been well received. In past evaluations, it was considered that learning objectives were achieved (95% either agreed or strongly agreed), classes were well prepared and organised (95% either agreed or strongly agreed), the coursework was at the right level (85%), and the module overall interesting (95% marked interesting or very interesting). Specific positive comments were made on content, flow, the support and feedback provided and exposure to the diverse experiences of lecturers.     One issue raised concerned the partial overlap with other modules focusing on research methods (in general and specifically on qualitative methods) and approaches to data collection and analysis. We have now reflected this by focusing less on methodological and â€˜research designâ€™ issues, and more on proposal development and writing. This revision will also address another reported issue, which concerned the pace of the module which was perceived as too fast by students (it was reported to be â€˜about rightâ€™ for 78% of students in AY 17-18 and 55% in AY 19-20). In addition to the changes to the content of the learning units, we have also clearly differentiated between core and additional/non-essential readings/resources and added alternative forms of resources to replace some of the readings.	<br>Students are interested in covering specific aspects of proposal development, such as data management plans, communication and dissemination plans and gather â€˜tipsâ€™ and practices for practical proposal writing.	<br>This module provides participants with relevant theory, method, and skills to develop an individual research proposal in the area of global health for academic purposes, intended for post-graduate study, a fellowship, or a funding body.  We will define key steps of the process and provide guidance for participants to work through these steps in the course of the module.  We will also include broader considerations around proposal submission including the funding environment, identifying and engaging with relevant funding bodies or academic institutions; logistic planning, budgets and timelines; communication and dissemination plans; as well as thinking about the impact of the proposed work on both academic and lay communities.      Learning Units:   â— Global health and development: current topical areas and the funding environment  â— Formulating research purpose, aim and objectives  â— Sourcing evidence to make the case to support the rationale and importance of the chosen research topic/question  â— Applying conceptual and theoretical frameworks  â— Ethical considerations for primary and secondary data collection and analysis  â— Methodological considerations for primary and secondary data collection and analysis  â— Data management plans   â— Communication, impact, and dissemination plans  â— Working with partners, associates and research assistants  â— Timelines and budgets  â— Writing a good proposal: clarity, consistency, and conviction  â— Evaluation of research proposals		Planning and programming (incl.. budgeting and evaluation)				
Research Proposal Writing (not offered 2020-21)	<br>At the end of the module, the student should be able to:  â— Formulate clear and appropriate research aims and objectives  â— Identify relevant theory and develop a conceptual framework  â— Describe a methodological strategy for data collection, management and analysis  â— Reflect on ethical issues concerning data collection and analysis  â— Formulate a plan for communication/dissemination of the research findings  â— Identify and target appropriate sources of funding  â— Address logistic planning considerations (partnerships, timelines, and budgets)		1	CEyber@qmu.ac.uk	2012-09-17 12:05:44	2017-07-20	2021-01-12 11:39:09	troped	romy	0		2021-2-22 to 2021-3-19: 4 weeks of online learning  2021-3-29: (summative) assignment submission Applications stay open until two weeks before the course starts.	Online course delivered electronically from IGHD, Edinburgh				2017-06-21 21:31:17	<br>150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-02-22	2021-03-29	<br>Accredited in September 2012, Re-accredited in February 2017. This accreditation is valid until February 2022.	<br>Each Leaning Unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The type of session will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will always be allowed.    Students will be asked to identify a research topic in advance, which they want to develop a proposal on and to use that topic throughout the module. It will be helpful to have done some initial background research on the topic.	<br>Key readings for the module include:     BOOTH, W. C., COLOMB, G. G., and WILIAMS, J.M., 2008. The craft of research. Chicago: University Chicago Press.  BLAXTER, L., HUGHES, C. and TIGHT, M., 2010. How to research. 4nd ed.  Buckingham: Open University Press.  CRESWELL, J., 2009. Research design: qualitative, quantitative, and mixed method approaches. 3rd ed. London: Sage.  POLGAR, S., and THOMAS, S.A., 2013. Introduction to research in health sciences. Churchill Livingstone Elsevier.  POPE, C., MAYS, N. and POPAY, J., 2007. Synthesizing qualitative and quantitative health evidence a guide to methods. New York: McGraw Hill Education.  SUPINO, P. G., and BORER, J. S., 2012. Principles of research methodology. New York: Springer.	<br>The summative assignment will be based on a scaffolding approach. Through two formative mini-assignments reflecting key components of the module, students will be expected to gradually develop the research topic/idea identified in advance of the module. By the end of the module, students will be asked to develop a full (3,000-words) research proposal, partially on the basis of the mini-assignments prepared throughout the module. Whilst the mini-assignments are formative, students are required to submit both of them in order to be allowed to submit the final assignment. Short written feedback will be provided to the students on the formative assignments, while more extensive feedback using a marking matrix will be provided for the summative assignment.  If a student fails the summative assignment they can resubmit it. The mark will be capped at 50% upon resubmission	<br>Max number of students: 30 (no limit on tropEd students)	<br>â€¢ â— General admission requirements for entry onto MSc courses run at IGHD with an IELTS overall score of 6.0 with no individual component score less than 5.5.  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>First 30 students who apply and who meet all the requirements will be selected.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>This is an updated version of the module Research Design and Proposal Writing (RDPW), offered online in previous academic years.    The course coordinator has changed due to relocation of the former coordinator (this change was already effective in AY 19-20). In the current version, objectives and content have been updated to give less prominence to the â€˜research design and methodology components (for example, covering the building blocks of research, details of data collection issues, such as sampling, or approaches to data analysis), which are covered in other modules. More attention is given to the practical aspects of writing a research proposal, including its structure and key sections such as the data management plan, communication/dissemination plan and timelines and budgets. Specific attention will be given to the identification of appropriate sources of funding as well as on how research proposals are evaluated.	<br>The module has generally been well received. In past evaluations, it was considered that learning objectives were achieved (95% either agreed or strongly agreed), classes were well prepared and organised (95% either agreed or strongly agreed), the coursework was at the right level (85%), and the module overall interesting (95% marked interesting or very interesting). Specific positive comments were made on content, flow, the support and feedback provided and exposure to the diverse experiences of lecturers.     One issue raised concerned the partial overlap with other modules focusing on research methods (in general and specifically on qualitative methods) and approaches to data collection and analysis. We have now reflected this by focusing less on methodological and â€˜research designâ€™ issues, and more on proposal development and writing. This revision will also address another reported issue, which concerned the pace of the module which was perceived as too fast by students (it was reported to be â€˜about rightâ€™ for 78% of students in AY 17-18 and 55% in AY 19-20). In addition to the changes to the content of the learning units, we have also clearly differentiated between core and additional/non-essential readings/resources and added alternative forms of resources to replace some of the readings.	<br>Students are interested in covering specific aspects of proposal development, such as data management plans, communication and dissemination plans and gather â€˜tipsâ€™ and practices for practical proposal writing.	<br>This module provides participants with relevant theory, method, and skills to develop an individual research proposal in the area of global health for academic purposes, intended for post-graduate study, a fellowship, or a funding body.  We will define key steps of the process and provide guidance for participants to work through these steps in the course of the module.  We will also include broader considerations around proposal submission including the funding environment, identifying and engaging with relevant funding bodies or academic institutions; logistic planning, budgets and timelines; communication and dissemination plans; as well as thinking about the impact of the proposed work on both academic and lay communities.      Learning Units:   â— Global health and development: current topical areas and the funding environment  â— Formulating research purpose, aim and objectives  â— Sourcing evidence to make the case to support the rationale and importance of the chosen research topic/question  â— Applying conceptual and theoretical frameworks  â— Ethical considerations for primary and secondary data collection and analysis  â— Methodological considerations for primary and secondary data collection and analysis  â— Data management plans   â— Communication, impact, and dissemination plans  â— Working with partners, associates and research assistants  â— Timelines and budgets  â— Writing a good proposal: clarity, consistency, and conviction  â— Evaluation of research proposals		Research (in general)				
Research Proposal Writing (not offered 2020-21)	<br>At the end of the module, the student should be able to:  â— Formulate clear and appropriate research aims and objectives  â— Identify relevant theory and develop a conceptual framework  â— Describe a methodological strategy for data collection, management and analysis  â— Reflect on ethical issues concerning data collection and analysis  â— Formulate a plan for communication/dissemination of the research findings  â— Identify and target appropriate sources of funding  â— Address logistic planning considerations (partnerships, timelines, and budgets)		1	CEyber@qmu.ac.uk	2012-09-17 12:05:44	2017-07-20	2021-01-12 11:39:09	troped	romy	0		2021-2-22 to 2021-3-19: 4 weeks of online learning  2021-3-29: (summative) assignment submission Applications stay open until two weeks before the course starts.	Online course delivered electronically from IGHD, Edinburgh				2017-06-21 21:31:17	<br>150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-02-22	2021-03-29	<br>Accredited in September 2012, Re-accredited in February 2017. This accreditation is valid until February 2022.	<br>Each Leaning Unit comprises approximately 8 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The type of session will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will always be allowed.    Students will be asked to identify a research topic in advance, which they want to develop a proposal on and to use that topic throughout the module. It will be helpful to have done some initial background research on the topic.	<br>Key readings for the module include:     BOOTH, W. C., COLOMB, G. G., and WILIAMS, J.M., 2008. The craft of research. Chicago: University Chicago Press.  BLAXTER, L., HUGHES, C. and TIGHT, M., 2010. How to research. 4nd ed.  Buckingham: Open University Press.  CRESWELL, J., 2009. Research design: qualitative, quantitative, and mixed method approaches. 3rd ed. London: Sage.  POLGAR, S., and THOMAS, S.A., 2013. Introduction to research in health sciences. Churchill Livingstone Elsevier.  POPE, C., MAYS, N. and POPAY, J., 2007. Synthesizing qualitative and quantitative health evidence a guide to methods. New York: McGraw Hill Education.  SUPINO, P. G., and BORER, J. S., 2012. Principles of research methodology. New York: Springer.	<br>The summative assignment will be based on a scaffolding approach. Through two formative mini-assignments reflecting key components of the module, students will be expected to gradually develop the research topic/idea identified in advance of the module. By the end of the module, students will be asked to develop a full (3,000-words) research proposal, partially on the basis of the mini-assignments prepared throughout the module. Whilst the mini-assignments are formative, students are required to submit both of them in order to be allowed to submit the final assignment. Short written feedback will be provided to the students on the formative assignments, while more extensive feedback using a marking matrix will be provided for the summative assignment.  If a student fails the summative assignment they can resubmit it. The mark will be capped at 50% upon resubmission	<br>Max number of students: 30 (no limit on tropEd students)	<br>â€¢ â— General admission requirements for entry onto MSc courses run at IGHD with an IELTS overall score of 6.0 with no individual component score less than 5.5.  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>First 30 students who apply and who meet all the requirements will be selected.	Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	None	<br>This is an updated version of the module Research Design and Proposal Writing (RDPW), offered online in previous academic years.    The course coordinator has changed due to relocation of the former coordinator (this change was already effective in AY 19-20). In the current version, objectives and content have been updated to give less prominence to the â€˜research design and methodology components (for example, covering the building blocks of research, details of data collection issues, such as sampling, or approaches to data analysis), which are covered in other modules. More attention is given to the practical aspects of writing a research proposal, including its structure and key sections such as the data management plan, communication/dissemination plan and timelines and budgets. Specific attention will be given to the identification of appropriate sources of funding as well as on how research proposals are evaluated.	<br>The module has generally been well received. In past evaluations, it was considered that learning objectives were achieved (95% either agreed or strongly agreed), classes were well prepared and organised (95% either agreed or strongly agreed), the coursework was at the right level (85%), and the module overall interesting (95% marked interesting or very interesting). Specific positive comments were made on content, flow, the support and feedback provided and exposure to the diverse experiences of lecturers.     One issue raised concerned the partial overlap with other modules focusing on research methods (in general and specifically on qualitative methods) and approaches to data collection and analysis. We have now reflected this by focusing less on methodological and â€˜research designâ€™ issues, and more on proposal development and writing. This revision will also address another reported issue, which concerned the pace of the module which was perceived as too fast by students (it was reported to be â€˜about rightâ€™ for 78% of students in AY 17-18 and 55% in AY 19-20). In addition to the changes to the content of the learning units, we have also clearly differentiated between core and additional/non-essential readings/resources and added alternative forms of resources to replace some of the readings.	<br>Students are interested in covering specific aspects of proposal development, such as data management plans, communication and dissemination plans and gather â€˜tipsâ€™ and practices for practical proposal writing.	<br>This module provides participants with relevant theory, method, and skills to develop an individual research proposal in the area of global health for academic purposes, intended for post-graduate study, a fellowship, or a funding body.  We will define key steps of the process and provide guidance for participants to work through these steps in the course of the module.  We will also include broader considerations around proposal submission including the funding environment, identifying and engaging with relevant funding bodies or academic institutions; logistic planning, budgets and timelines; communication and dissemination plans; as well as thinking about the impact of the proposed work on both academic and lay communities.      Learning Units:   â— Global health and development: current topical areas and the funding environment  â— Formulating research purpose, aim and objectives  â— Sourcing evidence to make the case to support the rationale and importance of the chosen research topic/question  â— Applying conceptual and theoretical frameworks  â— Ethical considerations for primary and secondary data collection and analysis  â— Methodological considerations for primary and secondary data collection and analysis  â— Data management plans   â— Communication, impact, and dissemination plans  â— Working with partners, associates and research assistants  â— Timelines and budgets  â— Writing a good proposal: clarity, consistency, and conviction  â— Evaluation of research proposals						
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London	Dr Hannah Kuper 	English	advanced optional	2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?	United Kingdom	Disabilities	Face to face		5 ECTS credits	
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London	Dr Lisa Danquah			2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?		Globalisation				
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?		Health Policy (incl. advocacy)				
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?		Human development				
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?		Vulnerable groups (in general)				
Disability and Health: A Global Perspective	<br>By the end of the module, students should be able to:  1. describe the broad conceptualization of disability;  2. appraise the epidemiological significance of disability from a global perspective;  3. examine and discuss the epidemiology of the main types of impairment leading to disability;  4. explain the relationship between disability and burden of disease;    5. critically assess the impact of disability in people&rsquo;s lives (eg. on poverty, education, quality of life and occupation);  6. discuss the application of epidemiological research methods to the study of global disability;  7. explain the principles of rehabilitation and community based rehabilitation to health systems;  8. identify the importance of disability policy in a global context;  9. recognise the relevance of disability to economic development;  10. assess the impact of disability in specific contexts (e.g. in relation to HIV, Non-Communicable Diseases and emergencies).		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:37:38	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-10-04 08:54:16	<br>The module has a Student Investment Time of 150 hours, consisting of   Contact Time: 42 hours  Directed self-study (working in groups): 33 hours  Self-directed Learning (individual): 45 hours  Review, revision and assessment: 30 hours.  (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>The module consists of lectures (12 hours), seminars (30 hours) and group work sessions (33 hours) using a range of interactive methods. The module includes directed private study (45 hours	<br>This module is designed to familiarize students with the significance of disability in the global context, with a particular focus on aspects relevant to health and on low- and middle-income countries.     Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>The assessment consists of two components: a group presentation (30% of the marks) and an individual written essay (70%). The essay is on a topic which aims to bring together different strands of the module to address a practical problem using an empirical case study (3,000 words).  Re-sit will be available for students who score	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those interested in the relevance of disability to epidemiology, global public health and health policy, and vice versa.  It is equally suitable for students with or without a background in disability and allied professions.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The following information will be covered through a combination of lectures and practicals.  1. Basic concepts: What is disability? What are the major types of impairment leading to disability, and what is their global distribution? How can these conditions be measured?  2. How can epidemiological methods contribute towards filling the knowledge gaps in global disability? What are the issues to be considered when researching disability?   3. Impact: What is the main impact of disability in people&rsquo;s lives, including in terms of access to education, employment, poverty and social inclusion?  4. Context specific: how is disability important in different contexts, for example in children, among people with HIV, in emergencies and in other population sub-groups.  5. Rehabilitation: What are the main concepts of habilitation, rehabilitation and community based rehabilitation for people with disability? How should these services be integrated within health systems?  6.  Disability, policy and inclusive development. Why is    disability policy important, and why must disability be considered for economic development?						
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London	Claire Schofield 	English	advanced optional	2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.	United Kingdom	Food	Face to face		5 ECTS credits	
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London				2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.		Health Policy (incl. advocacy)				
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London				2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.		Health in emergencies				
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London				2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.		Nutrition				
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London				2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.		Vulnerable groups (in general)				
Nutrition in Emergencies	<br>By the end of this module, students should be able to:  -  Describe the contexts in which different emergencies and their health impacts arise;  -  Explain the roles of organizations involved in dealing with the health impact of emergencies;  -  Identify the most appropriate nutrition interventions in different health emergency contexts;  -  Apply the use of nutritional information in emergencies;  -  Critically review up-to-date interventions and survey methodologies;  -  Evaluate the controversies and challenges associated with policy change in the emergency setting.		0	Craig.Higgins@lshtm.ac.uk	2012-10-04 08:57:13	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks (9.30am Monday - 12.30pm Wednesday)	<br>London School of Hygiene and Tropical Medicine, London				2012-10-04 09:02:10	<br>The module has a Student Investment Time of 150 hours, consisting of   -  Contact time &#8776; 40  hours  -  Directed study (working in groups) &#8776; 50  hours  -  Self-directed learning (individual) &#8776; 30  hours  -  Review, revision and assessment &#8776; 30 hours     (but see also Remarks below)	2017-02-20	2017-03-22	<br>Accredited in September 2012 in Uppsala. This accreditation is valid until September 2017.	<br>This module uses a range of teaching methods, including a series of lectures and seminars (40 hours) and active student participation in case presentations and discussions 50 hours), supported by guided reading (30 hours).	<br>To provide students with the necessary understanding and skills needed to address malnutrition among people affected by famine and food emergencies.    Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Assessment will be in the form of a multiple choice and short question test lasting 1.5hours, contributing to 100% of marks.  For students who are required to re-sit, or granted a deferral or new attempt, the task will be the same as the original assessment but with a mixture of new and old questions.	<br>Student numbers are typically 20 per year.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                                          IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.    This module is intended for those wishing to work in, or with, the food emergency relief sector.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available.				<br>The module includes sessions addressing the following topics:  -  Theories of the causes of food emergencies;  -  The different responsibilities and mandates of NGO's, UN and government agencies and factors determining response capacity;  -  The relevance of nutritional, health and socio-economic data in food security, emergency needs assessment and in soliciting appropriate responses;  -  How to review emergency feeding programmes;  -  How to review relevant survey methodologies;  -  Current challenges and controversies in nutrition in emergencies.  Handouts and reader are provided to students.						
Global Health Fundamentals I (equivalent to Core Course for the tropEd Master of International Health)	<br>  Core courses introduce students to the fundamentals of international /& global health as stated in the following aims: By the end of the core course students should be able toâ€¦    â€¢ critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity.    â€¢ identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level    â€¢ propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.    â€¢ describe the role, decision-making process and impact of global health policy actors     â€¢ collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting		1	nuria.casamitjana@isglobal.org	2012-10-09 03:46:32	2019-09-02	2020-07-01 09:35:49	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	Approximately 12 weeks of study (classes run Mondays to Fridays from 9:00h â€“ 13:30h, with a 30 min. break).	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain	Dr. Nuria Casamitjana	English	core course	2012-10-09 04:24:05	500 hours SIT (approximately 1/3 of which are contact hours)	2020-09-21	2020-12-18	<br> Accredited in September 2012 and re-accredited in November 2014 and in June 2019 in Umea, Sweden. This accreditation is valid until June 2024.	<br>  Global Health Fundamentals I focuses on participative learning methods and, in addition to expert lectures, encourages course coordinators and professors to focus their teaching methodology on:  â€¢ Discussion & Debate;  â€¢ Assessment of readings;  â€¢ Calculus exercises;  â€¢ Data exploitation and analysis;   â€¢ Case study analysis     In participating in such activities, either individually or through group work, students build the transferable skills and gain core knowledge and competencies necessary in the field of global health.    Specific learning method and activities may vary between the five courses that make up Global Health Fundamentals I module, depending on the type of content covered in each course.    Currently, rubrics are provided to students to be informed about  assessments of all courses/modules.    The UB Moodle platform is used for communication with students, sharing all course information and materials, to upload written submission and perform online tests.		<br>The grading system is expressed as a numeric score up to one decimal, out of 10.     1. A monitoring system will be used to control class attendance. Students are required to attend a minimum of 80% of sessions in order to be admitted for evaluation .   2. Each module of the core course will assess the acquisition of its specific learning objectives in terms of knowledge / skills / competencies   3. Final assessment of the â€œcore courseâ€ to assess the integration of the different blocks/modules: students must complete a case study-based  paper addressing 5 questions related to the core course content.  4. The final grade of the core course, will be calculated as follows:  a. 80% of the average of the five modules grades weighted by number of credits of each one  b. 20% of the grade of the final exam.    Detailed information on assessments of the five modules integrating the core course follows.     Global Health Challenges:     Evaluation is based on individual and group work. Each group will develop the profile of a LMIC using a global health approach (see Annex 1 for a description a country profile development).     1. Individual: Level of student participation in classroom (10% of final grade  2. Group work I: Three short oral presentations presenting the progress done constructing the country profile. (45% of the final grade).    3. Group work II: Written work summarizing the country profile, integrating what groups have presented in the classroom plus the comments from the faculty and other classmates. (45% of the final grade). This exercise requires writing a maximum of 1,500 words, plus an additional page of bibliographical reference.    The instructions for students and the rubric associated to this course are included as examples in Annex 1 and 2.     Resit: Students who fail will be given an opportunity to resubmit their written work incorporating the feedback form the faculty within 15 days after first grade communication.     Health Systems & Policies    Evaluation is based on individual and group work.    1. Case studies (20%):  At the beginning of the course, students will be presented with case studies that analyse country health systems. Each case will be assigned to a group of 7-8 people, who will apply all of the course concepts to that case, through the response to a series of pre-established questions. Each group will be assigned a date to present collective group work via a PowerPoint presentation (4 slides) on four questions concerning the country case study, announced in advance.     2. Abstract/ written work (40%):  Each student must complete a written abstract (250 words) summarizing the main features of the health system(s) of the country case studies based on the main responses to the total set of questions asked, for his/her specific country case.     3. Two online multiple-choice exams of 10 questions each (40%), and at the middle of the course and the other one at the end. Each exam represents 20% of the grade. Each exam will be graded separately.    Students who fail to pass the evaluation in the first opportunity will be asked to pass a written exam to answer 5 open-ended questions in two hours.       Biostatistics    The evaluation will be assessed individually according to the following criteria:    â€¢ The final grade will be calculated as the mean of the scores of two different exercise packages: a) quizzes (40%) and b) practice assignment (60%). Each package score needs to be 4 or higher out of 10 to calculate the mean. The final grade required to pass is 5 or higher out of 10.    Resit: The student with a global score less than 5.0 will be required to undertake an extra quiz or practical work with questions about all session contents.    Fundamentals of Epidemiology    Students in the course will be evaluated individually with a written exam. The exam will cover all topics of the course and will contain 25 questions. 20 of the questions will be multiple choice and 5 will be open-ended. Each of the multiple choice question weights 1 out of 30, and each of the open-ended questions 2 out of 30.     Resit: Students who do not pass the first exam will be asked to do a similar exam (number and type of questions, similar duration) with different questions.     Fundamentals of Qualitative Health Research    Evaluation is based on individual and group-based work.    â€¢ Group Work at the end of the course: Group presentation (11 slides) of discussion on applicability of findings of specific group-assigned qualitative research report to inform global health policy, programs and field operations (40%).    â€¢ Individual test: A multiple-choice test including 20 questions from mandatory readings will be done during the last session hour (60%).      Resit: Students failing to pass will have the possibility of undergoing a second examination after a face-to-face meeting with the course coordinator to assess reasons for poor performance and agree on a personalised action plan to maximise performance.     Communication of grades from all courses include written and/or oral feedback of each evaluation component to the students.     Final Integrated Exam (20% of the core course)    The final integrated exam will be an open-book exam. Based on a case study made available to students at least one week in advance, they will need to answer 5 open-ended questions, one per each of the courses that form the core course.     Resit: students failing the core course exam will be given the opportunity to do a second exam based on the same case study, but with 5 different questions.	<br>  The maximum number of students accepted in this program is 30. There is not limit for the number of tropEd students within the total accepted.	<br>  Entry requirements:    o Candidates must apply through the University of Barcelona website and provide verification of their academic qualifications, i.e. Bachelor diploma and transcript as indicated in the website.    o In addition, candidates have to complete a standard University of Barcelona application form and must provide the following documentation:  o A detailed curriculum vitae.  o A motivation letter.    Language requirements:    The Master is taught entirely English. Candidates who do not speak English as their mother tongue will be asked to demonstrate their language level.    Non-native English speaking tropEd candidates must provide an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. An interview in English is compulsory	<br>  Applications that meet the pre-requisites will be accepted for the selection process.    A panel made up of the program directors and program coordinators will review all applications. Students will undergo a pre-selection to make sure they meet the pre-requisites and have submitted all the required documents (including letters of recommendation, C.V. and letters of motivation). Pre-selected students will be interviewed and candidates will be finally selected based on:    1. CV and previous grades   2. Past work / study experience;  3. Plans to apply skills and knowledge gained through the Master as discussed in the letter of motivation and the interview; and  4. Recommendations from professional or academic reference.    In the event of over-subscription, the best candidates based on previous criteria will be selected.	<br>2019-20 tuition for the core course Fundamentals of Global Health I is 3.500 â‚¬ or 175â‚¬ per ECTS credit plus university taxes (around 80 â‚¬)	<br>  Scholarships for the 2019-20 year are not currently available.	There have not been major changes regarding the structure of the core course since its re-accreditation in 2014. However, feed-back received from students in courses evaluation has been integrated to improve content and methodology whenever needed.    Major changes in other areas include:    â€¢ The program is not bilingual anymore and now English is the only working language.  â€¢ The learning objectives and course contents have been adapted according to the reformulated aims approved by tropEd  â€¢ The format of the first course, Global Health Challenges, was changed from mostly a disease-based approach, to a perspective based on disease groups and crosscutting issues.  â€¢ Additionally, content on fundamentals of health determinants was reinforced in the same first course, Global Health Challenges.  â€¢ The time tables of the courses on Biostatistics and Fundamentals of Epidemiology were revised in order to make them more complementary to each other, as advised from studentsâ€™ feedback.   â€¢ Studentâ€™s participation has a lower weight in the studentâ€™s assessment overall, as advised by the studentsâ€™ feedback.   â€¢ Regarding assessment of the different courses that integrate the â€œcore courseâ€ feed back from students was very useful to improve in defining assessment tools. Currently, all courses have developed specific rubrics that facilitate grading of students  â€¢ The UB Moodle platform has been increasingly used to interact with students	Student feedback is collected for each course in the Masterâ€™s degree via an online survey, as well as through face-to-face sessions with course coordinators at the end of each course.     Overall, students have been rating the core course 4 points or over out of 5 in the last 5 years.   During face-to-face feedback sessions, students have also assessed the course positively, although expressed concerns about the workload involved. Mentoring and tutorial sessions, including support for time management skills, were reinforced to help students deal with the program requirements.   Students also preferred course programs with not too many teachers and greater presence of the course coordinators in the classroom. In that sense, the syllabi and faculty allocation to sessions was revised to make course session more consistent.		<br>1. Introduction and orientation (0,5 ECTS â€“included within hours attributed to the following blocks)     â€¢ Introduction and orientation will start online 3 before the onset of the teaching sessions and will continue both online and face-to-face until 6 weeks of the course have been reached.  â€¢ Three weeks before starting the sessions, students will be asked to enrol in the virtual campus (based on a moodle platform), where orientation material (documents, references, tutorials) will be available to induce them into the program.   â€¢ Before starting the sessions, students will be invited to join the Facebook Alumni page so they can interact with current and past students, an ask for peer advice and academic and practical matters.   â€¢ During this period prior to the start of the sessions, students will receive regular communications via the virtual campus (accessible in the moodle platform but also directly received in their e-mailn addresses) on practical and logistic information and how to get ready for the course. They can also ask questions to the program coordination.  â€¢ The students will attend an initial 2-hour session with directors and coordinators of the programme for an overall introduction to the course and the different blocks.   â€¢ During the first 6 weeks of the program, each student will be scheduled to have at least 1 tutorial meeting with a member of the program coordination, to discuss their adaptation to the course dynamics, and their choices in relation to advance modules and final project topic and supervisor. Options for future career development may also be discussed. Students will undergo at least one meet each, but can request additional interviews as needed, even beyond the first 6-week period.   â€¢ On Fridays throughout the duration of the module, students will attend seminars and skill-building workshops on topics related to global health. During the first weeks of the course students will attend introductory seminars on how to develop a research project.    2. Concepts and research methods     â€¢ Biostatistics (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (50 h SIT, 2 ECTS)  â€¢ Qualitative methods (37.5 h SIT, 1.5 ECTS)    Total = 7.5 ECTS    3. Health problems and responses     â€¢ Global health challenges (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (37.5 h SIT 1.5 ECTS)  â€¢ Qualitative methods (37.5 h SIT, 1.5 ECTS)    Total = 7 ECTS    4. Health systems and policies, management and communication     â€¢ Health systems and policy (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (37.5 h SIT, 1,5 ECTS)    Total = 5,5 ECTS    For details, see table 1    In addition to the modules indicated in the required blocks, students must attend Friday workshops and seminars that are part of these courses and cover topics including: introduction to research proposal development, communication and presentation skills, scientific writing, quotation and referencing systems, teamwork and leadership skills.	Spain		Face to face	<br>  Learning Objectives related to the tropEd aim, â€œCritically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity:â€  By the end of the core course students should be able to:  â€¢ Critically interpret and evaluate relevant literature on global health.  â€¢ Describe, manage and analyse basic global health quantitative data.  â€¢ Use statistical tools applied to global health  â€¢ Estimate the expected impact of global health interventions.  â€¢ Describe how quantitative and qualitative methods can contribute to the design, implementation and evaluation of global health interventions.  â€¢ Develop tools for collecting quantitative and qualitative data.  â€¢ Explain the process of analysing quantitative and qualitative data and interpret the results of quantitative and qualitative studies.   â€¢ Describe how to develop disease surveillance and how to interpret surveillance data.  â€¢ Understand the basic stages of the investigation of a disease outbreak.    Learning Objectives related to the tropEd aim, â€œIdentify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global levelâ€:  By the end of the core course students should be able toâ€¦    â€¢ Identify and understand the principal determinants that influence population health in different parts of the world.  â€¢ Describe the methodology used to identify and measure  the impact of health determinants and health inequalities.  â€¢ Incorporate knowledge of health determinants and inequalities into the design of policies and interventions.  â€¢ Describe the burden of diseases that affects low and middle-income societies and their determinants /risk factors.  â€¢ Describe prevention, control & management of major health concerns of populations in low- middle- income settings.    Learning Objectives related to the tropEd aim, â€œPropose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilitiesâ€:   By the end of the core course students should be able toâ€¦    â€¢ Describe the principal components of health systems and their particularities in LMIC  â€¢ Describe how and by whom global health policies are formulated, as well as their principal implications for health systems and programmes in LMIC.   â€¢ Be able to identify the principal stakeholders, including organizations, public and private, which play an important role in global health issues, and their interrelations with health policies and systems.   â€¢ Analyse successful experiences in the formulation of policies and the organization of health systems in LMIC.    Learning Objectives related to the tropEd aim, â€œdescribe the role, decision-making process and impact of global health policy actors.â€:  By the end of the core course students should be able toâ€¦    â€¢ Discuss the history and the present of the global architecture of global health.  â€¢ Identify who formulates global health policies and how these policies are formulated, as well as the implications of these policies for health systems and programs at national, regional and global level.  â€¢ Explain the principal components of health systems and the differences between systems in both developed and developing countries.  â€¢ Describe the main agencies and organizations, public and private that take on a significant role in health systems.  â€¢ Illustrate how health programmes and interventions can be integrated into a health system.    Learning Objectives related to the tropEd aim, â€œcollaborate and clearly communicate in a multi-disciplinary and multi-cultural settingâ€:  By the end of the core course students should be able toâ€¦    â€¢ Formulate strategies to obtain information critical to developing solutions that address global health problems.  â€¢ Develop strategies to solve global health problems by integrating complex information from diverse disciplines with a trans-disciplinary approach.  â€¢ Apply knowledge and transferable skills in the field of global health.  â€¢ Work in multidisciplinary teams to find and implement solutions that address principal global health problems and challenges, with professional ethics and respect for human rights.  â€¢ Effectively communicate in a multi-cultural way the results of health interventions or evaluations.  During the course, research techniques are taught and critical thinking is practiced so students can analyse and interpret data in order to enlarge global health knowledge and to contribute to evidence-informed design, implementation and evaluation of health policies, programs and interventions.      The core course also includes skill-building seminars relevant for global health career development.	20 ECTS credits	
Global Health Fundamentals I (equivalent to Core Course for the tropEd Master of International Health)	<br>  Core courses introduce students to the fundamentals of international /& global health as stated in the following aims: By the end of the core course students should be able toâ€¦    â€¢ critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity.    â€¢ identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level    â€¢ propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.    â€¢ describe the role, decision-making process and impact of global health policy actors     â€¢ collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting		1	nuria.casamitjana@isglobal.org	2012-10-09 03:46:32	2019-09-02	2020-07-01 09:35:49	troped	troped	0		Approximately 12 weeks of study (classes run Mondays to Fridays from 9:00h â€“ 13:30h, with a 30 min. break).	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain				2012-10-09 04:24:05	500 hours SIT (approximately 1/3 of which are contact hours)	2020-09-21	2020-12-18	<br> Accredited in September 2012 and re-accredited in November 2014 and in June 2019 in Umea, Sweden. This accreditation is valid until June 2024.	<br>  Global Health Fundamentals I focuses on participative learning methods and, in addition to expert lectures, encourages course coordinators and professors to focus their teaching methodology on:  â€¢ Discussion & Debate;  â€¢ Assessment of readings;  â€¢ Calculus exercises;  â€¢ Data exploitation and analysis;   â€¢ Case study analysis     In participating in such activities, either individually or through group work, students build the transferable skills and gain core knowledge and competencies necessary in the field of global health.    Specific learning method and activities may vary between the five courses that make up Global Health Fundamentals I module, depending on the type of content covered in each course.    Currently, rubrics are provided to students to be informed about  assessments of all courses/modules.    The UB Moodle platform is used for communication with students, sharing all course information and materials, to upload written submission and perform online tests.		<br>The grading system is expressed as a numeric score up to one decimal, out of 10.     1. A monitoring system will be used to control class attendance. Students are required to attend a minimum of 80% of sessions in order to be admitted for evaluation .   2. Each module of the core course will assess the acquisition of its specific learning objectives in terms of knowledge / skills / competencies   3. Final assessment of the â€œcore courseâ€ to assess the integration of the different blocks/modules: students must complete a case study-based  paper addressing 5 questions related to the core course content.  4. The final grade of the core course, will be calculated as follows:  a. 80% of the average of the five modules grades weighted by number of credits of each one  b. 20% of the grade of the final exam.    Detailed information on assessments of the five modules integrating the core course follows.     Global Health Challenges:     Evaluation is based on individual and group work. Each group will develop the profile of a LMIC using a global health approach (see Annex 1 for a description a country profile development).     1. Individual: Level of student participation in classroom (10% of final grade  2. Group work I: Three short oral presentations presenting the progress done constructing the country profile. (45% of the final grade).    3. Group work II: Written work summarizing the country profile, integrating what groups have presented in the classroom plus the comments from the faculty and other classmates. (45% of the final grade). This exercise requires writing a maximum of 1,500 words, plus an additional page of bibliographical reference.    The instructions for students and the rubric associated to this course are included as examples in Annex 1 and 2.     Resit: Students who fail will be given an opportunity to resubmit their written work incorporating the feedback form the faculty within 15 days after first grade communication.     Health Systems & Policies    Evaluation is based on individual and group work.    1. Case studies (20%):  At the beginning of the course, students will be presented with case studies that analyse country health systems. Each case will be assigned to a group of 7-8 people, who will apply all of the course concepts to that case, through the response to a series of pre-established questions. Each group will be assigned a date to present collective group work via a PowerPoint presentation (4 slides) on four questions concerning the country case study, announced in advance.     2. Abstract/ written work (40%):  Each student must complete a written abstract (250 words) summarizing the main features of the health system(s) of the country case studies based on the main responses to the total set of questions asked, for his/her specific country case.     3. Two online multiple-choice exams of 10 questions each (40%), and at the middle of the course and the other one at the end. Each exam represents 20% of the grade. Each exam will be graded separately.    Students who fail to pass the evaluation in the first opportunity will be asked to pass a written exam to answer 5 open-ended questions in two hours.       Biostatistics    The evaluation will be assessed individually according to the following criteria:    â€¢ The final grade will be calculated as the mean of the scores of two different exercise packages: a) quizzes (40%) and b) practice assignment (60%). Each package score needs to be 4 or higher out of 10 to calculate the mean. The final grade required to pass is 5 or higher out of 10.    Resit: The student with a global score less than 5.0 will be required to undertake an extra quiz or practical work with questions about all session contents.    Fundamentals of Epidemiology    Students in the course will be evaluated individually with a written exam. The exam will cover all topics of the course and will contain 25 questions. 20 of the questions will be multiple choice and 5 will be open-ended. Each of the multiple choice question weights 1 out of 30, and each of the open-ended questions 2 out of 30.     Resit: Students who do not pass the first exam will be asked to do a similar exam (number and type of questions, similar duration) with different questions.     Fundamentals of Qualitative Health Research    Evaluation is based on individual and group-based work.    â€¢ Group Work at the end of the course: Group presentation (11 slides) of discussion on applicability of findings of specific group-assigned qualitative research report to inform global health policy, programs and field operations (40%).    â€¢ Individual test: A multiple-choice test including 20 questions from mandatory readings will be done during the last session hour (60%).      Resit: Students failing to pass will have the possibility of undergoing a second examination after a face-to-face meeting with the course coordinator to assess reasons for poor performance and agree on a personalised action plan to maximise performance.     Communication of grades from all courses include written and/or oral feedback of each evaluation component to the students.     Final Integrated Exam (20% of the core course)    The final integrated exam will be an open-book exam. Based on a case study made available to students at least one week in advance, they will need to answer 5 open-ended questions, one per each of the courses that form the core course.     Resit: students failing the core course exam will be given the opportunity to do a second exam based on the same case study, but with 5 different questions.	<br>  The maximum number of students accepted in this program is 30. There is not limit for the number of tropEd students within the total accepted.	<br>  Entry requirements:    o Candidates must apply through the University of Barcelona website and provide verification of their academic qualifications, i.e. Bachelor diploma and transcript as indicated in the website.    o In addition, candidates have to complete a standard University of Barcelona application form and must provide the following documentation:  o A detailed curriculum vitae.  o A motivation letter.    Language requirements:    The Master is taught entirely English. Candidates who do not speak English as their mother tongue will be asked to demonstrate their language level.    Non-native English speaking tropEd candidates must provide an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. An interview in English is compulsory	<br>  Applications that meet the pre-requisites will be accepted for the selection process.    A panel made up of the program directors and program coordinators will review all applications. Students will undergo a pre-selection to make sure they meet the pre-requisites and have submitted all the required documents (including letters of recommendation, C.V. and letters of motivation). Pre-selected students will be interviewed and candidates will be finally selected based on:    1. CV and previous grades   2. Past work / study experience;  3. Plans to apply skills and knowledge gained through the Master as discussed in the letter of motivation and the interview; and  4. Recommendations from professional or academic reference.    In the event of over-subscription, the best candidates based on previous criteria will be selected.	<br>2019-20 tuition for the core course Fundamentals of Global Health I is 3.500 â‚¬ or 175â‚¬ per ECTS credit plus university taxes (around 80 â‚¬)	<br>  Scholarships for the 2019-20 year are not currently available.	There have not been major changes regarding the structure of the core course since its re-accreditation in 2014. However, feed-back received from students in courses evaluation has been integrated to improve content and methodology whenever needed.    Major changes in other areas include:    â€¢ The program is not bilingual anymore and now English is the only working language.  â€¢ The learning objectives and course contents have been adapted according to the reformulated aims approved by tropEd  â€¢ The format of the first course, Global Health Challenges, was changed from mostly a disease-based approach, to a perspective based on disease groups and crosscutting issues.  â€¢ Additionally, content on fundamentals of health determinants was reinforced in the same first course, Global Health Challenges.  â€¢ The time tables of the courses on Biostatistics and Fundamentals of Epidemiology were revised in order to make them more complementary to each other, as advised from studentsâ€™ feedback.   â€¢ Studentâ€™s participation has a lower weight in the studentâ€™s assessment overall, as advised by the studentsâ€™ feedback.   â€¢ Regarding assessment of the different courses that integrate the â€œcore courseâ€ feed back from students was very useful to improve in defining assessment tools. Currently, all courses have developed specific rubrics that facilitate grading of students  â€¢ The UB Moodle platform has been increasingly used to interact with students	Student feedback is collected for each course in the Masterâ€™s degree via an online survey, as well as through face-to-face sessions with course coordinators at the end of each course.     Overall, students have been rating the core course 4 points or over out of 5 in the last 5 years.   During face-to-face feedback sessions, students have also assessed the course positively, although expressed concerns about the workload involved. Mentoring and tutorial sessions, including support for time management skills, were reinforced to help students deal with the program requirements.   Students also preferred course programs with not too many teachers and greater presence of the course coordinators in the classroom. In that sense, the syllabi and faculty allocation to sessions was revised to make course session more consistent.		<br>1. Introduction and orientation (0,5 ECTS â€“included within hours attributed to the following blocks)     â€¢ Introduction and orientation will start online 3 before the onset of the teaching sessions and will continue both online and face-to-face until 6 weeks of the course have been reached.  â€¢ Three weeks before starting the sessions, students will be asked to enrol in the virtual campus (based on a moodle platform), where orientation material (documents, references, tutorials) will be available to induce them into the program.   â€¢ Before starting the sessions, students will be invited to join the Facebook Alumni page so they can interact with current and past students, an ask for peer advice and academic and practical matters.   â€¢ During this period prior to the start of the sessions, students will receive regular communications via the virtual campus (accessible in the moodle platform but also directly received in their e-mailn addresses) on practical and logistic information and how to get ready for the course. They can also ask questions to the program coordination.  â€¢ The students will attend an initial 2-hour session with directors and coordinators of the programme for an overall introduction to the course and the different blocks.   â€¢ During the first 6 weeks of the program, each student will be scheduled to have at least 1 tutorial meeting with a member of the program coordination, to discuss their adaptation to the course dynamics, and their choices in relation to advance modules and final project topic and supervisor. Options for future career development may also be discussed. Students will undergo at least one meet each, but can request additional interviews as needed, even beyond the first 6-week period.   â€¢ On Fridays throughout the duration of the module, students will attend seminars and skill-building workshops on topics related to global health. During the first weeks of the course students will attend introductory seminars on how to develop a research project.    2. Concepts and research methods     â€¢ Biostatistics (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (50 h SIT, 2 ECTS)  â€¢ Qualitative methods (37.5 h SIT, 1.5 ECTS)    Total = 7.5 ECTS    3. Health problems and responses     â€¢ Global health challenges (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (37.5 h SIT 1.5 ECTS)  â€¢ Qualitative methods (37.5 h SIT, 1.5 ECTS)    Total = 7 ECTS    4. Health systems and policies, management and communication     â€¢ Health systems and policy (100 h SIT, 4 ECTS)  â€¢ Fundamentals of epidemiology (37.5 h SIT, 1,5 ECTS)    Total = 5,5 ECTS    For details, see table 1    In addition to the modules indicated in the required blocks, students must attend Friday workshops and seminars that are part of these courses and cover topics including: introduction to research proposal development, communication and presentation skills, scientific writing, quotation and referencing systems, teamwork and leadership skills.				<br>  Learning Objectives related to the tropEd aim, â€œCritically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity:â€  By the end of the core course students should be able to:  â€¢ Critically interpret and evaluate relevant literature on global health.  â€¢ Describe, manage and analyse basic global health quantitative data.  â€¢ Use statistical tools applied to global health  â€¢ Estimate the expected impact of global health interventions.  â€¢ Describe how quantitative and qualitative methods can contribute to the design, implementation and evaluation of global health interventions.  â€¢ Develop tools for collecting quantitative and qualitative data.  â€¢ Explain the process of analysing quantitative and qualitative data and interpret the results of quantitative and qualitative studies.   â€¢ Describe how to develop disease surveillance and how to interpret surveillance data.  â€¢ Understand the basic stages of the investigation of a disease outbreak.    Learning Objectives related to the tropEd aim, â€œIdentify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global levelâ€:  By the end of the core course students should be able toâ€¦    â€¢ Identify and understand the principal determinants that influence population health in different parts of the world.  â€¢ Describe the methodology used to identify and measure  the impact of health determinants and health inequalities.  â€¢ Incorporate knowledge of health determinants and inequalities into the design of policies and interventions.  â€¢ Describe the burden of diseases that affects low and middle-income societies and their determinants /risk factors.  â€¢ Describe prevention, control & management of major health concerns of populations in low- middle- income settings.    Learning Objectives related to the tropEd aim, â€œPropose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilitiesâ€:   By the end of the core course students should be able toâ€¦    â€¢ Describe the principal components of health systems and their particularities in LMIC  â€¢ Describe how and by whom global health policies are formulated, as well as their principal implications for health systems and programmes in LMIC.   â€¢ Be able to identify the principal stakeholders, including organizations, public and private, which play an important role in global health issues, and their interrelations with health policies and systems.   â€¢ Analyse successful experiences in the formulation of policies and the organization of health systems in LMIC.    Learning Objectives related to the tropEd aim, â€œdescribe the role, decision-making process and impact of global health policy actors.â€:  By the end of the core course students should be able toâ€¦    â€¢ Discuss the history and the present of the global architecture of global health.  â€¢ Identify who formulates global health policies and how these policies are formulated, as well as the implications of these policies for health systems and programs at national, regional and global level.  â€¢ Explain the principal components of health systems and the differences between systems in both developed and developing countries.  â€¢ Describe the main agencies and organizations, public and private that take on a significant role in health systems.  â€¢ Illustrate how health programmes and interventions can be integrated into a health system.    Learning Objectives related to the tropEd aim, â€œcollaborate and clearly communicate in a multi-disciplinary and multi-cultural settingâ€:  By the end of the core course students should be able toâ€¦    â€¢ Formulate strategies to obtain information critical to developing solutions that address global health problems.  â€¢ Develop strategies to solve global health problems by integrating complex information from diverse disciplines with a trans-disciplinary approach.  â€¢ Apply knowledge and transferable skills in the field of global health.  â€¢ Work in multidisciplinary teams to find and implement solutions that address principal global health problems and challenges, with professional ethics and respect for human rights.  â€¢ Effectively communicate in a multi-cultural way the results of health interventions or evaluations.  During the course, research techniques are taught and critical thinking is practiced so students can analyse and interpret data in order to enlarge global health knowledge and to contribute to evidence-informed design, implementation and evaluation of health policies, programs and interventions.      The core course also includes skill-building seminars relevant for global health career development.		
Reviewing the Literature	<br>By the end of this module, students should be able to:  -  Describe different types of literature review;  -  Discuss alternative strategies for literature selection;   -  Plan a literature review;  -  Explain the role of the literature review and specify the task;  -  Identify relevant literature, both published and unpublished;  -  Develop a search strategy;  -  Use bibliographic databases;   -  Appraise the literature;  -  Evaluate different methods for assessing the quality of quantitative and qualitative research;  -  Synthesise the evidence;  -  Integrate the evidence using both quantitative and qualitative methods;   -  Explain the principles of meta-analysis;  -  Formulate recommendations for action and further research; and  -  Write a literature review.		0	Craig.Higgins@lshtm.ac.uk	2012-10-22 03:50:46	2016-10-10	2017-10-10 16:07:05	troped	troped	0	UK - London School of Hygiene and Tropical Medicine	5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London	Andrew Hutchings 	English	advanced optional	2012-10-22 03:58:08	<br>The module has a Student Investment Time of 150 hours, consisting of:   -  Contact time &#8776; 30  hours  -  Directed study (working in groups) &#8776; 15  hours  -  Self-directed learning (individual) &#8776; 15  hours  -  Assessment (undertaking a literature review, including drafts and revisions) &#8776; 90 hours     (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The technical aspects of literature reviewing will be presented in lectures (28 hours) and computer practicals (15 hours), using some of the databases available through the School's library. The format of the seminars (15 hours) will encourage both a practical application and critical appraisal of methods.    Each student chooses their own topic and question for their assessed literature review, which they work on individually (90 hours).  Students are strongly advised to consider possible topics and questions for their assessed literature review in preparation for the module. There will be three sessions during the module for general advice on the assessment.  Students taking this module are required to take one of the Library's sessions on using bibliographical databases (2 hours).	<br>This module is intended for students interested in carrying out an appropriate, rigorous review of the literature, and developing an understanding of the strengths and weaknesses of different methods of identifying, assessing and synthesising literature.  Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Each student will be required to submit a literature review undertaken during this module (100% of marks). Assignments for this module are submitted to Turnitin to assure originality.   A single re-sit will be available for students who fail. The re-sit task will be a re-submission of the literature review.	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                 IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available				<br>The module includes sessions involving the following:  Different types of literature review are considered. Alternative strategies for literature selection are reviewed.   The main activity of this module is the planning of a review. Students explore the role of the literature review, and develop a detailed specification of the task.  Students then develop a clear search strategy and identify relevant literature, both published and unpublished; in doing so they use a range of bibliographic databases.   Students then undertake a detailed appraisal of the literature, using a range of methods for assessing the quality of both quantitative and qualitative research.  They then undertake a detailed synthesis of the evidence, integrating the evidence using both quantitative and qualitative methods; they learn the principles of meta-analysis.  Finally students write a literature review, formulating recommendations for action and further research; this is submitted as the module assignment.	United Kingdom	Research (in general)	Face to face		5 ECTS credits	
Reviewing the Literature	<br>By the end of this module, students should be able to:  -  Describe different types of literature review;  -  Discuss alternative strategies for literature selection;   -  Plan a literature review;  -  Explain the role of the literature review and specify the task;  -  Identify relevant literature, both published and unpublished;  -  Develop a search strategy;  -  Use bibliographic databases;   -  Appraise the literature;  -  Evaluate different methods for assessing the quality of quantitative and qualitative research;  -  Synthesise the evidence;  -  Integrate the evidence using both quantitative and qualitative methods;   -  Explain the principles of meta-analysis;  -  Formulate recommendations for action and further research; and  -  Write a literature review.		0	Craig.Higgins@lshtm.ac.uk	2012-10-22 03:50:46	2016-10-10	2017-10-10 16:07:05	troped	troped	0		5 weeks, (2pm Wednesday - 5pm Friday)	London School of Hygiene and Tropical Medicine, London				2012-10-22 03:58:08	<br>The module has a Student Investment Time of 150 hours, consisting of:   -  Contact time &#8776; 30  hours  -  Directed study (working in groups) &#8776; 15  hours  -  Self-directed learning (individual) &#8776; 15  hours  -  Assessment (undertaking a literature review, including drafts and revisions) &#8776; 90 hours     (but see also Remarks below)	2017-02-22	2017-03-24	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The technical aspects of literature reviewing will be presented in lectures (28 hours) and computer practicals (15 hours), using some of the databases available through the School's library. The format of the seminars (15 hours) will encourage both a practical application and critical appraisal of methods.    Each student chooses their own topic and question for their assessed literature review, which they work on individually (90 hours).  Students are strongly advised to consider possible topics and questions for their assessed literature review in preparation for the module. There will be three sessions during the module for general advice on the assessment.  Students taking this module are required to take one of the Library's sessions on using bibliographical databases (2 hours).	<br>This module is intended for students interested in carrying out an appropriate, rigorous review of the literature, and developing an understanding of the strengths and weaknesses of different methods of identifying, assessing and synthesising literature.  Important Note: tropEd students may only register for one face-to-face module at the School over any 5 week period and have 5 ECTS recognised for the MScIH, or register for two face-to-face modules at the School over any 5 week period and have 7.5 ECTS recognised for the MScIH.	<br>Each student will be required to submit a literature review undertaken during this module (100% of marks). Assignments for this module are submitted to Turnitin to assure originality.   A single re-sit will be available for students who fail. The re-sit task will be a re-submission of the literature review.	<br>Number of participants expected in 2013: 25.  Maximum number of tropEd students: 5.	<br>English Language Requirements: Students must achieve the minimum required scores in all test components and send evidence of their English language ability before the start of the course. Details of the English tests accepted by the School are:                                 IELTS - The British Council test: The School requires minimum overall score 7.0; minimum written component score 7.0; minimum listening component score 5.5; minimum reading component 5.5; minimum speaking component score 5.5.  PEARSON PTE ACADEMIC: The School requires minimum overall score 68; minimum written component score 68; minimum listening component score 59; minimum reading component score 59; minimum speaking component 59.  TOEFL - The Princeton Test of English as a Foreign Language: For the Internet Based Test the School requires minimum overall score 100; minimum written component 24; minimum listening component 21; minimum reading component 22; minimum speaking component score 23.	<br>Registration on a masters programme in international health at a tropEd member institution.	<br>EEC Country: GBP 1,870   Non EEC Country: GBP 1,870	<br>None available				<br>The module includes sessions involving the following:  Different types of literature review are considered. Alternative strategies for literature selection are reviewed.   The main activity of this module is the planning of a review. Students explore the role of the literature review, and develop a detailed specification of the task.  Students then develop a clear search strategy and identify relevant literature, both published and unpublished; in doing so they use a range of bibliographic databases.   Students then undertake a detailed appraisal of the literature, using a range of methods for assessing the quality of both quantitative and qualitative research.  They then undertake a detailed synthesis of the evidence, integrating the evidence using both quantitative and qualitative methods; they learn the principles of meta-analysis.  Finally students write a literature review, formulating recommendations for action and further research; this is submitted as the module assignment.						
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0	Sweden - Department of Epidemiology and Global Health, UmeÃ¥ University	2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University	Nawi Ng	English	advanced optional	2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.	Sweden	Demography	Face to face		3 ECTS credits	
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0		2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University				2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.		Disabilities				
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0		2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University				2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.		Health of the elderly				
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0		2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University				2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.		Measuring health status				
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0		2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University				2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.		Research (in general)				
Ageing in a global perspective: a multidisciplinary approach	<br>At the end of this course, the students should be able to:  -  describe the ongoing global demographic transition and its implications for the epidemiological transition and changing patterns of diseases in the population.   -  recognise the biological and psychological aspects of ageing   -  explain and discuss the social construction of ageing  -  evaluate the impacts of population ageing on health system care and economy at global, national, and sub-national levels  -  assess issues related to ageing research in a multidisciplinary perspective, and practise to identify research questions for ageing research utilizing open-access ageing research databases.		0	nawi.ng@epiph.umu.se	2012-10-22 04:02:23	2013-10-29	2019-03-04 08:15:25	troped	troped	0		2 weeks, the course in 2015 is cancelled due to lack of participants!	<br>UmeÃ¥ University				2012-10-22 04:08:42	<br>90 hours  Lectures: 30 hours; Seminars: 10 hours, Group work:10 hours; Independent self-study: 36 hours.  Examination: 4 hours.	2014-02-03	2014-02-14	<br>Accredited in October 2012. This accreditation is valid until October 2017.	<br>The teaching on the course consists of lectures (30 hours) and seminars (10 hours) in which group work (10 hours) assignments are presented and discussed.    The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During the seminars students present and discuss their solutions to group assignments. Group work is expected to take 10 hours to complete. The students work in groups of 4-5 students.    Independent self-study (36 hours) is also an important part of the learning â€“ for preparation of lectures and group work, for integrating the new knowledge following lectures and seminars, as well as for examination.	<br>The tropEd students will study together with PhD students (max 30 students all together). The PhD student will follow the same syllabus, and will get additional assignment to write a research proposal for a study on ageing using existing global databases on ageing.	<br>Class attendance and active participation in group work is compulsory. The ability to appraise scientific research articles on ageing is evaluated in group work and presented in seminars.The examination will be conducted on the last day of the course. The examination includes both shorter questions and essay questions. The purpose of the former is to test students&rsquo; knowledge of different conceptual aspects and theories of ageing. The purpose of the essay questions is to evaluate students&rsquo; ability to appraise and discuss the implications of ageing on health system and economics and to analyze potential problems in epidemiological study on ageing. It is expected that students can have sufficient time to conduct and to review their examination within the 4-hour period. The final grade is determined, given that group work is approved, by the result on the written exam (100%). The grades given are three; fail, pass and pass with distinction.	<br>Max. number of students: 30	<br>IELTS Academic Training - minimum score 5.5 with no individual score below 5.0 (Tests taken before January 2007 are not admissable)  TOEFL - tests:   - Paper-based; Minimum score 530 with minimum TWE score 4.0.   - Computer-based; Minimum score 173 with minimum Essay Rating 4.0.   -  Internet-based (iBT); Minimum score 72 with minimum Writing score 17.	<br>First come, first served	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.  Students who are not a citizen of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (&#8776; 90 EUR at an exchange rate of 8.6 SEK per euro) to the university. Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7000 SEK (815 EUR at the above exchange rate).	<br>There are no scholarships available at this time				<br>  This course will cover broad dimension of global ageing from different disciplines. Two course books will be used in this course, in addition to some peer-review articles related to different topics.      Morgan LA and Kunkel SR. Aging, society, and the life course. 3rd Edition. New York: Springer Publishing Company. 2007.     Stuart-Hamilton I. The psychology of ageing: an introduction. 5th Edition. London: Jessica Kingsley Publishers. 2012.     The overall content of the course will cover:    Theories of ageing       Biological and psychological theories of ageing       Sociological theories of ageing    Demographic and epidemiological aspects of ageing       Demographic transition and ageing       Epidemiology of global ageing    Biological and psychological aspects of ageing       Ageing and minds       Ageing and physical health    Social aspect of ageing       Social environment and ageing       Social network and ageing    Health system and ageing       Ageing and health care system responses       Social institution for elderly people    Economic and ageing       Health economics and ageing       Work and retirement    Ageing research in a multidisciplinary perspective       Global research database on ageing       Issues in conducting epidemiological study on ageing       Measurement issues in ageing research       Analytical issues in ageing research    In the last two days of the course, students will be introduced to global ageing research with facilitators from different disciplines. Students will be guided to discuss a particular issue among older people, such as fall and disability, and how the issue can be approached from biological, psychological, social and health system perspectives.						
Managing Global Disease Priorities	<br>  After successfully completing this course the students should be able to:  -  Critically explore the key global health and disease priorities identified through the Global Burden of Disease and in the MDGs, and the justification for the selection of those priorities.  -  Describe the principal global health initiatives and organizations involved in the management of these priorities, and compare their structures, governance, funding, objectives and strategies.  -  Explain the local socio-economic, cultural and environmental context of global health and disease priorities, and critically evaluate the current health services available to respond to these priorities.  -  Evaluate and critically appraise current strategies for the control of global health and disease priorities, and describe the key elements of health systems strengthening necessary to support effective interventions.  -  Demonstrate skills in critical thinking and advocacy and the capacity to frame an analytic critique in written or spoken form		0	m.whittaker@uq.edu.au	2013-01-09 04:23:26	2013-10-29	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia	Associate Professor Simon Reid 	English	advanced optional	2013-01-09 04:35:35	<br>150 hours   Contact hours Lectures: 26 hours,   Tutorials: 13 hours   Self-study hours:   Pre-reading and tutorial preparation: 31 hours   Preparation of 2 assessments: short paper and an essay: 80 hours.	2014-07-28	2014-11-22	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 13 two hour lectures to introduce the core concepts and content  3. Tutorials and fishbowl debates are used to provide students with an opportunity to gather more in-depth knowledge about a topic and demonstrate this in group sessions. The debate format uses a fishbowl debate approach. For each module, two to three papers will be nominated that will form the basis of the debates. Students will be allocated to each of these debates as primary participants, though participation from the whole class is expected and rewarded.  (13 Ã— 1 hours per week)  4. Self-guided review of a global disease priority within the context of one of the 6 â€œbuilding blocksâ€ and preparation of an essay to demonstrate their understanding of the health system element and disease priority.	<br>This course covers global health and the way in which global disease priorities and major health problems are managed in development settings. The course examines the global health initiatives that address the key disease groups identified by the Millennium Development Goals (MDGs) 4, 5 and 6 together with other global priorities. It also focuses on the health system capacity needed to support and scale up interventions to address the MDGs and these global disease priorities in particular.	<br>  Participation in tutorials and debates (25%) :  Tutorials will be held on even weeks (i.e. wk 2, 4, 6, 8, 10, 12) of the course to cover topics covered in lectures and will take the form of facilitated group discussion lead by a subject expert.  For each debate a cluster of students will have prepared short papers analyzing these papers and leading the debate. The list of debate tutorials is included in the timetable. All students are expected to participate in all 6 debates.     The Fishbowl debate (odd weeks) uses a set format and conventions to maintain a vibrant discussion: the facilitator occupies one of five seats arranged at the centre of the tutorial, with students' seating surrounding them.  All students are expected to participate in the debate, but for each topic, a cluster of students will have prepared short papers for the debate and will lead discussions. At the end of each debate, students will mark the number of contributions they have made, using the cards as evidence. At the end of semester, the totals for participation in all debates will be calculated. Participation is rewarded in this assessment rather than content, which will be separately assessed through the submission of short papers on the stimulus papers.      Short paper linked to debate (25%) :  For each Fishbowl or on-line debate, two to three papers will be made available to all students in preparation for their contribution to the debates. Allocated students are to critique the papers made available, add relevant findings from a literature search (5-10 journal articles or websites) and summarize the positions they will be taking in the debate. Each allocated student should write up their own individual short paper. (1200 words, excluding references).  Individual assignment (50%):  Taking one of the six health systems 'building block' elements introduced in this course, students will examine its implications for control of a global disease priority.  The students may choose a disease / condition that is not covered under MDGs but they are required to justify and explain (giving data, statistics, if available) why the chosen disease / condition is a global priority.    The assignment should cover both aspects comprehensively: the health systems element and the disease control aspects. The intention is to focus on the integration of the two. (2,500 words, excluding references)    No re-sits are available.	<br>Maximum participants : 100	<br>English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>AusAID may provide scholarships				<br>The course is divided into 6 parts that utilise the 2007 WHO&rsquo;s Framework for Action: Everybody&rsquo;s Business: Strengthening Health Systems to Improve Health Outcomes  The 6 building blocks are:    -  Service Delivery  -  Health Workforce  -  Information  -  Medical Products, Vaccines and Technologies  -  Financing  -  Leadership and Governance    Each part is delivered over a 2 week period using a global disease priority as an example to illustrate the elements of each building block as follows:    Part 1 - Health services and child health   Lecture: Effective health services: PHC now more than ever?   Lecture : Childhood challenges and the Child Survival Strategy  Tutorial: Fish-bowl debate: Why is it difficult to get integrated services to the poor?    Part 2- Health workforce and reproductive health  Lecture: The global health workforce in transition   Lecture: What services do we need for reproductive health and how can we reduce maternal mortality?  Tutorial: Fish-bowl debate: Do we still need traditional birth attendants?    Part 3â€“ Governance, health systems  and NCDs  Lecture: Governance: Why Health Systems Matter   Lecture : Multi-sectoral approaches to NCDs  Tutorial: Fish-bowl debate: Are our health systems out of date?     Part 4- Medicines and technology and Malaria  Lecture: Malaria and control / elimination   Lecture : Drugs and Vaccines: choices costs, logistics  Tutorial: Fish-bowl debate: Why don&rsquo;t we learn from our malaria failures?    Part 5 - Information systems and Tuberculosis  Lecture: TB and the Challenge of Resistance.  Lecture : Measuring Population Health / HIS and MDGs  Tutorial: Fish-bowl debate: Health information: is good enough good enough?    Part 6 - Financing and HIV  Lecture: Financing health systems and global disease control programs  Lecture: AIDS exceptionality: what impact has it had?   Tutorial: Fish-bowl debate: What&rsquo;s so exceptional about HIV?	Australia	Disease prevention & control	Face to face		5 ECTS credits	
Managing Global Disease Priorities	<br>  After successfully completing this course the students should be able to:  -  Critically explore the key global health and disease priorities identified through the Global Burden of Disease and in the MDGs, and the justification for the selection of those priorities.  -  Describe the principal global health initiatives and organizations involved in the management of these priorities, and compare their structures, governance, funding, objectives and strategies.  -  Explain the local socio-economic, cultural and environmental context of global health and disease priorities, and critically evaluate the current health services available to respond to these priorities.  -  Evaluate and critically appraise current strategies for the control of global health and disease priorities, and describe the key elements of health systems strengthening necessary to support effective interventions.  -  Demonstrate skills in critical thinking and advocacy and the capacity to frame an analytic critique in written or spoken form		0	m.whittaker@uq.edu.au	2013-01-09 04:23:26	2013-10-29	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:35:35	<br>150 hours   Contact hours Lectures: 26 hours,   Tutorials: 13 hours   Self-study hours:   Pre-reading and tutorial preparation: 31 hours   Preparation of 2 assessments: short paper and an essay: 80 hours.	2014-07-28	2014-11-22	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 13 two hour lectures to introduce the core concepts and content  3. Tutorials and fishbowl debates are used to provide students with an opportunity to gather more in-depth knowledge about a topic and demonstrate this in group sessions. The debate format uses a fishbowl debate approach. For each module, two to three papers will be nominated that will form the basis of the debates. Students will be allocated to each of these debates as primary participants, though participation from the whole class is expected and rewarded.  (13 Ã— 1 hours per week)  4. Self-guided review of a global disease priority within the context of one of the 6 â€œbuilding blocksâ€ and preparation of an essay to demonstrate their understanding of the health system element and disease priority.	<br>This course covers global health and the way in which global disease priorities and major health problems are managed in development settings. The course examines the global health initiatives that address the key disease groups identified by the Millennium Development Goals (MDGs) 4, 5 and 6 together with other global priorities. It also focuses on the health system capacity needed to support and scale up interventions to address the MDGs and these global disease priorities in particular.	<br>  Participation in tutorials and debates (25%) :  Tutorials will be held on even weeks (i.e. wk 2, 4, 6, 8, 10, 12) of the course to cover topics covered in lectures and will take the form of facilitated group discussion lead by a subject expert.  For each debate a cluster of students will have prepared short papers analyzing these papers and leading the debate. The list of debate tutorials is included in the timetable. All students are expected to participate in all 6 debates.     The Fishbowl debate (odd weeks) uses a set format and conventions to maintain a vibrant discussion: the facilitator occupies one of five seats arranged at the centre of the tutorial, with students' seating surrounding them.  All students are expected to participate in the debate, but for each topic, a cluster of students will have prepared short papers for the debate and will lead discussions. At the end of each debate, students will mark the number of contributions they have made, using the cards as evidence. At the end of semester, the totals for participation in all debates will be calculated. Participation is rewarded in this assessment rather than content, which will be separately assessed through the submission of short papers on the stimulus papers.      Short paper linked to debate (25%) :  For each Fishbowl or on-line debate, two to three papers will be made available to all students in preparation for their contribution to the debates. Allocated students are to critique the papers made available, add relevant findings from a literature search (5-10 journal articles or websites) and summarize the positions they will be taking in the debate. Each allocated student should write up their own individual short paper. (1200 words, excluding references).  Individual assignment (50%):  Taking one of the six health systems 'building block' elements introduced in this course, students will examine its implications for control of a global disease priority.  The students may choose a disease / condition that is not covered under MDGs but they are required to justify and explain (giving data, statistics, if available) why the chosen disease / condition is a global priority.    The assignment should cover both aspects comprehensively: the health systems element and the disease control aspects. The intention is to focus on the integration of the two. (2,500 words, excluding references)    No re-sits are available.	<br>Maximum participants : 100	<br>English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>AusAID may provide scholarships				<br>The course is divided into 6 parts that utilise the 2007 WHO&rsquo;s Framework for Action: Everybody&rsquo;s Business: Strengthening Health Systems to Improve Health Outcomes  The 6 building blocks are:    -  Service Delivery  -  Health Workforce  -  Information  -  Medical Products, Vaccines and Technologies  -  Financing  -  Leadership and Governance    Each part is delivered over a 2 week period using a global disease priority as an example to illustrate the elements of each building block as follows:    Part 1 - Health services and child health   Lecture: Effective health services: PHC now more than ever?   Lecture : Childhood challenges and the Child Survival Strategy  Tutorial: Fish-bowl debate: Why is it difficult to get integrated services to the poor?    Part 2- Health workforce and reproductive health  Lecture: The global health workforce in transition   Lecture: What services do we need for reproductive health and how can we reduce maternal mortality?  Tutorial: Fish-bowl debate: Do we still need traditional birth attendants?    Part 3â€“ Governance, health systems  and NCDs  Lecture: Governance: Why Health Systems Matter   Lecture : Multi-sectoral approaches to NCDs  Tutorial: Fish-bowl debate: Are our health systems out of date?     Part 4- Medicines and technology and Malaria  Lecture: Malaria and control / elimination   Lecture : Drugs and Vaccines: choices costs, logistics  Tutorial: Fish-bowl debate: Why don&rsquo;t we learn from our malaria failures?    Part 5 - Information systems and Tuberculosis  Lecture: TB and the Challenge of Resistance.  Lecture : Measuring Population Health / HIS and MDGs  Tutorial: Fish-bowl debate: Health information: is good enough good enough?    Part 6 - Financing and HIV  Lecture: Financing health systems and global disease control programs  Lecture: AIDS exceptionality: what impact has it had?   Tutorial: Fish-bowl debate: What&rsquo;s so exceptional about HIV?		Goals / MDGs				
Managing Global Disease Priorities	<br>  After successfully completing this course the students should be able to:  -  Critically explore the key global health and disease priorities identified through the Global Burden of Disease and in the MDGs, and the justification for the selection of those priorities.  -  Describe the principal global health initiatives and organizations involved in the management of these priorities, and compare their structures, governance, funding, objectives and strategies.  -  Explain the local socio-economic, cultural and environmental context of global health and disease priorities, and critically evaluate the current health services available to respond to these priorities.  -  Evaluate and critically appraise current strategies for the control of global health and disease priorities, and describe the key elements of health systems strengthening necessary to support effective interventions.  -  Demonstrate skills in critical thinking and advocacy and the capacity to frame an analytic critique in written or spoken form		0	m.whittaker@uq.edu.au	2013-01-09 04:23:26	2013-10-29	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:35:35	<br>150 hours   Contact hours Lectures: 26 hours,   Tutorials: 13 hours   Self-study hours:   Pre-reading and tutorial preparation: 31 hours   Preparation of 2 assessments: short paper and an essay: 80 hours.	2014-07-28	2014-11-22	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 13 two hour lectures to introduce the core concepts and content  3. Tutorials and fishbowl debates are used to provide students with an opportunity to gather more in-depth knowledge about a topic and demonstrate this in group sessions. The debate format uses a fishbowl debate approach. For each module, two to three papers will be nominated that will form the basis of the debates. Students will be allocated to each of these debates as primary participants, though participation from the whole class is expected and rewarded.  (13 Ã— 1 hours per week)  4. Self-guided review of a global disease priority within the context of one of the 6 â€œbuilding blocksâ€ and preparation of an essay to demonstrate their understanding of the health system element and disease priority.	<br>This course covers global health and the way in which global disease priorities and major health problems are managed in development settings. The course examines the global health initiatives that address the key disease groups identified by the Millennium Development Goals (MDGs) 4, 5 and 6 together with other global priorities. It also focuses on the health system capacity needed to support and scale up interventions to address the MDGs and these global disease priorities in particular.	<br>  Participation in tutorials and debates (25%) :  Tutorials will be held on even weeks (i.e. wk 2, 4, 6, 8, 10, 12) of the course to cover topics covered in lectures and will take the form of facilitated group discussion lead by a subject expert.  For each debate a cluster of students will have prepared short papers analyzing these papers and leading the debate. The list of debate tutorials is included in the timetable. All students are expected to participate in all 6 debates.     The Fishbowl debate (odd weeks) uses a set format and conventions to maintain a vibrant discussion: the facilitator occupies one of five seats arranged at the centre of the tutorial, with students' seating surrounding them.  All students are expected to participate in the debate, but for each topic, a cluster of students will have prepared short papers for the debate and will lead discussions. At the end of each debate, students will mark the number of contributions they have made, using the cards as evidence. At the end of semester, the totals for participation in all debates will be calculated. Participation is rewarded in this assessment rather than content, which will be separately assessed through the submission of short papers on the stimulus papers.      Short paper linked to debate (25%) :  For each Fishbowl or on-line debate, two to three papers will be made available to all students in preparation for their contribution to the debates. Allocated students are to critique the papers made available, add relevant findings from a literature search (5-10 journal articles or websites) and summarize the positions they will be taking in the debate. Each allocated student should write up their own individual short paper. (1200 words, excluding references).  Individual assignment (50%):  Taking one of the six health systems 'building block' elements introduced in this course, students will examine its implications for control of a global disease priority.  The students may choose a disease / condition that is not covered under MDGs but they are required to justify and explain (giving data, statistics, if available) why the chosen disease / condition is a global priority.    The assignment should cover both aspects comprehensively: the health systems element and the disease control aspects. The intention is to focus on the integration of the two. (2,500 words, excluding references)    No re-sits are available.	<br>Maximum participants : 100	<br>English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>AusAID may provide scholarships				<br>The course is divided into 6 parts that utilise the 2007 WHO&rsquo;s Framework for Action: Everybody&rsquo;s Business: Strengthening Health Systems to Improve Health Outcomes  The 6 building blocks are:    -  Service Delivery  -  Health Workforce  -  Information  -  Medical Products, Vaccines and Technologies  -  Financing  -  Leadership and Governance    Each part is delivered over a 2 week period using a global disease priority as an example to illustrate the elements of each building block as follows:    Part 1 - Health services and child health   Lecture: Effective health services: PHC now more than ever?   Lecture : Childhood challenges and the Child Survival Strategy  Tutorial: Fish-bowl debate: Why is it difficult to get integrated services to the poor?    Part 2- Health workforce and reproductive health  Lecture: The global health workforce in transition   Lecture: What services do we need for reproductive health and how can we reduce maternal mortality?  Tutorial: Fish-bowl debate: Do we still need traditional birth attendants?    Part 3â€“ Governance, health systems  and NCDs  Lecture: Governance: Why Health Systems Matter   Lecture : Multi-sectoral approaches to NCDs  Tutorial: Fish-bowl debate: Are our health systems out of date?     Part 4- Medicines and technology and Malaria  Lecture: Malaria and control / elimination   Lecture : Drugs and Vaccines: choices costs, logistics  Tutorial: Fish-bowl debate: Why don&rsquo;t we learn from our malaria failures?    Part 5 - Information systems and Tuberculosis  Lecture: TB and the Challenge of Resistance.  Lecture : Measuring Population Health / HIS and MDGs  Tutorial: Fish-bowl debate: Health information: is good enough good enough?    Part 6 - Financing and HIV  Lecture: Financing health systems and global disease control programs  Lecture: AIDS exceptionality: what impact has it had?   Tutorial: Fish-bowl debate: What&rsquo;s so exceptional about HIV?		Health Policy (incl. advocacy)				
Managing Global Disease Priorities	<br>  After successfully completing this course the students should be able to:  -  Critically explore the key global health and disease priorities identified through the Global Burden of Disease and in the MDGs, and the justification for the selection of those priorities.  -  Describe the principal global health initiatives and organizations involved in the management of these priorities, and compare their structures, governance, funding, objectives and strategies.  -  Explain the local socio-economic, cultural and environmental context of global health and disease priorities, and critically evaluate the current health services available to respond to these priorities.  -  Evaluate and critically appraise current strategies for the control of global health and disease priorities, and describe the key elements of health systems strengthening necessary to support effective interventions.  -  Demonstrate skills in critical thinking and advocacy and the capacity to frame an analytic critique in written or spoken form		0	m.whittaker@uq.edu.au	2013-01-09 04:23:26	2013-10-29	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:35:35	<br>150 hours   Contact hours Lectures: 26 hours,   Tutorials: 13 hours   Self-study hours:   Pre-reading and tutorial preparation: 31 hours   Preparation of 2 assessments: short paper and an essay: 80 hours.	2014-07-28	2014-11-22	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 13 two hour lectures to introduce the core concepts and content  3. Tutorials and fishbowl debates are used to provide students with an opportunity to gather more in-depth knowledge about a topic and demonstrate this in group sessions. The debate format uses a fishbowl debate approach. For each module, two to three papers will be nominated that will form the basis of the debates. Students will be allocated to each of these debates as primary participants, though participation from the whole class is expected and rewarded.  (13 Ã— 1 hours per week)  4. Self-guided review of a global disease priority within the context of one of the 6 â€œbuilding blocksâ€ and preparation of an essay to demonstrate their understanding of the health system element and disease priority.	<br>This course covers global health and the way in which global disease priorities and major health problems are managed in development settings. The course examines the global health initiatives that address the key disease groups identified by the Millennium Development Goals (MDGs) 4, 5 and 6 together with other global priorities. It also focuses on the health system capacity needed to support and scale up interventions to address the MDGs and these global disease priorities in particular.	<br>  Participation in tutorials and debates (25%) :  Tutorials will be held on even weeks (i.e. wk 2, 4, 6, 8, 10, 12) of the course to cover topics covered in lectures and will take the form of facilitated group discussion lead by a subject expert.  For each debate a cluster of students will have prepared short papers analyzing these papers and leading the debate. The list of debate tutorials is included in the timetable. All students are expected to participate in all 6 debates.     The Fishbowl debate (odd weeks) uses a set format and conventions to maintain a vibrant discussion: the facilitator occupies one of five seats arranged at the centre of the tutorial, with students' seating surrounding them.  All students are expected to participate in the debate, but for each topic, a cluster of students will have prepared short papers for the debate and will lead discussions. At the end of each debate, students will mark the number of contributions they have made, using the cards as evidence. At the end of semester, the totals for participation in all debates will be calculated. Participation is rewarded in this assessment rather than content, which will be separately assessed through the submission of short papers on the stimulus papers.      Short paper linked to debate (25%) :  For each Fishbowl or on-line debate, two to three papers will be made available to all students in preparation for their contribution to the debates. Allocated students are to critique the papers made available, add relevant findings from a literature search (5-10 journal articles or websites) and summarize the positions they will be taking in the debate. Each allocated student should write up their own individual short paper. (1200 words, excluding references).  Individual assignment (50%):  Taking one of the six health systems 'building block' elements introduced in this course, students will examine its implications for control of a global disease priority.  The students may choose a disease / condition that is not covered under MDGs but they are required to justify and explain (giving data, statistics, if available) why the chosen disease / condition is a global priority.    The assignment should cover both aspects comprehensively: the health systems element and the disease control aspects. The intention is to focus on the integration of the two. (2,500 words, excluding references)    No re-sits are available.	<br>Maximum participants : 100	<br>English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>AusAID may provide scholarships				<br>The course is divided into 6 parts that utilise the 2007 WHO&rsquo;s Framework for Action: Everybody&rsquo;s Business: Strengthening Health Systems to Improve Health Outcomes  The 6 building blocks are:    -  Service Delivery  -  Health Workforce  -  Information  -  Medical Products, Vaccines and Technologies  -  Financing  -  Leadership and Governance    Each part is delivered over a 2 week period using a global disease priority as an example to illustrate the elements of each building block as follows:    Part 1 - Health services and child health   Lecture: Effective health services: PHC now more than ever?   Lecture : Childhood challenges and the Child Survival Strategy  Tutorial: Fish-bowl debate: Why is it difficult to get integrated services to the poor?    Part 2- Health workforce and reproductive health  Lecture: The global health workforce in transition   Lecture: What services do we need for reproductive health and how can we reduce maternal mortality?  Tutorial: Fish-bowl debate: Do we still need traditional birth attendants?    Part 3â€“ Governance, health systems  and NCDs  Lecture: Governance: Why Health Systems Matter   Lecture : Multi-sectoral approaches to NCDs  Tutorial: Fish-bowl debate: Are our health systems out of date?     Part 4- Medicines and technology and Malaria  Lecture: Malaria and control / elimination   Lecture : Drugs and Vaccines: choices costs, logistics  Tutorial: Fish-bowl debate: Why don&rsquo;t we learn from our malaria failures?    Part 5 - Information systems and Tuberculosis  Lecture: TB and the Challenge of Resistance.  Lecture : Measuring Population Health / HIS and MDGs  Tutorial: Fish-bowl debate: Health information: is good enough good enough?    Part 6 - Financing and HIV  Lecture: Financing health systems and global disease control programs  Lecture: AIDS exceptionality: what impact has it had?   Tutorial: Fish-bowl debate: What&rsquo;s so exceptional about HIV?		Health systems				
Managing Global Disease Priorities	<br>  After successfully completing this course the students should be able to:  -  Critically explore the key global health and disease priorities identified through the Global Burden of Disease and in the MDGs, and the justification for the selection of those priorities.  -  Describe the principal global health initiatives and organizations involved in the management of these priorities, and compare their structures, governance, funding, objectives and strategies.  -  Explain the local socio-economic, cultural and environmental context of global health and disease priorities, and critically evaluate the current health services available to respond to these priorities.  -  Evaluate and critically appraise current strategies for the control of global health and disease priorities, and describe the key elements of health systems strengthening necessary to support effective interventions.  -  Demonstrate skills in critical thinking and advocacy and the capacity to frame an analytic critique in written or spoken form		0	m.whittaker@uq.edu.au	2013-01-09 04:23:26	2013-10-29	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:35:35	<br>150 hours   Contact hours Lectures: 26 hours,   Tutorials: 13 hours   Self-study hours:   Pre-reading and tutorial preparation: 31 hours   Preparation of 2 assessments: short paper and an essay: 80 hours.	2014-07-28	2014-11-22	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 13 two hour lectures to introduce the core concepts and content  3. Tutorials and fishbowl debates are used to provide students with an opportunity to gather more in-depth knowledge about a topic and demonstrate this in group sessions. The debate format uses a fishbowl debate approach. For each module, two to three papers will be nominated that will form the basis of the debates. Students will be allocated to each of these debates as primary participants, though participation from the whole class is expected and rewarded.  (13 Ã— 1 hours per week)  4. Self-guided review of a global disease priority within the context of one of the 6 â€œbuilding blocksâ€ and preparation of an essay to demonstrate their understanding of the health system element and disease priority.	<br>This course covers global health and the way in which global disease priorities and major health problems are managed in development settings. The course examines the global health initiatives that address the key disease groups identified by the Millennium Development Goals (MDGs) 4, 5 and 6 together with other global priorities. It also focuses on the health system capacity needed to support and scale up interventions to address the MDGs and these global disease priorities in particular.	<br>  Participation in tutorials and debates (25%) :  Tutorials will be held on even weeks (i.e. wk 2, 4, 6, 8, 10, 12) of the course to cover topics covered in lectures and will take the form of facilitated group discussion lead by a subject expert.  For each debate a cluster of students will have prepared short papers analyzing these papers and leading the debate. The list of debate tutorials is included in the timetable. All students are expected to participate in all 6 debates.     The Fishbowl debate (odd weeks) uses a set format and conventions to maintain a vibrant discussion: the facilitator occupies one of five seats arranged at the centre of the tutorial, with students' seating surrounding them.  All students are expected to participate in the debate, but for each topic, a cluster of students will have prepared short papers for the debate and will lead discussions. At the end of each debate, students will mark the number of contributions they have made, using the cards as evidence. At the end of semester, the totals for participation in all debates will be calculated. Participation is rewarded in this assessment rather than content, which will be separately assessed through the submission of short papers on the stimulus papers.      Short paper linked to debate (25%) :  For each Fishbowl or on-line debate, two to three papers will be made available to all students in preparation for their contribution to the debates. Allocated students are to critique the papers made available, add relevant findings from a literature search (5-10 journal articles or websites) and summarize the positions they will be taking in the debate. Each allocated student should write up their own individual short paper. (1200 words, excluding references).  Individual assignment (50%):  Taking one of the six health systems 'building block' elements introduced in this course, students will examine its implications for control of a global disease priority.  The students may choose a disease / condition that is not covered under MDGs but they are required to justify and explain (giving data, statistics, if available) why the chosen disease / condition is a global priority.    The assignment should cover both aspects comprehensively: the health systems element and the disease control aspects. The intention is to focus on the integration of the two. (2,500 words, excluding references)    No re-sits are available.	<br>Maximum participants : 100	<br>English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>AusAID may provide scholarships				<br>The course is divided into 6 parts that utilise the 2007 WHO&rsquo;s Framework for Action: Everybody&rsquo;s Business: Strengthening Health Systems to Improve Health Outcomes  The 6 building blocks are:    -  Service Delivery  -  Health Workforce  -  Information  -  Medical Products, Vaccines and Technologies  -  Financing  -  Leadership and Governance    Each part is delivered over a 2 week period using a global disease priority as an example to illustrate the elements of each building block as follows:    Part 1 - Health services and child health   Lecture: Effective health services: PHC now more than ever?   Lecture : Childhood challenges and the Child Survival Strategy  Tutorial: Fish-bowl debate: Why is it difficult to get integrated services to the poor?    Part 2- Health workforce and reproductive health  Lecture: The global health workforce in transition   Lecture: What services do we need for reproductive health and how can we reduce maternal mortality?  Tutorial: Fish-bowl debate: Do we still need traditional birth attendants?    Part 3â€“ Governance, health systems  and NCDs  Lecture: Governance: Why Health Systems Matter   Lecture : Multi-sectoral approaches to NCDs  Tutorial: Fish-bowl debate: Are our health systems out of date?     Part 4- Medicines and technology and Malaria  Lecture: Malaria and control / elimination   Lecture : Drugs and Vaccines: choices costs, logistics  Tutorial: Fish-bowl debate: Why don&rsquo;t we learn from our malaria failures?    Part 5 - Information systems and Tuberculosis  Lecture: TB and the Challenge of Resistance.  Lecture : Measuring Population Health / HIS and MDGs  Tutorial: Fish-bowl debate: Health information: is good enough good enough?    Part 6 - Financing and HIV  Lecture: Financing health systems and global disease control programs  Lecture: AIDS exceptionality: what impact has it had?   Tutorial: Fish-bowl debate: What&rsquo;s so exceptional about HIV?						
One Health : The human, animal and environmental interface	<br>After successfully completing this course the students should be able to:  -  Identify the roles, responsibilities and needs of key stakeholders in one health problems (i.e. Government Ministryâ€˜s of health and agriculture, WHO, FAO, OIE, The World Bank and affected communities)  -  Critically evaluate the data and information needed to establish an comprehensive control strategy for a zoonotic disease including: surveillance data and health (animal and human) and economic data  -  Apply the principles of risk assessment to identify, quantify and manage risks in complex community systems  -  Design, present and justify a control program for a zoonotic disease scenario using the principles of one health   -  Discuss global health regulations and the roles of these in global health governance (focus on international health regulations)  -  Explain the principles of the one health paradigm and the application of these principles to determine the key epidemiological features of common zoonotic diseases (including the epidemiology and transmission of pathogens and their social, economic and environmental impacts).		0	m.whittaker@uq.edu.au	2013-01-09 04:41:59	2015-02-17	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia	Associate Professor Simon Reid 	English	advanced optional	2013-01-09 04:50:56	<br>  150 hours   Contact hours  -  Lectures: 30 hours,   -  Practicals and Group work: 15 hours     Self-study hours  -  Pre-reading and tutorial preparation: 25 hours   -  Final critical literature review and preparation of individual assignment: 80 hours over 3 weeks.	2016-11-28	2016-12-02	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 20 x1.5 hour lectures to introduce the core concepts and content  3. Group work with feedback and guidance from lecturer and tutors (3 hours per day)  4. Self-guided review of a zoonotic disease problem and development of a critical review of literature and recommendations for the future	<br>The course will lead students through the concepts of One health. It is expected that the majority of students will have a background in health, veterinary health or environmental health. The course emphasizes an evidence-based approach of applying a One health approach to infectious diseases surveillance, control and health systems through a trans-disciplinary framework with special emphasis on human and animal public health and services. The course work will be illustrated with examples, case studies, good practices, and lessons learned from field experience.  The latest methods used in integrative human and animal health assessment will be discussed. Participants will understand how to apply â€œOne Healthâ€ principles and methods to any given human â€“ animal health question. The assignment will allow participants to demonstrate that they have attained competency	<br>Assessment through practical activity 20% , group presentation 30% as well as individual assignment 50%.  Practical assessment (last day of course) (20%): Students will identify micro and macro levels of the disease transmission cycle, including animal, human and environmental components. In addition, students will be assessed on their ability to demonstrate an understanding of the economic and socio-cultural inputs required and methods of measuring the outputs of a multi-disciplinary project at local, national and international levels.  Group work assessment (last day of course) (30%) :The students are required to analyze their specific disease scenario and produce a presentation at the end of the week in terms of a response action plan to their given situation, which clearly demonstrates a One Health approach to a zoonotic disease.  This includes recommendations for an immediate course of action, as well as future surveillance, intervention or control strategies.  Individual assignment (due post-course) (50%): Participants will choose a topic from a set list during the course and following the One Health framework used in group work and practicals, apply it to the disease and its epidemiology in the country provided. The assessment should be written as a critical literature review report ending with future recommendations for the specific disease situation. (3000 words)  No supplementary examinations are available.	<br>Maximum participants : 30	<br>Requires completion of relevant core courses.  English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; Euro:1382; International: AUD$3044; Euro:2362	<br>AusAID may provide scholarships				<br>The 5 days of the course will be divided into the following modules:  1. Introduction to concepts  2. Systems and strategies  3. Resourcing and planning  4. Communities  5. Global perspectives    Formal lectures each day will lead students through the following concepts:  -  Evolution of the One health Concept  -  Zoonotic diseases and transmission cycles  -  Human and animal health systems and services  -  Surveillance of zoonotic diseases  -  Control of zoonotic diseases  -  Economic evaluation and its application in One health  -  Application of the risk assessment to zoonotic disease prevention and control  -  Social perspectives of zoonotic diseases  -  Community participation in zoonotic disease control  -  Transdisciplinarity : the processes and the realities  The practical sessions and group work activities will progress through the following topics using appropriate One Health examples:   -  Situational analysis  -  Disease investigation  -  Stakeholder analysis  -  Community engagement  -  Identifying options for the development of control strategies and assessing risks and challenges  -  Developing a One Health strategic plan to a common zoonotic disease problem	Australia	Disease prevention & control	Blended-learning		5 ECTS credits	
One Health : The human, animal and environmental interface	<br>After successfully completing this course the students should be able to:  -  Identify the roles, responsibilities and needs of key stakeholders in one health problems (i.e. Government Ministryâ€˜s of health and agriculture, WHO, FAO, OIE, The World Bank and affected communities)  -  Critically evaluate the data and information needed to establish an comprehensive control strategy for a zoonotic disease including: surveillance data and health (animal and human) and economic data  -  Apply the principles of risk assessment to identify, quantify and manage risks in complex community systems  -  Design, present and justify a control program for a zoonotic disease scenario using the principles of one health   -  Discuss global health regulations and the roles of these in global health governance (focus on international health regulations)  -  Explain the principles of the one health paradigm and the application of these principles to determine the key epidemiological features of common zoonotic diseases (including the epidemiology and transmission of pathogens and their social, economic and environmental impacts).		0	m.whittaker@uq.edu.au	2013-01-09 04:41:59	2015-02-17	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:50:56	<br>  150 hours   Contact hours  -  Lectures: 30 hours,   -  Practicals and Group work: 15 hours     Self-study hours  -  Pre-reading and tutorial preparation: 25 hours   -  Final critical literature review and preparation of individual assignment: 80 hours over 3 weeks.	2016-11-28	2016-12-02	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 20 x1.5 hour lectures to introduce the core concepts and content  3. Group work with feedback and guidance from lecturer and tutors (3 hours per day)  4. Self-guided review of a zoonotic disease problem and development of a critical review of literature and recommendations for the future	<br>The course will lead students through the concepts of One health. It is expected that the majority of students will have a background in health, veterinary health or environmental health. The course emphasizes an evidence-based approach of applying a One health approach to infectious diseases surveillance, control and health systems through a trans-disciplinary framework with special emphasis on human and animal public health and services. The course work will be illustrated with examples, case studies, good practices, and lessons learned from field experience.  The latest methods used in integrative human and animal health assessment will be discussed. Participants will understand how to apply â€œOne Healthâ€ principles and methods to any given human â€“ animal health question. The assignment will allow participants to demonstrate that they have attained competency	<br>Assessment through practical activity 20% , group presentation 30% as well as individual assignment 50%.  Practical assessment (last day of course) (20%): Students will identify micro and macro levels of the disease transmission cycle, including animal, human and environmental components. In addition, students will be assessed on their ability to demonstrate an understanding of the economic and socio-cultural inputs required and methods of measuring the outputs of a multi-disciplinary project at local, national and international levels.  Group work assessment (last day of course) (30%) :The students are required to analyze their specific disease scenario and produce a presentation at the end of the week in terms of a response action plan to their given situation, which clearly demonstrates a One Health approach to a zoonotic disease.  This includes recommendations for an immediate course of action, as well as future surveillance, intervention or control strategies.  Individual assignment (due post-course) (50%): Participants will choose a topic from a set list during the course and following the One Health framework used in group work and practicals, apply it to the disease and its epidemiology in the country provided. The assessment should be written as a critical literature review report ending with future recommendations for the specific disease situation. (3000 words)  No supplementary examinations are available.	<br>Maximum participants : 30	<br>Requires completion of relevant core courses.  English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; Euro:1382; International: AUD$3044; Euro:2362	<br>AusAID may provide scholarships				<br>The 5 days of the course will be divided into the following modules:  1. Introduction to concepts  2. Systems and strategies  3. Resourcing and planning  4. Communities  5. Global perspectives    Formal lectures each day will lead students through the following concepts:  -  Evolution of the One health Concept  -  Zoonotic diseases and transmission cycles  -  Human and animal health systems and services  -  Surveillance of zoonotic diseases  -  Control of zoonotic diseases  -  Economic evaluation and its application in One health  -  Application of the risk assessment to zoonotic disease prevention and control  -  Social perspectives of zoonotic diseases  -  Community participation in zoonotic disease control  -  Transdisciplinarity : the processes and the realities  The practical sessions and group work activities will progress through the following topics using appropriate One Health examples:   -  Situational analysis  -  Disease investigation  -  Stakeholder analysis  -  Community engagement  -  Identifying options for the development of control strategies and assessing risks and challenges  -  Developing a One Health strategic plan to a common zoonotic disease problem		Surveillance	Face to face			
One Health : The human, animal and environmental interface	<br>After successfully completing this course the students should be able to:  -  Identify the roles, responsibilities and needs of key stakeholders in one health problems (i.e. Government Ministryâ€˜s of health and agriculture, WHO, FAO, OIE, The World Bank and affected communities)  -  Critically evaluate the data and information needed to establish an comprehensive control strategy for a zoonotic disease including: surveillance data and health (animal and human) and economic data  -  Apply the principles of risk assessment to identify, quantify and manage risks in complex community systems  -  Design, present and justify a control program for a zoonotic disease scenario using the principles of one health   -  Discuss global health regulations and the roles of these in global health governance (focus on international health regulations)  -  Explain the principles of the one health paradigm and the application of these principles to determine the key epidemiological features of common zoonotic diseases (including the epidemiology and transmission of pathogens and their social, economic and environmental impacts).		0	m.whittaker@uq.edu.au	2013-01-09 04:41:59	2015-02-17	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:50:56	<br>  150 hours   Contact hours  -  Lectures: 30 hours,   -  Practicals and Group work: 15 hours     Self-study hours  -  Pre-reading and tutorial preparation: 25 hours   -  Final critical literature review and preparation of individual assignment: 80 hours over 3 weeks.	2016-11-28	2016-12-02	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 20 x1.5 hour lectures to introduce the core concepts and content  3. Group work with feedback and guidance from lecturer and tutors (3 hours per day)  4. Self-guided review of a zoonotic disease problem and development of a critical review of literature and recommendations for the future	<br>The course will lead students through the concepts of One health. It is expected that the majority of students will have a background in health, veterinary health or environmental health. The course emphasizes an evidence-based approach of applying a One health approach to infectious diseases surveillance, control and health systems through a trans-disciplinary framework with special emphasis on human and animal public health and services. The course work will be illustrated with examples, case studies, good practices, and lessons learned from field experience.  The latest methods used in integrative human and animal health assessment will be discussed. Participants will understand how to apply â€œOne Healthâ€ principles and methods to any given human â€“ animal health question. The assignment will allow participants to demonstrate that they have attained competency	<br>Assessment through practical activity 20% , group presentation 30% as well as individual assignment 50%.  Practical assessment (last day of course) (20%): Students will identify micro and macro levels of the disease transmission cycle, including animal, human and environmental components. In addition, students will be assessed on their ability to demonstrate an understanding of the economic and socio-cultural inputs required and methods of measuring the outputs of a multi-disciplinary project at local, national and international levels.  Group work assessment (last day of course) (30%) :The students are required to analyze their specific disease scenario and produce a presentation at the end of the week in terms of a response action plan to their given situation, which clearly demonstrates a One Health approach to a zoonotic disease.  This includes recommendations for an immediate course of action, as well as future surveillance, intervention or control strategies.  Individual assignment (due post-course) (50%): Participants will choose a topic from a set list during the course and following the One Health framework used in group work and practicals, apply it to the disease and its epidemiology in the country provided. The assessment should be written as a critical literature review report ending with future recommendations for the specific disease situation. (3000 words)  No supplementary examinations are available.	<br>Maximum participants : 30	<br>Requires completion of relevant core courses.  English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; Euro:1382; International: AUD$3044; Euro:2362	<br>AusAID may provide scholarships				<br>The 5 days of the course will be divided into the following modules:  1. Introduction to concepts  2. Systems and strategies  3. Resourcing and planning  4. Communities  5. Global perspectives    Formal lectures each day will lead students through the following concepts:  -  Evolution of the One health Concept  -  Zoonotic diseases and transmission cycles  -  Human and animal health systems and services  -  Surveillance of zoonotic diseases  -  Control of zoonotic diseases  -  Economic evaluation and its application in One health  -  Application of the risk assessment to zoonotic disease prevention and control  -  Social perspectives of zoonotic diseases  -  Community participation in zoonotic disease control  -  Transdisciplinarity : the processes and the realities  The practical sessions and group work activities will progress through the following topics using appropriate One Health examples:   -  Situational analysis  -  Disease investigation  -  Stakeholder analysis  -  Community engagement  -  Identifying options for the development of control strategies and assessing risks and challenges  -  Developing a One Health strategic plan to a common zoonotic disease problem		Team-work (incl. interdisciplinary, inter-professional)				
One Health : The human, animal and environmental interface	<br>After successfully completing this course the students should be able to:  -  Identify the roles, responsibilities and needs of key stakeholders in one health problems (i.e. Government Ministryâ€˜s of health and agriculture, WHO, FAO, OIE, The World Bank and affected communities)  -  Critically evaluate the data and information needed to establish an comprehensive control strategy for a zoonotic disease including: surveillance data and health (animal and human) and economic data  -  Apply the principles of risk assessment to identify, quantify and manage risks in complex community systems  -  Design, present and justify a control program for a zoonotic disease scenario using the principles of one health   -  Discuss global health regulations and the roles of these in global health governance (focus on international health regulations)  -  Explain the principles of the one health paradigm and the application of these principles to determine the key epidemiological features of common zoonotic diseases (including the epidemiology and transmission of pathogens and their social, economic and environmental impacts).		0	m.whittaker@uq.edu.au	2013-01-09 04:41:59	2015-02-17	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:50:56	<br>  150 hours   Contact hours  -  Lectures: 30 hours,   -  Practicals and Group work: 15 hours     Self-study hours  -  Pre-reading and tutorial preparation: 25 hours   -  Final critical literature review and preparation of individual assignment: 80 hours over 3 weeks.	2016-11-28	2016-12-02	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 20 x1.5 hour lectures to introduce the core concepts and content  3. Group work with feedback and guidance from lecturer and tutors (3 hours per day)  4. Self-guided review of a zoonotic disease problem and development of a critical review of literature and recommendations for the future	<br>The course will lead students through the concepts of One health. It is expected that the majority of students will have a background in health, veterinary health or environmental health. The course emphasizes an evidence-based approach of applying a One health approach to infectious diseases surveillance, control and health systems through a trans-disciplinary framework with special emphasis on human and animal public health and services. The course work will be illustrated with examples, case studies, good practices, and lessons learned from field experience.  The latest methods used in integrative human and animal health assessment will be discussed. Participants will understand how to apply â€œOne Healthâ€ principles and methods to any given human â€“ animal health question. The assignment will allow participants to demonstrate that they have attained competency	<br>Assessment through practical activity 20% , group presentation 30% as well as individual assignment 50%.  Practical assessment (last day of course) (20%): Students will identify micro and macro levels of the disease transmission cycle, including animal, human and environmental components. In addition, students will be assessed on their ability to demonstrate an understanding of the economic and socio-cultural inputs required and methods of measuring the outputs of a multi-disciplinary project at local, national and international levels.  Group work assessment (last day of course) (30%) :The students are required to analyze their specific disease scenario and produce a presentation at the end of the week in terms of a response action plan to their given situation, which clearly demonstrates a One Health approach to a zoonotic disease.  This includes recommendations for an immediate course of action, as well as future surveillance, intervention or control strategies.  Individual assignment (due post-course) (50%): Participants will choose a topic from a set list during the course and following the One Health framework used in group work and practicals, apply it to the disease and its epidemiology in the country provided. The assessment should be written as a critical literature review report ending with future recommendations for the specific disease situation. (3000 words)  No supplementary examinations are available.	<br>Maximum participants : 30	<br>Requires completion of relevant core courses.  English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; Euro:1382; International: AUD$3044; Euro:2362	<br>AusAID may provide scholarships				<br>The 5 days of the course will be divided into the following modules:  1. Introduction to concepts  2. Systems and strategies  3. Resourcing and planning  4. Communities  5. Global perspectives    Formal lectures each day will lead students through the following concepts:  -  Evolution of the One health Concept  -  Zoonotic diseases and transmission cycles  -  Human and animal health systems and services  -  Surveillance of zoonotic diseases  -  Control of zoonotic diseases  -  Economic evaluation and its application in One health  -  Application of the risk assessment to zoonotic disease prevention and control  -  Social perspectives of zoonotic diseases  -  Community participation in zoonotic disease control  -  Transdisciplinarity : the processes and the realities  The practical sessions and group work activities will progress through the following topics using appropriate One Health examples:   -  Situational analysis  -  Disease investigation  -  Stakeholder analysis  -  Community engagement  -  Identifying options for the development of control strategies and assessing risks and challenges  -  Developing a One Health strategic plan to a common zoonotic disease problem		Zoonotic diseases				
One Health : The human, animal and environmental interface	<br>After successfully completing this course the students should be able to:  -  Identify the roles, responsibilities and needs of key stakeholders in one health problems (i.e. Government Ministryâ€˜s of health and agriculture, WHO, FAO, OIE, The World Bank and affected communities)  -  Critically evaluate the data and information needed to establish an comprehensive control strategy for a zoonotic disease including: surveillance data and health (animal and human) and economic data  -  Apply the principles of risk assessment to identify, quantify and manage risks in complex community systems  -  Design, present and justify a control program for a zoonotic disease scenario using the principles of one health   -  Discuss global health regulations and the roles of these in global health governance (focus on international health regulations)  -  Explain the principles of the one health paradigm and the application of these principles to determine the key epidemiological features of common zoonotic diseases (including the epidemiology and transmission of pathogens and their social, economic and environmental impacts).		0	m.whittaker@uq.edu.au	2013-01-09 04:41:59	2015-02-17	2019-07-04 09:16:16	troped	troped	0			Edith Cavell Building, Level 3, Herston Campus, University of Queensland, Brisbane, Australia				2013-01-09 04:50:56	<br>  150 hours   Contact hours  -  Lectures: 30 hours,   -  Practicals and Group work: 15 hours     Self-study hours  -  Pre-reading and tutorial preparation: 25 hours   -  Final critical literature review and preparation of individual assignment: 80 hours over 3 weeks.	2016-11-28	2016-12-02	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts  2. 20 x1.5 hour lectures to introduce the core concepts and content  3. Group work with feedback and guidance from lecturer and tutors (3 hours per day)  4. Self-guided review of a zoonotic disease problem and development of a critical review of literature and recommendations for the future	<br>The course will lead students through the concepts of One health. It is expected that the majority of students will have a background in health, veterinary health or environmental health. The course emphasizes an evidence-based approach of applying a One health approach to infectious diseases surveillance, control and health systems through a trans-disciplinary framework with special emphasis on human and animal public health and services. The course work will be illustrated with examples, case studies, good practices, and lessons learned from field experience.  The latest methods used in integrative human and animal health assessment will be discussed. Participants will understand how to apply â€œOne Healthâ€ principles and methods to any given human â€“ animal health question. The assignment will allow participants to demonstrate that they have attained competency	<br>Assessment through practical activity 20% , group presentation 30% as well as individual assignment 50%.  Practical assessment (last day of course) (20%): Students will identify micro and macro levels of the disease transmission cycle, including animal, human and environmental components. In addition, students will be assessed on their ability to demonstrate an understanding of the economic and socio-cultural inputs required and methods of measuring the outputs of a multi-disciplinary project at local, national and international levels.  Group work assessment (last day of course) (30%) :The students are required to analyze their specific disease scenario and produce a presentation at the end of the week in terms of a response action plan to their given situation, which clearly demonstrates a One Health approach to a zoonotic disease.  This includes recommendations for an immediate course of action, as well as future surveillance, intervention or control strategies.  Individual assignment (due post-course) (50%): Participants will choose a topic from a set list during the course and following the One Health framework used in group work and practicals, apply it to the disease and its epidemiology in the country provided. The assessment should be written as a critical literature review report ending with future recommendations for the specific disease situation. (3000 words)  No supplementary examinations are available.	<br>Maximum participants : 30	<br>Requires completion of relevant core courses.  English: IELTS 6.5 overall, with minimum 6.0 in writing.  TOFEL paper-based 570 overall, with 5 (TWE - Test of Writing English) and 54 (listening and reading); or TOFEL internet-based 90 overall, with 21 (writing) and 20 (speaking, listening and reading).	<br>First come, first served basis	<br>Australian: AUD$1780; Euro:1382; International: AUD$3044; Euro:2362	<br>AusAID may provide scholarships				<br>The 5 days of the course will be divided into the following modules:  1. Introduction to concepts  2. Systems and strategies  3. Resourcing and planning  4. Communities  5. Global perspectives    Formal lectures each day will lead students through the following concepts:  -  Evolution of the One health Concept  -  Zoonotic diseases and transmission cycles  -  Human and animal health systems and services  -  Surveillance of zoonotic diseases  -  Control of zoonotic diseases  -  Economic evaluation and its application in One health  -  Application of the risk assessment to zoonotic disease prevention and control  -  Social perspectives of zoonotic diseases  -  Community participation in zoonotic disease control  -  Transdisciplinarity : the processes and the realities  The practical sessions and group work activities will progress through the following topics using appropriate One Health examples:   -  Situational analysis  -  Disease investigation  -  Stakeholder analysis  -  Community engagement  -  Identifying options for the development of control strategies and assessing risks and challenges  -  Developing a One Health strategic plan to a common zoonotic disease problem						
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006	Ass Prof Peter Hill	English	advanced optional	2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.	Australia	Actors / stakeholders	Face to face		5 ECTS credits	
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006				2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.		Globalisation				
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006				2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.		Goals / MDGs				
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006				2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.		Health Policy (incl. advocacy)				
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006				2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.		International / global				
Global Health Policy	<br>At the end of the module the student should be able to â€¦  -  Analyse global health in terms of Stuckler's five metaphors: foreign policy, security, charity, investment and public health, and debate the differing implications of these frameworks  -  Categorise and differentiate between key stakeholders in global health and their roles: WHO, UNICEF, UNFPA, The World Bank, Bilateral agencies, Public Private Partnerships, Key NGOs  -  Critically analyse trends in recent developments in development assistance practice and aid modalities and their implications for health and development.  -  Analyse the changes in the environment of global development assistance, and the causes for these changes, in particular as they relate to pro-poor strategies.  -  Critique the processes of agenda setting for global health, evaluating the evidence and advocacy rhetoric from which policy is developed.  -  Examine the process of policy development and analyse current global health policy.  -  Critically analyse the process of translation of global health policy into local programs, and the social, political, organisational and economic factors that influence implementation.		0	Peter.hill@sph.uq.edu.au	2013-01-09 04:53:16	2016-08-01	2019-07-04 09:16:16	troped	troped	0		One week intensive. Access to seminars over 13 week period.	School of Population Health  Herston Road, Herston 4006				2013-01-09 04:59:21	<br>  150 Hours    Contact Hours:  Lectures: 21 hours (14 x 1.5 hours)  Fishbowl debates: 4.5 hours  Library search skills for policy journals: 2.5 hours  Seminars: 13 hours (13 x 1 hour seminars)    Self Study Hours  Course pre-reading: 30 hours (15-20 papers)  Literature review for 10 best resources on...(including comprehensive literature review, identification and prioritization of 10 resources): 50 hours    Assessment:   1. Seminar analysis X 3: Total 9 hours  2. 10 best resources on...(based on comprehensive literature review, identification and prioritization of 10 resources, manuscript preparation following Health Policy and Planning guidelines: 20 hours	2016-07-25	2016-11-19	<br>Accredited in December 2012. This accreditation is valid until December 2017.	<br>The course uses four elements of learning:  1. A book of readings relevant to the course content is distributed prior to the commencement of the course to enable students to acquaint themselves with key concepts.  2. 14 X 1.5 hour lectures are provided in an intensive block of to provide understanding of the 5 metaphors for global health and specific case studies.  3. 4 Fishbowl debates around contentious global health issues during the course allow students to consolidate their knowledge, seek clarification and articulate their understanding of global health issues.  4. Students are expected to participate in 13 School of Population Health seminars, or other accessible seminars or conferences relevant to Global health, or their equivalent (Lancet pod-casts, WHO or World Bank website presentations, TED talks, or similar web based global health presentations) to broaden their content knowledge of global health beyond what can be offered during the intensive block. Three of these presentations are analysed as part of their assessment.	<br>The course defines policy and global health policy in terms of globalisation and the increasing complexity of the global development environment in health. It examines the evolving roles and structures of stakeholders, partnerships and networks and their changing relationships. It explores the contribution of the Millennium Development Goals and the Aid Effectiveness Agenda to these changes.  The School of Population Health seminar series and identified alternative sources of global health presentations are available to students as part of this course; however, attendance is not monitored for these or for lectures.	<br>There are three elements of assessment:  1. Fishbowl debates (10%) assess student participation in discussions around course content, valuing participation and critical engagement.  2. 3 x Seminar Analyses (30%) promote engagement in the seminar series and assess students&rsquo; comprehension of seminar content, and individual analysis of its relevance to global health  3. Manuscript preparation (60%): 10 best resources for... Assesses student&rsquo;s capacity to undertake a comprehensive literature review of selected topics in global health, prioritise 10 resources and to prepare a manuscript that meets the guidelines of Health Policy and Planning.    There are no re-sits.	<br>No limits.	<br>English levels:  IELTS Overall Band Score of 6.5 AND a minimum score of 6 in each sub-band of writing, reading, speaking and listening  OR  TOEFL (Paper-based)  Overall score of 570 and a minimum score of 5.0 in the Test of Written English (TWE) and 54 in Listening and Reading  OR  TOEFL (Internet-Based- iBT)  Overall score 90 with a writing score of 21 and reading, speaking and listening scores of 20.		<br>Australian: AUD$1780; &euro;1382; International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Global Health The course uses Stuckler&rsquo;s classification of 5 metaphors for Global Health as a way of structuring differing frameworks for examining global health policy, using case studies:   -  Public health: case studies examining the emergence of global health disease control policies and programs, global disease surveillance, frameworks and conventions.  -  Investment: case studies examining targeted (vertical) or comprehensive (horizontal) approaches to development in health, Global Burden of Disease and cost-effectiveness analyses; global public-private partnerships.  -  Foreign policy: analysis of global health as foreign policy, exploring the political economy of multilateral and bilateral agencies and their geopolitical aims and relationships.  -  Charity: analysis of the changing role of Civil Society in global health, private philanthropy and foundations and the recent emergence of public private partnerships and their collective influence in global health governance.  -  Security: case-studies examining global legal and rights frameworks that regulate acute humanitarian assistance, interventions in response to emergencies and global strategies for the management of disease threats, biological warfare and collaborative disease surveillance and control.						
Health Aspects of Disasters	<br>  At the end of the module the student should be able to â€¦    1. Analyse the different perspectives, legal frameworks and  guidelines and their implications for disaster management   2. Critically analyse the diverse types of disasters, their effects on population health and the response in the different phases of a disaster in different disaster settings   3. Critically evaluate the type and sources of  information in order to establish early warning systems, plan and evaluate the disaster response in different settings   4. Identify, categorise and differentiate key stakeholders in disasters and their roles in the different types of disasters and in the different stages of a disaster   5. Critically apply the principles of disaster management to a specific disaster identifying how the type of disaster and the social, political, and economic context influence the different stages of preparedness, disaster response and recovery and propose recommendations		0	m.durham@uq.edu.au	2013-01-28 05:44:53	2013-10-29	2019-07-04 09:16:16	troped	troped	0		8 weeks with 1 week full time, with pre-reading/learning activities and assignment following. The whole course preiod: 28-11-2016 â€“ 31 Jan 2016	Australian Centre for International and Tropical Health,  University of Queensland  Herston Road, Herston 4006 Australia	Jo Durham	English	advanced optional	2013-01-28 07:40:10	150 hours   Contact hours  Lectures: 22.5 hours (15 x1.5 hours)  Guided group work: 13 hours  Seminars: 4 hours (4 x 1 hour)  Library search skills for key resources: 2.5 hours   Group presentation and discussion: 3 hours   Self Study Hours  Course pre-reading: 30 hours (15-20 papers + learning activities)  Learning portfolio: 10 hours  Assessment (3,000 words):  Critical analysis and critique of disaster response (including comprehensive literature review, analysis of context, critique of response, lessons learned and recommnedations,manuscript preparation: 65 hours	2016-12-12	2016-12-16	Accredited in January 2013. This accreditation is valid until January 2018.	<br>The following learning methods will be used:  -  A book of readings relevant to the course content and including learning activities  -  Course pre-reading: 30 hours (15-20 papers + learning activities)  -  15 x 1.5 hour lectures are provided in an intensive block to introduce core concepts, content and use of case studies  -  4 x 1 hour seminars to allow in-depth discussion and debate of specific topics   -  Library search skills for key resources which can be used for assignments and in responding to disasters (2.5 hours)  -  Guided group work (13 hours)   -  Group presentations (3 hours)  -  Assessment with feedback from lecturer		<br>There are three assessed pieces of work:  Learning portfolio (individual)  Assesses participation, engagement and critical reflection related to course content, readings, tutorials and seminars (25%).  Group presentation   Group presentation based on a particular aspect of a disaster and proposed intervention and individual, confidential 300 word reflection of lessons learned and  own contribution (25%)  Written assignment (individual)  Individual written assignment addressing one of several questions provided related to the different phases of health aspects of disasters to demonstrate application of core concepts and principles covered in the course (3000 words) (50%)   No resit available.	<br>Minimum number of participants: 10  Max number of participants: 60	<br>-  Academic training or a professional qualification in a area equivalent to Bachelor&rsquo;s level.  -  English level IELTS 6.5, writing 6.0 (academic version)  -  Access to internet connection minimum band width		<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	None				<br>The 5 days of the face-to-face component will be divided into the following sub-modules   Sub-module 1: Disaster management: A global perspective    Sub-module 2: Types,  causes and public health and medical concerns and responses in disasters in different disaster settings  Sub-module 3: Management of health concerns at different stages of a disaster in camp settings    Sub-module 4: Principles of disaster management and planning   Sub-module 5: Rebuilding communities and health systems after disasters     Formal lectures each day will lead students through the following:  -  Historical responses to disasters  -  Humanitarian, ethical and rights-based perspectives of disasters  -  Legal frameworks, guidelines, minimum standards and protection  -  Conceptual framework of disasters   -  Relief, response and recovery  -  Public health and medical concerns in emergency and post emergency phases including:  &#61558; Injured and deceased  &#61558; Infectious disease   &#61558; Nutrition  &#61558; Shelter, water and sanitation  &#61558; Violence and non-communicable disease, mental and  reproductive health  -  Rapid assessment, information needs and sources in different phases and different disaster settings   -  Camp management in different disaster settings for refugees and internally displaced persons  -  Communication channels, community participation and engagement   -  Management and co-ordination of various stakeholders in different disaster settings  -  Institutional and community resilience   -  Human resources management including occupational health and safety and the well-being of health workers     The tutorial and group work activities will progress through the following topics using disaster related case studies:  -  Analysis of a particular health aspect of a disaster in a specific setting   -  Identification of stakeholders  -  Identification of socio-economic, cultural and political context  -  Design and justification of a response using the principles of disaster management  -  Recommendations for future actions and response in terms of post-emergency, recovery and preparedness	Australia	Disease prevention & control	Face to face		5 ECTS credits	
Health Aspects of Disasters	<br>  At the end of the module the student should be able to â€¦    1. Analyse the different perspectives, legal frameworks and  guidelines and their implications for disaster management   2. Critically analyse the diverse types of disasters, their effects on population health and the response in the different phases of a disaster in different disaster settings   3. Critically evaluate the type and sources of  information in order to establish early warning systems, plan and evaluate the disaster response in different settings   4. Identify, categorise and differentiate key stakeholders in disasters and their roles in the different types of disasters and in the different stages of a disaster   5. Critically apply the principles of disaster management to a specific disaster identifying how the type of disaster and the social, political, and economic context influence the different stages of preparedness, disaster response and recovery and propose recommendations		0	m.durham@uq.edu.au	2013-01-28 05:44:53	2013-10-29	2019-07-04 09:16:16	troped	troped	0		8 weeks with 1 week full time, with pre-reading/learning activities and assignment following. The whole course preiod: 28-11-2016 â€“ 31 Jan 2016	Australian Centre for International and Tropical Health,  University of Queensland  Herston Road, Herston 4006 Australia				2013-01-28 07:40:10	150 hours   Contact hours  Lectures: 22.5 hours (15 x1.5 hours)  Guided group work: 13 hours  Seminars: 4 hours (4 x 1 hour)  Library search skills for key resources: 2.5 hours   Group presentation and discussion: 3 hours   Self Study Hours  Course pre-reading: 30 hours (15-20 papers + learning activities)  Learning portfolio: 10 hours  Assessment (3,000 words):  Critical analysis and critique of disaster response (including comprehensive literature review, analysis of context, critique of response, lessons learned and recommnedations,manuscript preparation: 65 hours	2016-12-12	2016-12-16	Accredited in January 2013. This accreditation is valid until January 2018.	<br>The following learning methods will be used:  -  A book of readings relevant to the course content and including learning activities  -  Course pre-reading: 30 hours (15-20 papers + learning activities)  -  15 x 1.5 hour lectures are provided in an intensive block to introduce core concepts, content and use of case studies  -  4 x 1 hour seminars to allow in-depth discussion and debate of specific topics   -  Library search skills for key resources which can be used for assignments and in responding to disasters (2.5 hours)  -  Guided group work (13 hours)   -  Group presentations (3 hours)  -  Assessment with feedback from lecturer		<br>There are three assessed pieces of work:  Learning portfolio (individual)  Assesses participation, engagement and critical reflection related to course content, readings, tutorials and seminars (25%).  Group presentation   Group presentation based on a particular aspect of a disaster and proposed intervention and individual, confidential 300 word reflection of lessons learned and  own contribution (25%)  Written assignment (individual)  Individual written assignment addressing one of several questions provided related to the different phases of health aspects of disasters to demonstrate application of core concepts and principles covered in the course (3000 words) (50%)   No resit available.	<br>Minimum number of participants: 10  Max number of participants: 60	<br>-  Academic training or a professional qualification in a area equivalent to Bachelor&rsquo;s level.  -  English level IELTS 6.5, writing 6.0 (academic version)  -  Access to internet connection minimum band width		<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	None				<br>The 5 days of the face-to-face component will be divided into the following sub-modules   Sub-module 1: Disaster management: A global perspective    Sub-module 2: Types,  causes and public health and medical concerns and responses in disasters in different disaster settings  Sub-module 3: Management of health concerns at different stages of a disaster in camp settings    Sub-module 4: Principles of disaster management and planning   Sub-module 5: Rebuilding communities and health systems after disasters     Formal lectures each day will lead students through the following:  -  Historical responses to disasters  -  Humanitarian, ethical and rights-based perspectives of disasters  -  Legal frameworks, guidelines, minimum standards and protection  -  Conceptual framework of disasters   -  Relief, response and recovery  -  Public health and medical concerns in emergency and post emergency phases including:  &#61558; Injured and deceased  &#61558; Infectious disease   &#61558; Nutrition  &#61558; Shelter, water and sanitation  &#61558; Violence and non-communicable disease, mental and  reproductive health  -  Rapid assessment, information needs and sources in different phases and different disaster settings   -  Camp management in different disaster settings for refugees and internally displaced persons  -  Communication channels, community participation and engagement   -  Management and co-ordination of various stakeholders in different disaster settings  -  Institutional and community resilience   -  Human resources management including occupational health and safety and the well-being of health workers     The tutorial and group work activities will progress through the following topics using disaster related case studies:  -  Analysis of a particular health aspect of a disaster in a specific setting   -  Identification of stakeholders  -  Identification of socio-economic, cultural and political context  -  Design and justification of a response using the principles of disaster management  -  Recommendations for future actions and response in terms of post-emergency, recovery and preparedness		Health in emergencies				
Health Aspects of Disasters	<br>  At the end of the module the student should be able to â€¦    1. Analyse the different perspectives, legal frameworks and  guidelines and their implications for disaster management   2. Critically analyse the diverse types of disasters, their effects on population health and the response in the different phases of a disaster in different disaster settings   3. Critically evaluate the type and sources of  information in order to establish early warning systems, plan and evaluate the disaster response in different settings   4. Identify, categorise and differentiate key stakeholders in disasters and their roles in the different types of disasters and in the different stages of a disaster   5. Critically apply the principles of disaster management to a specific disaster identifying how the type of disaster and the social, political, and economic context influence the different stages of preparedness, disaster response and recovery and propose recommendations		0	m.durham@uq.edu.au	2013-01-28 05:44:53	2013-10-29	2019-07-04 09:16:16	troped	troped	0		8 weeks with 1 week full time, with pre-reading/learning activities and assignment following. The whole course preiod: 28-11-2016 â€“ 31 Jan 2016	Australian Centre for International and Tropical Health,  University of Queensland  Herston Road, Herston 4006 Australia				2013-01-28 07:40:10	150 hours   Contact hours  Lectures: 22.5 hours (15 x1.5 hours)  Guided group work: 13 hours  Seminars: 4 hours (4 x 1 hour)  Library search skills for key resources: 2.5 hours   Group presentation and discussion: 3 hours   Self Study Hours  Course pre-reading: 30 hours (15-20 papers + learning activities)  Learning portfolio: 10 hours  Assessment (3,000 words):  Critical analysis and critique of disaster response (including comprehensive literature review, analysis of context, critique of response, lessons learned and recommnedations,manuscript preparation: 65 hours	2016-12-12	2016-12-16	Accredited in January 2013. This accreditation is valid until January 2018.	<br>The following learning methods will be used:  -  A book of readings relevant to the course content and including learning activities  -  Course pre-reading: 30 hours (15-20 papers + learning activities)  -  15 x 1.5 hour lectures are provided in an intensive block to introduce core concepts, content and use of case studies  -  4 x 1 hour seminars to allow in-depth discussion and debate of specific topics   -  Library search skills for key resources which can be used for assignments and in responding to disasters (2.5 hours)  -  Guided group work (13 hours)   -  Group presentations (3 hours)  -  Assessment with feedback from lecturer		<br>There are three assessed pieces of work:  Learning portfolio (individual)  Assesses participation, engagement and critical reflection related to course content, readings, tutorials and seminars (25%).  Group presentation   Group presentation based on a particular aspect of a disaster and proposed intervention and individual, confidential 300 word reflection of lessons learned and  own contribution (25%)  Written assignment (individual)  Individual written assignment addressing one of several questions provided related to the different phases of health aspects of disasters to demonstrate application of core concepts and principles covered in the course (3000 words) (50%)   No resit available.	<br>Minimum number of participants: 10  Max number of participants: 60	<br>-  Academic training or a professional qualification in a area equivalent to Bachelor&rsquo;s level.  -  English level IELTS 6.5, writing 6.0 (academic version)  -  Access to internet connection minimum band width		<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	None				<br>The 5 days of the face-to-face component will be divided into the following sub-modules   Sub-module 1: Disaster management: A global perspective    Sub-module 2: Types,  causes and public health and medical concerns and responses in disasters in different disaster settings  Sub-module 3: Management of health concerns at different stages of a disaster in camp settings    Sub-module 4: Principles of disaster management and planning   Sub-module 5: Rebuilding communities and health systems after disasters     Formal lectures each day will lead students through the following:  -  Historical responses to disasters  -  Humanitarian, ethical and rights-based perspectives of disasters  -  Legal frameworks, guidelines, minimum standards and protection  -  Conceptual framework of disasters   -  Relief, response and recovery  -  Public health and medical concerns in emergency and post emergency phases including:  &#61558; Injured and deceased  &#61558; Infectious disease   &#61558; Nutrition  &#61558; Shelter, water and sanitation  &#61558; Violence and non-communicable disease, mental and  reproductive health  -  Rapid assessment, information needs and sources in different phases and different disaster settings   -  Camp management in different disaster settings for refugees and internally displaced persons  -  Communication channels, community participation and engagement   -  Management and co-ordination of various stakeholders in different disaster settings  -  Institutional and community resilience   -  Human resources management including occupational health and safety and the well-being of health workers     The tutorial and group work activities will progress through the following topics using disaster related case studies:  -  Analysis of a particular health aspect of a disaster in a specific setting   -  Identification of stakeholders  -  Identification of socio-economic, cultural and political context  -  Design and justification of a response using the principles of disaster management  -  Recommendations for future actions and response in terms of post-emergency, recovery and preparedness		International / global				
Health Aspects of Disasters	<br>  At the end of the module the student should be able to â€¦    1. Analyse the different perspectives, legal frameworks and  guidelines and their implications for disaster management   2. Critically analyse the diverse types of disasters, their effects on population health and the response in the different phases of a disaster in different disaster settings   3. Critically evaluate the type and sources of  information in order to establish early warning systems, plan and evaluate the disaster response in different settings   4. Identify, categorise and differentiate key stakeholders in disasters and their roles in the different types of disasters and in the different stages of a disaster   5. Critically apply the principles of disaster management to a specific disaster identifying how the type of disaster and the social, political, and economic context influence the different stages of preparedness, disaster response and recovery and propose recommendations		0	m.durham@uq.edu.au	2013-01-28 05:44:53	2013-10-29	2019-07-04 09:16:16	troped	troped	0		8 weeks with 1 week full time, with pre-reading/learning activities and assignment following. The whole course preiod: 28-11-2016 â€“ 31 Jan 2016	Australian Centre for International and Tropical Health,  University of Queensland  Herston Road, Herston 4006 Australia				2013-01-28 07:40:10	150 hours   Contact hours  Lectures: 22.5 hours (15 x1.5 hours)  Guided group work: 13 hours  Seminars: 4 hours (4 x 1 hour)  Library search skills for key resources: 2.5 hours   Group presentation and discussion: 3 hours   Self Study Hours  Course pre-reading: 30 hours (15-20 papers + learning activities)  Learning portfolio: 10 hours  Assessment (3,000 words):  Critical analysis and critique of disaster response (including comprehensive literature review, analysis of context, critique of response, lessons learned and recommnedations,manuscript preparation: 65 hours	2016-12-12	2016-12-16	Accredited in January 2013. This accreditation is valid until January 2018.	<br>The following learning methods will be used:  -  A book of readings relevant to the course content and including learning activities  -  Course pre-reading: 30 hours (15-20 papers + learning activities)  -  15 x 1.5 hour lectures are provided in an intensive block to introduce core concepts, content and use of case studies  -  4 x 1 hour seminars to allow in-depth discussion and debate of specific topics   -  Library search skills for key resources which can be used for assignments and in responding to disasters (2.5 hours)  -  Guided group work (13 hours)   -  Group presentations (3 hours)  -  Assessment with feedback from lecturer		<br>There are three assessed pieces of work:  Learning portfolio (individual)  Assesses participation, engagement and critical reflection related to course content, readings, tutorials and seminars (25%).  Group presentation   Group presentation based on a particular aspect of a disaster and proposed intervention and individual, confidential 300 word reflection of lessons learned and  own contribution (25%)  Written assignment (individual)  Individual written assignment addressing one of several questions provided related to the different phases of health aspects of disasters to demonstrate application of core concepts and principles covered in the course (3000 words) (50%)   No resit available.	<br>Minimum number of participants: 10  Max number of participants: 60	<br>-  Academic training or a professional qualification in a area equivalent to Bachelor&rsquo;s level.  -  English level IELTS 6.5, writing 6.0 (academic version)  -  Access to internet connection minimum band width		<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	None				<br>The 5 days of the face-to-face component will be divided into the following sub-modules   Sub-module 1: Disaster management: A global perspective    Sub-module 2: Types,  causes and public health and medical concerns and responses in disasters in different disaster settings  Sub-module 3: Management of health concerns at different stages of a disaster in camp settings    Sub-module 4: Principles of disaster management and planning   Sub-module 5: Rebuilding communities and health systems after disasters     Formal lectures each day will lead students through the following:  -  Historical responses to disasters  -  Humanitarian, ethical and rights-based perspectives of disasters  -  Legal frameworks, guidelines, minimum standards and protection  -  Conceptual framework of disasters   -  Relief, response and recovery  -  Public health and medical concerns in emergency and post emergency phases including:  &#61558; Injured and deceased  &#61558; Infectious disease   &#61558; Nutrition  &#61558; Shelter, water and sanitation  &#61558; Violence and non-communicable disease, mental and  reproductive health  -  Rapid assessment, information needs and sources in different phases and different disaster settings   -  Camp management in different disaster settings for refugees and internally displaced persons  -  Communication channels, community participation and engagement   -  Management and co-ordination of various stakeholders in different disaster settings  -  Institutional and community resilience   -  Human resources management including occupational health and safety and the well-being of health workers     The tutorial and group work activities will progress through the following topics using disaster related case studies:  -  Analysis of a particular health aspect of a disaster in a specific setting   -  Identification of stakeholders  -  Identification of socio-economic, cultural and political context  -  Design and justification of a response using the principles of disaster management  -  Recommendations for future actions and response in terms of post-emergency, recovery and preparedness		Violence / war				
Health Aspects of Disasters	<br>  At the end of the module the student should be able to â€¦    1. Analyse the different perspectives, legal frameworks and  guidelines and their implications for disaster management   2. Critically analyse the diverse types of disasters, their effects on population health and the response in the different phases of a disaster in different disaster settings   3. Critically evaluate the type and sources of  information in order to establish early warning systems, plan and evaluate the disaster response in different settings   4. Identify, categorise and differentiate key stakeholders in disasters and their roles in the different types of disasters and in the different stages of a disaster   5. Critically apply the principles of disaster management to a specific disaster identifying how the type of disaster and the social, political, and economic context influence the different stages of preparedness, disaster response and recovery and propose recommendations		0	m.durham@uq.edu.au	2013-01-28 05:44:53	2013-10-29	2019-07-04 09:16:16	troped	troped	0		8 weeks with 1 week full time, with pre-reading/learning activities and assignment following. The whole course preiod: 28-11-2016 â€“ 31 Jan 2016	Australian Centre for International and Tropical Health,  University of Queensland  Herston Road, Herston 4006 Australia				2013-01-28 07:40:10	150 hours   Contact hours  Lectures: 22.5 hours (15 x1.5 hours)  Guided group work: 13 hours  Seminars: 4 hours (4 x 1 hour)  Library search skills for key resources: 2.5 hours   Group presentation and discussion: 3 hours   Self Study Hours  Course pre-reading: 30 hours (15-20 papers + learning activities)  Learning portfolio: 10 hours  Assessment (3,000 words):  Critical analysis and critique of disaster response (including comprehensive literature review, analysis of context, critique of response, lessons learned and recommnedations,manuscript preparation: 65 hours	2016-12-12	2016-12-16	Accredited in January 2013. This accreditation is valid until January 2018.	<br>The following learning methods will be used:  -  A book of readings relevant to the course content and including learning activities  -  Course pre-reading: 30 hours (15-20 papers + learning activities)  -  15 x 1.5 hour lectures are provided in an intensive block to introduce core concepts, content and use of case studies  -  4 x 1 hour seminars to allow in-depth discussion and debate of specific topics   -  Library search skills for key resources which can be used for assignments and in responding to disasters (2.5 hours)  -  Guided group work (13 hours)   -  Group presentations (3 hours)  -  Assessment with feedback from lecturer		<br>There are three assessed pieces of work:  Learning portfolio (individual)  Assesses participation, engagement and critical reflection related to course content, readings, tutorials and seminars (25%).  Group presentation   Group presentation based on a particular aspect of a disaster and proposed intervention and individual, confidential 300 word reflection of lessons learned and  own contribution (25%)  Written assignment (individual)  Individual written assignment addressing one of several questions provided related to the different phases of health aspects of disasters to demonstrate application of core concepts and principles covered in the course (3000 words) (50%)   No resit available.	<br>Minimum number of participants: 10  Max number of participants: 60	<br>-  Academic training or a professional qualification in a area equivalent to Bachelor&rsquo;s level.  -  English level IELTS 6.5, writing 6.0 (academic version)  -  Access to internet connection minimum band width		<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	None				<br>The 5 days of the face-to-face component will be divided into the following sub-modules   Sub-module 1: Disaster management: A global perspective    Sub-module 2: Types,  causes and public health and medical concerns and responses in disasters in different disaster settings  Sub-module 3: Management of health concerns at different stages of a disaster in camp settings    Sub-module 4: Principles of disaster management and planning   Sub-module 5: Rebuilding communities and health systems after disasters     Formal lectures each day will lead students through the following:  -  Historical responses to disasters  -  Humanitarian, ethical and rights-based perspectives of disasters  -  Legal frameworks, guidelines, minimum standards and protection  -  Conceptual framework of disasters   -  Relief, response and recovery  -  Public health and medical concerns in emergency and post emergency phases including:  &#61558; Injured and deceased  &#61558; Infectious disease   &#61558; Nutrition  &#61558; Shelter, water and sanitation  &#61558; Violence and non-communicable disease, mental and  reproductive health  -  Rapid assessment, information needs and sources in different phases and different disaster settings   -  Camp management in different disaster settings for refugees and internally displaced persons  -  Communication channels, community participation and engagement   -  Management and co-ordination of various stakeholders in different disaster settings  -  Institutional and community resilience   -  Human resources management including occupational health and safety and the well-being of health workers     The tutorial and group work activities will progress through the following topics using disaster related case studies:  -  Analysis of a particular health aspect of a disaster in a specific setting   -  Identification of stakeholders  -  Identification of socio-economic, cultural and political context  -  Design and justification of a response using the principles of disaster management  -  Recommendations for future actions and response in terms of post-emergency, recovery and preparedness						
Designing, Managing and Evaluating Projects for Improving Health: Issues for Donors and Implementers	<br>At the end of the module the student should be able to:  â€¢ Formulate an overall goal and the objectives of the project  â€¢ Design the basic aspects and/or components of a project including the budget and indicators  â€¢ Assess the advantages and shortcomings of project implementation and operations research  â€¢ Appraise the effectiveness and outcomes of monitoring and evaluation processes  â€¢ Evaluate project designs		1	mscih-student@charite.de	2013-02-25 02:51:52	2018-04-13	2020-09-10 11:16:33	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	2 weeks + 2.5 days preparation time	<br>  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany	Peter Campbell	English	advanced optional	2013-02-25 03:00:36	<br>105 hours total SIT.   Self-study to prepare the module: 15 hours.  During the module: lectures and discussions: 30 hours; group work: 20 hours; site visit: 4 hours, self-study: 36 hours.	2021-01-11	2021-01-22	<br>Accredited in Brescia, Jan 2013; re-accredited in April 2018. This accreditation is valid until April 2023.	<br>This will be a highly practical hands-on module that develops the understanding and skills of the participants so that they will have developed all the main aspects of a project both as part of a group and as individuals.  Underlying the course content are the basic principles of modern Quality Improvement, since the desired impact of most projects is to improve health for the population, often through improving the quality of health care. See "Remarks" section for background reading.  Overarching the course will be individual and group work where participants will, at each stage, put into practise what they are being taught through the development of both group and individual projects.  On arrival at the course, students will be expected to have prepared an initial draft of a health project (based on a case-scenario they will receive), including a brief background and rationale, goal, main objectives and initial methodological ideas (15 hours).  The main part of the module will consist of lectures and discussions to introduce the principles of the components of a project design (30 hours), group-work to develop these ideas on a sample case-study (20 hours), a visit to a donor/project implementing agency for a question and answer session (4 hours) and individual study to apply the principles both to the group work cases (18 hours) and to the individual's own project design (18 hours).  Personal comments on the individual project designs will be given during the module by the lecturer, and participants will be expected to revise their project designs accordingly.	<br>Useful background reading:  1. Brock S, Columbia R. 2008. Project Design & Proposal Writing A Guide to Mainstreaming Reproductive Health into Youth Development Programs. International Youth Foundation. Available at  http://www.iyfnet.org/sites/default/files/P4L_ProjDesign_  PropWritGuide.pdf  2. Introduction To Project Planning And Development. Dept of Education. Available at https://sites.ed.gov/aapi/files/2015/08/Grant-Writing-Training-Manual.pdf  3. Aguayo R. 1990. Dr. Deming, the American who taught the Japanese about quality. Touchstone. ISBN-13:  978-0671746216  4. Deming W.E.1980. Out of the Crisis. MIT Center for Advanced Engineering Study. ISBN-13: 978-0911379013  5. Collins J. 2001. From Good to Great. Random House Business. ISBN-13: 978-0712676090  This course has been tested as an 8-day Alumni Workshop funded through the support of DAAD in October 2012.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Individual project design (min. of 1500 words)  The design is expected to include all the basic components and will be submitted before the end of the course for assessment by the course coordinator (70% contribution to overall grade).   Criteria for marking will include:  â€¢ Inclusion of all relevant design components  â€¢ Clarity of expression  â€¢ Cohesiveness of the project (Goal leads to Objectives, which are explained by the Background; Methods and Budget are realistic and appropriate; and Monitoring will theoretically help achieve successful long term results)  2. An MCQ test (20 questions) will be given to assess the knowledge and skills of the students in evaluating issues of project design (30% contribution to overall grade).  Students must pass both parts of the assessment. The pass mark of the MCQ test is 60%.  In case of failure, students are offered to re-sit the MCQ test and/or to make one final revision of their personal project design, as appropriate. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 32 students.  Students and participants must attend 80% of the teaching time	<br>If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exemptions see http://internationalhealth.charite.de/en/admission/application/	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (12 Nov 2018).  Deadline for payment: 8 weeks before module start (26 Nov 2018).  We shall confirm the module 6 weeks before module start latest (10 Dec 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>962,50 EUR for tropEd MScIH students   1.203,13 EUR for guest students incl. Diploma	<br>Not available				<br>The course will move through the various stages of designing a project:  â€¢ Setting of Goal and Objectives with special consideration to politically challenging and profit oriented environments  â€¢ Describing the project background as well as developing and communicating the rationale of the project  â€¢ Defining the methodology for implementation and outlining and illustrating the phases/stages of the project  â€¢ Developing a detailed, yet concise and intelligible budget  â€¢ The principles of good project monitoring (benefits and dangers)  â€¢ Development of meaningful indicators, as well as accurate and efficient data collection  â€¢ The concept of Quasi-Experimental Design and its role in assessing the impact of development projectse importance of project evaluation  â€¢ Expectations of donors  â€¢ A site visit to a donor/health project implementing agency	Germany	Health reform	Face to face		3.5 ECTS credits	
Designing, Managing and Evaluating Projects for Improving Health: Issues for Donors and Implementers	<br>At the end of the module the student should be able to:  â€¢ Formulate an overall goal and the objectives of the project  â€¢ Design the basic aspects and/or components of a project including the budget and indicators  â€¢ Assess the advantages and shortcomings of project implementation and operations research  â€¢ Appraise the effectiveness and outcomes of monitoring and evaluation processes  â€¢ Evaluate project designs		1	mscih-student@charite.de	2013-02-25 02:51:52	2018-04-13	2020-09-10 11:16:33	troped	troped	0		2 weeks + 2.5 days preparation time	<br>  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:00:36	<br>105 hours total SIT.   Self-study to prepare the module: 15 hours.  During the module: lectures and discussions: 30 hours; group work: 20 hours; site visit: 4 hours, self-study: 36 hours.	2021-01-11	2021-01-22	<br>Accredited in Brescia, Jan 2013; re-accredited in April 2018. This accreditation is valid until April 2023.	<br>This will be a highly practical hands-on module that develops the understanding and skills of the participants so that they will have developed all the main aspects of a project both as part of a group and as individuals.  Underlying the course content are the basic principles of modern Quality Improvement, since the desired impact of most projects is to improve health for the population, often through improving the quality of health care. See "Remarks" section for background reading.  Overarching the course will be individual and group work where participants will, at each stage, put into practise what they are being taught through the development of both group and individual projects.  On arrival at the course, students will be expected to have prepared an initial draft of a health project (based on a case-scenario they will receive), including a brief background and rationale, goal, main objectives and initial methodological ideas (15 hours).  The main part of the module will consist of lectures and discussions to introduce the principles of the components of a project design (30 hours), group-work to develop these ideas on a sample case-study (20 hours), a visit to a donor/project implementing agency for a question and answer session (4 hours) and individual study to apply the principles both to the group work cases (18 hours) and to the individual's own project design (18 hours).  Personal comments on the individual project designs will be given during the module by the lecturer, and participants will be expected to revise their project designs accordingly.	<br>Useful background reading:  1. Brock S, Columbia R. 2008. Project Design & Proposal Writing A Guide to Mainstreaming Reproductive Health into Youth Development Programs. International Youth Foundation. Available at  http://www.iyfnet.org/sites/default/files/P4L_ProjDesign_  PropWritGuide.pdf  2. Introduction To Project Planning And Development. Dept of Education. Available at https://sites.ed.gov/aapi/files/2015/08/Grant-Writing-Training-Manual.pdf  3. Aguayo R. 1990. Dr. Deming, the American who taught the Japanese about quality. Touchstone. ISBN-13:  978-0671746216  4. Deming W.E.1980. Out of the Crisis. MIT Center for Advanced Engineering Study. ISBN-13: 978-0911379013  5. Collins J. 2001. From Good to Great. Random House Business. ISBN-13: 978-0712676090  This course has been tested as an 8-day Alumni Workshop funded through the support of DAAD in October 2012.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Individual project design (min. of 1500 words)  The design is expected to include all the basic components and will be submitted before the end of the course for assessment by the course coordinator (70% contribution to overall grade).   Criteria for marking will include:  â€¢ Inclusion of all relevant design components  â€¢ Clarity of expression  â€¢ Cohesiveness of the project (Goal leads to Objectives, which are explained by the Background; Methods and Budget are realistic and appropriate; and Monitoring will theoretically help achieve successful long term results)  2. An MCQ test (20 questions) will be given to assess the knowledge and skills of the students in evaluating issues of project design (30% contribution to overall grade).  Students must pass both parts of the assessment. The pass mark of the MCQ test is 60%.  In case of failure, students are offered to re-sit the MCQ test and/or to make one final revision of their personal project design, as appropriate. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 32 students.  Students and participants must attend 80% of the teaching time	<br>If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exemptions see http://internationalhealth.charite.de/en/admission/application/	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (12 Nov 2018).  Deadline for payment: 8 weeks before module start (26 Nov 2018).  We shall confirm the module 6 weeks before module start latest (10 Dec 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>962,50 EUR for tropEd MScIH students   1.203,13 EUR for guest students incl. Diploma	<br>Not available				<br>The course will move through the various stages of designing a project:  â€¢ Setting of Goal and Objectives with special consideration to politically challenging and profit oriented environments  â€¢ Describing the project background as well as developing and communicating the rationale of the project  â€¢ Defining the methodology for implementation and outlining and illustrating the phases/stages of the project  â€¢ Developing a detailed, yet concise and intelligible budget  â€¢ The principles of good project monitoring (benefits and dangers)  â€¢ Development of meaningful indicators, as well as accurate and efficient data collection  â€¢ The concept of Quasi-Experimental Design and its role in assessing the impact of development projectse importance of project evaluation  â€¢ Expectations of donors  â€¢ A site visit to a donor/health project implementing agency		Management/leadership				
Designing, Managing and Evaluating Projects for Improving Health: Issues for Donors and Implementers	<br>At the end of the module the student should be able to:  â€¢ Formulate an overall goal and the objectives of the project  â€¢ Design the basic aspects and/or components of a project including the budget and indicators  â€¢ Assess the advantages and shortcomings of project implementation and operations research  â€¢ Appraise the effectiveness and outcomes of monitoring and evaluation processes  â€¢ Evaluate project designs		1	mscih-student@charite.de	2013-02-25 02:51:52	2018-04-13	2020-09-10 11:16:33	troped	troped	0		2 weeks + 2.5 days preparation time	<br>  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:00:36	<br>105 hours total SIT.   Self-study to prepare the module: 15 hours.  During the module: lectures and discussions: 30 hours; group work: 20 hours; site visit: 4 hours, self-study: 36 hours.	2021-01-11	2021-01-22	<br>Accredited in Brescia, Jan 2013; re-accredited in April 2018. This accreditation is valid until April 2023.	<br>This will be a highly practical hands-on module that develops the understanding and skills of the participants so that they will have developed all the main aspects of a project both as part of a group and as individuals.  Underlying the course content are the basic principles of modern Quality Improvement, since the desired impact of most projects is to improve health for the population, often through improving the quality of health care. See "Remarks" section for background reading.  Overarching the course will be individual and group work where participants will, at each stage, put into practise what they are being taught through the development of both group and individual projects.  On arrival at the course, students will be expected to have prepared an initial draft of a health project (based on a case-scenario they will receive), including a brief background and rationale, goal, main objectives and initial methodological ideas (15 hours).  The main part of the module will consist of lectures and discussions to introduce the principles of the components of a project design (30 hours), group-work to develop these ideas on a sample case-study (20 hours), a visit to a donor/project implementing agency for a question and answer session (4 hours) and individual study to apply the principles both to the group work cases (18 hours) and to the individual's own project design (18 hours).  Personal comments on the individual project designs will be given during the module by the lecturer, and participants will be expected to revise their project designs accordingly.	<br>Useful background reading:  1. Brock S, Columbia R. 2008. Project Design & Proposal Writing A Guide to Mainstreaming Reproductive Health into Youth Development Programs. International Youth Foundation. Available at  http://www.iyfnet.org/sites/default/files/P4L_ProjDesign_  PropWritGuide.pdf  2. Introduction To Project Planning And Development. Dept of Education. Available at https://sites.ed.gov/aapi/files/2015/08/Grant-Writing-Training-Manual.pdf  3. Aguayo R. 1990. Dr. Deming, the American who taught the Japanese about quality. Touchstone. ISBN-13:  978-0671746216  4. Deming W.E.1980. Out of the Crisis. MIT Center for Advanced Engineering Study. ISBN-13: 978-0911379013  5. Collins J. 2001. From Good to Great. Random House Business. ISBN-13: 978-0712676090  This course has been tested as an 8-day Alumni Workshop funded through the support of DAAD in October 2012.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Individual project design (min. of 1500 words)  The design is expected to include all the basic components and will be submitted before the end of the course for assessment by the course coordinator (70% contribution to overall grade).   Criteria for marking will include:  â€¢ Inclusion of all relevant design components  â€¢ Clarity of expression  â€¢ Cohesiveness of the project (Goal leads to Objectives, which are explained by the Background; Methods and Budget are realistic and appropriate; and Monitoring will theoretically help achieve successful long term results)  2. An MCQ test (20 questions) will be given to assess the knowledge and skills of the students in evaluating issues of project design (30% contribution to overall grade).  Students must pass both parts of the assessment. The pass mark of the MCQ test is 60%.  In case of failure, students are offered to re-sit the MCQ test and/or to make one final revision of their personal project design, as appropriate. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 32 students.  Students and participants must attend 80% of the teaching time	<br>If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exemptions see http://internationalhealth.charite.de/en/admission/application/	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (12 Nov 2018).  Deadline for payment: 8 weeks before module start (26 Nov 2018).  We shall confirm the module 6 weeks before module start latest (10 Dec 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>962,50 EUR for tropEd MScIH students   1.203,13 EUR for guest students incl. Diploma	<br>Not available				<br>The course will move through the various stages of designing a project:  â€¢ Setting of Goal and Objectives with special consideration to politically challenging and profit oriented environments  â€¢ Describing the project background as well as developing and communicating the rationale of the project  â€¢ Defining the methodology for implementation and outlining and illustrating the phases/stages of the project  â€¢ Developing a detailed, yet concise and intelligible budget  â€¢ The principles of good project monitoring (benefits and dangers)  â€¢ Development of meaningful indicators, as well as accurate and efficient data collection  â€¢ The concept of Quasi-Experimental Design and its role in assessing the impact of development projectse importance of project evaluation  â€¢ Expectations of donors  â€¢ A site visit to a donor/health project implementing agency		Planning and programming (incl.. budgeting and evaluation)				
Designing, Managing and Evaluating Projects for Improving Health: Issues for Donors and Implementers	<br>At the end of the module the student should be able to:  â€¢ Formulate an overall goal and the objectives of the project  â€¢ Design the basic aspects and/or components of a project including the budget and indicators  â€¢ Assess the advantages and shortcomings of project implementation and operations research  â€¢ Appraise the effectiveness and outcomes of monitoring and evaluation processes  â€¢ Evaluate project designs		1	mscih-student@charite.de	2013-02-25 02:51:52	2018-04-13	2020-09-10 11:16:33	troped	troped	0		2 weeks + 2.5 days preparation time	<br>  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:00:36	<br>105 hours total SIT.   Self-study to prepare the module: 15 hours.  During the module: lectures and discussions: 30 hours; group work: 20 hours; site visit: 4 hours, self-study: 36 hours.	2021-01-11	2021-01-22	<br>Accredited in Brescia, Jan 2013; re-accredited in April 2018. This accreditation is valid until April 2023.	<br>This will be a highly practical hands-on module that develops the understanding and skills of the participants so that they will have developed all the main aspects of a project both as part of a group and as individuals.  Underlying the course content are the basic principles of modern Quality Improvement, since the desired impact of most projects is to improve health for the population, often through improving the quality of health care. See "Remarks" section for background reading.  Overarching the course will be individual and group work where participants will, at each stage, put into practise what they are being taught through the development of both group and individual projects.  On arrival at the course, students will be expected to have prepared an initial draft of a health project (based on a case-scenario they will receive), including a brief background and rationale, goal, main objectives and initial methodological ideas (15 hours).  The main part of the module will consist of lectures and discussions to introduce the principles of the components of a project design (30 hours), group-work to develop these ideas on a sample case-study (20 hours), a visit to a donor/project implementing agency for a question and answer session (4 hours) and individual study to apply the principles both to the group work cases (18 hours) and to the individual's own project design (18 hours).  Personal comments on the individual project designs will be given during the module by the lecturer, and participants will be expected to revise their project designs accordingly.	<br>Useful background reading:  1. Brock S, Columbia R. 2008. Project Design & Proposal Writing A Guide to Mainstreaming Reproductive Health into Youth Development Programs. International Youth Foundation. Available at  http://www.iyfnet.org/sites/default/files/P4L_ProjDesign_  PropWritGuide.pdf  2. Introduction To Project Planning And Development. Dept of Education. Available at https://sites.ed.gov/aapi/files/2015/08/Grant-Writing-Training-Manual.pdf  3. Aguayo R. 1990. Dr. Deming, the American who taught the Japanese about quality. Touchstone. ISBN-13:  978-0671746216  4. Deming W.E.1980. Out of the Crisis. MIT Center for Advanced Engineering Study. ISBN-13: 978-0911379013  5. Collins J. 2001. From Good to Great. Random House Business. ISBN-13: 978-0712676090  This course has been tested as an 8-day Alumni Workshop funded through the support of DAAD in October 2012.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Individual project design (min. of 1500 words)  The design is expected to include all the basic components and will be submitted before the end of the course for assessment by the course coordinator (70% contribution to overall grade).   Criteria for marking will include:  â€¢ Inclusion of all relevant design components  â€¢ Clarity of expression  â€¢ Cohesiveness of the project (Goal leads to Objectives, which are explained by the Background; Methods and Budget are realistic and appropriate; and Monitoring will theoretically help achieve successful long term results)  2. An MCQ test (20 questions) will be given to assess the knowledge and skills of the students in evaluating issues of project design (30% contribution to overall grade).  Students must pass both parts of the assessment. The pass mark of the MCQ test is 60%.  In case of failure, students are offered to re-sit the MCQ test and/or to make one final revision of their personal project design, as appropriate. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 32 students.  Students and participants must attend 80% of the teaching time	<br>If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exemptions see http://internationalhealth.charite.de/en/admission/application/	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (12 Nov 2018).  Deadline for payment: 8 weeks before module start (26 Nov 2018).  We shall confirm the module 6 weeks before module start latest (10 Dec 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>962,50 EUR for tropEd MScIH students   1.203,13 EUR for guest students incl. Diploma	<br>Not available				<br>The course will move through the various stages of designing a project:  â€¢ Setting of Goal and Objectives with special consideration to politically challenging and profit oriented environments  â€¢ Describing the project background as well as developing and communicating the rationale of the project  â€¢ Defining the methodology for implementation and outlining and illustrating the phases/stages of the project  â€¢ Developing a detailed, yet concise and intelligible budget  â€¢ The principles of good project monitoring (benefits and dangers)  â€¢ Development of meaningful indicators, as well as accurate and efficient data collection  â€¢ The concept of Quasi-Experimental Design and its role in assessing the impact of development projectse importance of project evaluation  â€¢ Expectations of donors  â€¢ A site visit to a donor/health project implementing agency		Quality (incl. accessibility)				
Designing, Managing and Evaluating Projects for Improving Health: Issues for Donors and Implementers	<br>At the end of the module the student should be able to:  â€¢ Formulate an overall goal and the objectives of the project  â€¢ Design the basic aspects and/or components of a project including the budget and indicators  â€¢ Assess the advantages and shortcomings of project implementation and operations research  â€¢ Appraise the effectiveness and outcomes of monitoring and evaluation processes  â€¢ Evaluate project designs		1	mscih-student@charite.de	2013-02-25 02:51:52	2018-04-13	2020-09-10 11:16:33	troped	troped	0		2 weeks + 2.5 days preparation time	<br>  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:00:36	<br>105 hours total SIT.   Self-study to prepare the module: 15 hours.  During the module: lectures and discussions: 30 hours; group work: 20 hours; site visit: 4 hours, self-study: 36 hours.	2021-01-11	2021-01-22	<br>Accredited in Brescia, Jan 2013; re-accredited in April 2018. This accreditation is valid until April 2023.	<br>This will be a highly practical hands-on module that develops the understanding and skills of the participants so that they will have developed all the main aspects of a project both as part of a group and as individuals.  Underlying the course content are the basic principles of modern Quality Improvement, since the desired impact of most projects is to improve health for the population, often through improving the quality of health care. See "Remarks" section for background reading.  Overarching the course will be individual and group work where participants will, at each stage, put into practise what they are being taught through the development of both group and individual projects.  On arrival at the course, students will be expected to have prepared an initial draft of a health project (based on a case-scenario they will receive), including a brief background and rationale, goal, main objectives and initial methodological ideas (15 hours).  The main part of the module will consist of lectures and discussions to introduce the principles of the components of a project design (30 hours), group-work to develop these ideas on a sample case-study (20 hours), a visit to a donor/project implementing agency for a question and answer session (4 hours) and individual study to apply the principles both to the group work cases (18 hours) and to the individual's own project design (18 hours).  Personal comments on the individual project designs will be given during the module by the lecturer, and participants will be expected to revise their project designs accordingly.	<br>Useful background reading:  1. Brock S, Columbia R. 2008. Project Design & Proposal Writing A Guide to Mainstreaming Reproductive Health into Youth Development Programs. International Youth Foundation. Available at  http://www.iyfnet.org/sites/default/files/P4L_ProjDesign_  PropWritGuide.pdf  2. Introduction To Project Planning And Development. Dept of Education. Available at https://sites.ed.gov/aapi/files/2015/08/Grant-Writing-Training-Manual.pdf  3. Aguayo R. 1990. Dr. Deming, the American who taught the Japanese about quality. Touchstone. ISBN-13:  978-0671746216  4. Deming W.E.1980. Out of the Crisis. MIT Center for Advanced Engineering Study. ISBN-13: 978-0911379013  5. Collins J. 2001. From Good to Great. Random House Business. ISBN-13: 978-0712676090  This course has been tested as an 8-day Alumni Workshop funded through the support of DAAD in October 2012.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. Individual project design (min. of 1500 words)  The design is expected to include all the basic components and will be submitted before the end of the course for assessment by the course coordinator (70% contribution to overall grade).   Criteria for marking will include:  â€¢ Inclusion of all relevant design components  â€¢ Clarity of expression  â€¢ Cohesiveness of the project (Goal leads to Objectives, which are explained by the Background; Methods and Budget are realistic and appropriate; and Monitoring will theoretically help achieve successful long term results)  2. An MCQ test (20 questions) will be given to assess the knowledge and skills of the students in evaluating issues of project design (30% contribution to overall grade).  Students must pass both parts of the assessment. The pass mark of the MCQ test is 60%.  In case of failure, students are offered to re-sit the MCQ test and/or to make one final revision of their personal project design, as appropriate. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Up to 32 students.  Students and participants must attend 80% of the teaching time	<br>If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exemptions see http://internationalhealth.charite.de/en/admission/application/	<br>DIPH participants who apply by the deadline for application have priority over MScIH students and alumni and short course participants. Places are then allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 10 weeks before module start (12 Nov 2018).  Deadline for payment: 8 weeks before module start (26 Nov 2018).  We shall confirm the module 6 weeks before module start latest (10 Dec 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>962,50 EUR for tropEd MScIH students   1.203,13 EUR for guest students incl. Diploma	<br>Not available				<br>The course will move through the various stages of designing a project:  â€¢ Setting of Goal and Objectives with special consideration to politically challenging and profit oriented environments  â€¢ Describing the project background as well as developing and communicating the rationale of the project  â€¢ Defining the methodology for implementation and outlining and illustrating the phases/stages of the project  â€¢ Developing a detailed, yet concise and intelligible budget  â€¢ The principles of good project monitoring (benefits and dangers)  â€¢ Development of meaningful indicators, as well as accurate and efficient data collection  â€¢ The concept of Quasi-Experimental Design and its role in assessing the impact of development projectse importance of project evaluation  â€¢ Expectations of donors  â€¢ A site visit to a donor/health project implementing agency						
Parasitology in International Health	<br>At the end of the module students should be able to:    â€¢ Appraise the value of diagnostic parasitology and entomology in theory and practice (microscopy)  â€¢ Perform parasitological and entomological diagnostics  â€¢ Assess past and present efforts for control or eradication of parasitic diseases, including vector control		1	mscih-student@charite.de	2013-02-25 03:14:46	2018-06-27	2020-09-15 10:13:56	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	1 week	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany	Hanspeter Marti	English	advanced optional	2013-02-25 03:26:00	<br>45 hours   45 hours total SIT: 13.5 hours classroom time, 13.5 hours laboratory practice, 2 hours assessment, 1 hour feedback, 15 hours personal study	2021-02-08	2021-02-12	<br>Accredited in February 2013. Re-accredited in March 2015. This accreditation is valid until March 2020.	<br>â€¢ Lectures introduce students into the various topics (18 hours), focussing on diagnostics and disease control of major parasitic diseases.  â€¢ A significant amount of time is devoted to laboratory practice, either as demonstration (serology, 1 hour) or supervised microscopy exercises (parasitology, 12 hours)	<br>We recommend the following textbook:   Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1 hour written unseen examination (60% of total grade), 1 hour microscopy examination (40% of total grade). Students must pass all parts of the assessment. The pass mark of the written unseen examination and of the microscopy examination is 60%.  Students who fail will be offered one re-sit examination of the failed part, which should take place by the beginning of the following semester. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of 25 students.  Students and participants must attend 80% of the teaching time.	<br>Basic parasitological and entomological knowledge, as can be acquired in the MScIH core course.    If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550/213/80 or IELTS score 6. tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (7 Jan 2018).   We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>412,50 â‚¬ for tropEd MScIH students  515,53 â‚¬ for guest students incl. Diploma	Not available	<br>Students in 2013 and 2014 expressed their priority to learn and practice parasitological diagnostics and found the group work on outlining a disease control programs less useful. They furthermore found veterinary parasitology less relevant. We adapted learning objectives and content accordingly.	<br>Students criticized an excess of overlap between core course and advanced module content. This has been corrected.	<br>Instead of making an assumption about studentsâ€™ priorities (here: that they would value the opportunity of outlining a disease control program) it is advisable to conduct a consultation among students and alumni before developing a module.	<br>This module builds on core course teaching. See â€œRemarksâ€ section for background reading.  This module will address aspects not yet covered in the core course of the following issues:  â€¢ Laboratory exercises (microscopy): helminths, malaria, other protozoa  â€¢ Serology in parasitology  â€¢ Medical entomology  â€¢ Disease control and eradication: E.g. soil transmitted helminths, malaria, onchocerciasis, schistosomiasis, dracunculiasis	Germany	Disease vectors	Face to face		1.5 ECTS credits	
Parasitology in International Health	<br>At the end of the module students should be able to:    â€¢ Appraise the value of diagnostic parasitology and entomology in theory and practice (microscopy)  â€¢ Perform parasitological and entomological diagnostics  â€¢ Assess past and present efforts for control or eradication of parasitic diseases, including vector control		1	mscih-student@charite.de	2013-02-25 03:14:46	2018-06-27	2020-09-15 10:13:56	troped	troped	0		1 week	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:26:00	<br>45 hours   45 hours total SIT: 13.5 hours classroom time, 13.5 hours laboratory practice, 2 hours assessment, 1 hour feedback, 15 hours personal study	2021-02-08	2021-02-12	<br>Accredited in February 2013. Re-accredited in March 2015. This accreditation is valid until March 2020.	<br>â€¢ Lectures introduce students into the various topics (18 hours), focussing on diagnostics and disease control of major parasitic diseases.  â€¢ A significant amount of time is devoted to laboratory practice, either as demonstration (serology, 1 hour) or supervised microscopy exercises (parasitology, 12 hours)	<br>We recommend the following textbook:   Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1 hour written unseen examination (60% of total grade), 1 hour microscopy examination (40% of total grade). Students must pass all parts of the assessment. The pass mark of the written unseen examination and of the microscopy examination is 60%.  Students who fail will be offered one re-sit examination of the failed part, which should take place by the beginning of the following semester. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of 25 students.  Students and participants must attend 80% of the teaching time.	<br>Basic parasitological and entomological knowledge, as can be acquired in the MScIH core course.    If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550/213/80 or IELTS score 6. tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (7 Jan 2018).   We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>412,50 â‚¬ for tropEd MScIH students  515,53 â‚¬ for guest students incl. Diploma	Not available	<br>Students in 2013 and 2014 expressed their priority to learn and practice parasitological diagnostics and found the group work on outlining a disease control programs less useful. They furthermore found veterinary parasitology less relevant. We adapted learning objectives and content accordingly.	<br>Students criticized an excess of overlap between core course and advanced module content. This has been corrected.	<br>Instead of making an assumption about studentsâ€™ priorities (here: that they would value the opportunity of outlining a disease control program) it is advisable to conduct a consultation among students and alumni before developing a module.	<br>This module builds on core course teaching. See â€œRemarksâ€ section for background reading.  This module will address aspects not yet covered in the core course of the following issues:  â€¢ Laboratory exercises (microscopy): helminths, malaria, other protozoa  â€¢ Serology in parasitology  â€¢ Medical entomology  â€¢ Disease control and eradication: E.g. soil transmitted helminths, malaria, onchocerciasis, schistosomiasis, dracunculiasis		Parasitic				
Parasitology in International Health	<br>At the end of the module students should be able to:    â€¢ Appraise the value of diagnostic parasitology and entomology in theory and practice (microscopy)  â€¢ Perform parasitological and entomological diagnostics  â€¢ Assess past and present efforts for control or eradication of parasitic diseases, including vector control		1	mscih-student@charite.de	2013-02-25 03:14:46	2018-06-27	2020-09-15 10:13:56	troped	troped	0		1 week	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:26:00	<br>45 hours   45 hours total SIT: 13.5 hours classroom time, 13.5 hours laboratory practice, 2 hours assessment, 1 hour feedback, 15 hours personal study	2021-02-08	2021-02-12	<br>Accredited in February 2013. Re-accredited in March 2015. This accreditation is valid until March 2020.	<br>â€¢ Lectures introduce students into the various topics (18 hours), focussing on diagnostics and disease control of major parasitic diseases.  â€¢ A significant amount of time is devoted to laboratory practice, either as demonstration (serology, 1 hour) or supervised microscopy exercises (parasitology, 12 hours)	<br>We recommend the following textbook:   Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1 hour written unseen examination (60% of total grade), 1 hour microscopy examination (40% of total grade). Students must pass all parts of the assessment. The pass mark of the written unseen examination and of the microscopy examination is 60%.  Students who fail will be offered one re-sit examination of the failed part, which should take place by the beginning of the following semester. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of 25 students.  Students and participants must attend 80% of the teaching time.	<br>Basic parasitological and entomological knowledge, as can be acquired in the MScIH core course.    If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550/213/80 or IELTS score 6. tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (7 Jan 2018).   We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>412,50 â‚¬ for tropEd MScIH students  515,53 â‚¬ for guest students incl. Diploma	Not available	<br>Students in 2013 and 2014 expressed their priority to learn and practice parasitological diagnostics and found the group work on outlining a disease control programs less useful. They furthermore found veterinary parasitology less relevant. We adapted learning objectives and content accordingly.	<br>Students criticized an excess of overlap between core course and advanced module content. This has been corrected.	<br>Instead of making an assumption about studentsâ€™ priorities (here: that they would value the opportunity of outlining a disease control program) it is advisable to conduct a consultation among students and alumni before developing a module.	<br>This module builds on core course teaching. See â€œRemarksâ€ section for background reading.  This module will address aspects not yet covered in the core course of the following issues:  â€¢ Laboratory exercises (microscopy): helminths, malaria, other protozoa  â€¢ Serology in parasitology  â€¢ Medical entomology  â€¢ Disease control and eradication: E.g. soil transmitted helminths, malaria, onchocerciasis, schistosomiasis, dracunculiasis		Pathogens				
Parasitology in International Health	<br>At the end of the module students should be able to:    â€¢ Appraise the value of diagnostic parasitology and entomology in theory and practice (microscopy)  â€¢ Perform parasitological and entomological diagnostics  â€¢ Assess past and present efforts for control or eradication of parasitic diseases, including vector control		1	mscih-student@charite.de	2013-02-25 03:14:46	2018-06-27	2020-09-15 10:13:56	troped	troped	0		1 week	CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin, Germany  Campus Virchow-Klinikum  Augustenburger Platz 1  Berlin-Wedding  Germany				2013-02-25 03:26:00	<br>45 hours   45 hours total SIT: 13.5 hours classroom time, 13.5 hours laboratory practice, 2 hours assessment, 1 hour feedback, 15 hours personal study	2021-02-08	2021-02-12	<br>Accredited in February 2013. Re-accredited in March 2015. This accreditation is valid until March 2020.	<br>â€¢ Lectures introduce students into the various topics (18 hours), focussing on diagnostics and disease control of major parasitic diseases.  â€¢ A significant amount of time is devoted to laboratory practice, either as demonstration (serology, 1 hour) or supervised microscopy exercises (parasitology, 12 hours)	<br>We recommend the following textbook:   Eddleston M, Davidson R, Brent A, Wilkinson R, 2008. Oxford handbook of tropical medicine: Oxford University Press. 843 p.    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1 hour written unseen examination (60% of total grade), 1 hour microscopy examination (40% of total grade). Students must pass all parts of the assessment. The pass mark of the written unseen examination and of the microscopy examination is 60%.  Students who fail will be offered one re-sit examination of the failed part, which should take place by the beginning of the following semester. A second re-sit is allowed but may be linked to conditions set by the Committee of Admissions and Degrees.	<br>Maximum number of 25 students.  Students and participants must attend 80% of the teaching time.	<br>Basic parasitological and entomological knowledge, as can be acquired in the MScIH core course.    If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550/213/80 or IELTS score 6. tropEd students need to provide proof of registration as tropEd student at their home institution only. For further exceptions refer to http://internationalhealth.charite.de/en/admission/application/	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  Deadline for application: 6 weeks before module start (7 Jan 2018).   We shall confirm the module 4 weeks before module start latest subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br>412,50 â‚¬ for tropEd MScIH students  515,53 â‚¬ for guest students incl. Diploma	Not available	<br>Students in 2013 and 2014 expressed their priority to learn and practice parasitological diagnostics and found the group work on outlining a disease control programs less useful. They furthermore found veterinary parasitology less relevant. We adapted learning objectives and content accordingly.	<br>Students criticized an excess of overlap between core course and advanced module content. This has been corrected.	<br>Instead of making an assumption about studentsâ€™ priorities (here: that they would value the opportunity of outlining a disease control program) it is advisable to conduct a consultation among students and alumni before developing a module.	<br>This module builds on core course teaching. See â€œRemarksâ€ section for background reading.  This module will address aspects not yet covered in the core course of the following issues:  â€¢ Laboratory exercises (microscopy): helminths, malaria, other protozoa  â€¢ Serology in parasitology  â€¢ Medical entomology  â€¢ Disease control and eradication: E.g. soil transmitted helminths, malaria, onchocerciasis, schistosomiasis, dracunculiasis						
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0	Portugal - Instituto de Higiene e Medicina Tropical , Universidade Nova de Lisboa	April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)	Henrique Silveira	English	advanced optional	2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)	Portugal	Laboratory science (incl.. quality assurance)	Face to face		6 ECTS credits	
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)		Parasitic				
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)		Research (in general)				
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)		Technology				
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)		Tropical medicine				
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)		vectors				
Molecular Medical Parasitology	<br>By the end of this course students should be able to:  â€¢ Recognise the importance of molecular biology for the study of parasites of medical importance, their vectors and its applications;  â€¢ Recognise and explain the molecular mechanisms associated with the life cycle of various parasites of medical importance;  â€¢ Identify, differentiate and access potential application of molecular tools applied to the diagnosis, epidemiology, taxonomy, vaccines, drug resistance and transmission blocking;  â€¢ Explain diversity in the context of epidemiology, evolution and population genetics;  â€¢ Plan and perform practical laboratory techniques;  â€¢ Revise critically, communicate and discuss material published in the medical field of molecular parasitology (seminars and tutorials).		1	mrfom@ihmt.unl.pt	2013-02-25 03:55:02	2018-03-24	2019-10-16 20:44:31	troped	troped	0		April 2, 3, 16, 17, 23, 24, 29, 30 from 1.30 to 8:00 PM. May 7, Evaluation	<br>Instituto de Higiene e Medicina Tropical  Rua da Junqueira NÂº 100  1349-008 Lisboa,   Portugal  Course language is English or Portuguese (according to the number and candidates)				2017-10-02 10:55:19	176 SIT    - Face-to-face hours: 51  - Self-study hours: 122  - Assessement: 3	2020-04-02	2020-05-07	<br>Accredited in February 2013. Re-accredited in March 2018. This accreditation is valid until March 2023.	<br>This course combines lectures (9%), practical laboratory classes (12%), seminars, group work and tutorials (7%) seminars (3%) and self-study (69%). Group work comprises discussion of articles	The teacher coordinator advises the students to come a day or two before the start date.	<br>Course participants are expected to attend at least two thirds of classes (lectures, practicals and tutorials) in discussions and group work. Otherwise they will be automatically dismissed, without refund.     The final assessment of the student has two components:  1- Written reports of practicalâ€™s (4 in total) (3-5 pages each, containing: Introduction, materials and methods, results and discussion). It represents 50% of final grade. Written reports are assessed by the practical coordinator.    2- Seminars where the ability to understand, bibliography search, critical judgment, synthesis, and communication will be evaluated. It represents 50% of final grade, based on the following weighting: 20% presentation, 10% performance in the discussion, 10% - colleagueâ€™s evaluation and 10% participation in the discussion of papers presented by colleagues. Seminars are evaluated by the lectures of the course that attend presentations. Only 10% is accessed by peers (fellow students)    If students do not reach 10 out of 20 as the final mark on both components, a written exam, on both components, will be performed 1-2 weeks after the end of the module.	<br>max. number of students: 20;   max. number of tropEd students: 5	<br>â€¢ Students should be proficient (Write, listen, read and speak) in English or Portuguese.   â€¢ No particular Lab experience is needed  â€¢ Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.	<br>First come, first served	<br>Participants enrolled in the TropEd program should pay â‚¬ 900.	None available	<br>Besides adjustments to the programme no major changes were made.	<br>The course is jointly anonymously evaluated by all students (TropEd and IHMT); overall evaluation are above 4 (in 6 point-scale).    Personnel feedback has been normally good. From all TropEd students enrolled in the course, only one dropout due to personal reasons. Despite some language barriers Integration with IHMT students was always very good.    Some students have also used the time spent at IHMT to enroll on voluntary laboratory internships.	<br>Feedback from students have been used to adjust weights associated to the different components of evaluation.	<br>â€¢ Introduction to molecular parasitology. Life cycle and molecules  â€¢ Molecular taxonomy and evolution  â€¢ Applications and methods used for transfection of animal cells and bacteria  â€¢ Phylogeny, population biology and vector control  â€¢ Molecular methods applied to the study of intestinal parasites  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Apicomplexa  â€¢ Molecular mechanisms of cell invasion and mobility â€“ Trypanosomatids  â€¢ Molecular basis of insecticide resistance  â€¢ Biochemical assays of enzymatic activity applied to insecticide resistance (PRACTICAL)  Assay of enzyme activity of non-specific esterases in mosquito vectors of malaria using microplate assays  â€¢ Resistance to antimalarials  â€¢ Gene Expression. (PRACTICAL)  qRT-PCR will be used (including wet lab and analysis)  â€¢ Binomial relationship Schistosoma-snail: resistance or susceptibility?  â€¢ Detection of Schistosoma mansoni in Biomphalaria glabrata. (PRACTICAL)  Nested-PCR will be used for the detection of Schistosoma  â€¢ Mechanisms of drug resistance in Leishmania  â€¢ Leishmania molecular typing. (PRACTICAL)  Molecular typing of Leishmania will be performed by PCR-RFLP  â€¢ Antigenic variation in Plasmodium  â€¢ Antigenic variation in Trypanosoma  â€¢ Functional genomics: microarrays, NGS and gene silencing in parasitology. (SEMINARS)						
Medicines postmarketing evaluation, rationale and methods	<br>  At the end of the module, students should be able to:  -  Formulate the principles and objectives of post-marketing evaluation of medicines in the private and public systems  -  Compare the principles and methods of premarketing (i.e. preclinical and clinical trials) and postmarketing studies (i.e. pharmacoepidemiological studies)   -  Differentiate the role of the main institutions in charge of evaluating medicines and promoting their access according to the needs of the population   -  Debate the requirements, aims and limits of pharmacovigilance in assessing medicines safety  -  Understand and apply the principles of data mining techniques in pharmacovigilance  -  Critically analyze the data elements participating to decision regarding medicines safety   -  Critically appraise published pharmacoepidemiological studies evaluating use, risk and effectiveness of medicines   -  Know and present actions conducted to favor the access to specific medicines (anti HIV, antituberculosis, vaccines, etc.) in low and middle income countries   -  Compare the main sources of data for pharmacoepidemiological evaluations (i.e. field data, claims and medical databases)		0	deborah.didio @u-bordeaux2.fr	2013-04-15 05:05:43	2013-10-29	2017-10-10 16:30:48	troped	troped	0	France - University of Bordeaux	03-07 March 2014 face-to-face, plus assignment writing to be submitted by March 23rd, 2014	<br>Pharmacoepidemiology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France		English	advanced optional	2013-04-15 05:13:53	<br>135 hours  Contact hours: 40.5 hrs SIT in-class face-to-face, 65 hrs Self-directed learning time)  Assessment time: 29 hours SIT (10-page study proposal)	2014-03-03	2014-03-07	<br>Accredited in April 2013. This accreditation is valid until April 2018.	<br>This module uses a range of learning methods, including ten days of lectures (20%), case studies (individual and in group work 35%); self-study (25%); and a graded homework (20%), which students will submit within 2 weeks after the end oft he course		<br>Written 10-page study proposal (with Vancouver style references) on a self-defined topic relevant to medicines evaluation in the home country of the participant.  If student fails, the possibility to resubmit once the proposal is given.	<br>maximum 32 participants	<br>Health professionals with basic knowledge and /or experience in pharmacology, epidemiology and biostatistics; English proficiency (TOEFL score 550, 213, 79/80), IELTS band 6.0 or equivalent approved test.	<br>Preference will be given to trainees having basic knowledge or professional experience in the field	<br>350 Euros	<br>None available				<br>The course covers the following topics:   1. Importance of medicines post-marketing evaluation   2. Definition and principles of pharmacovigilance  3. Data mining techniques: methods and role in pharmacovigilance signal detection  4. Definition and principles of pharmacoepidemiology  5. Advantages and limits of clinical trials and pharmacoepidemiological studies in the evaluation of medicines safety and effectiveness  6. Organization, roles and programs of the main national and international institutions in charge of medicines evaluation and surveillance  7. Overview of the Drug for Neglected Disease initiative: objectives and actions  8. Elements participating to decision-making related to medicines, measures, consequences and assessment of decisions   9. Principles and methods to evaluate medicines utilization  10. Principles and methods to evaluate medicines safety   11. Principles and methods to evaluate medicines effectiveness  12. Presentation and discussion of published pharmacoepidemiological studies  13. Presentation and discussion of pharmacovigilance active surveillance case studies and their application to specific health programs (HIV, TB, malaria) especially in developing countries	France	Drugs	Face to face		4.5 ECTS credits	
Medicines postmarketing evaluation, rationale and methods	<br>  At the end of the module, students should be able to:  -  Formulate the principles and objectives of post-marketing evaluation of medicines in the private and public systems  -  Compare the principles and methods of premarketing (i.e. preclinical and clinical trials) and postmarketing studies (i.e. pharmacoepidemiological studies)   -  Differentiate the role of the main institutions in charge of evaluating medicines and promoting their access according to the needs of the population   -  Debate the requirements, aims and limits of pharmacovigilance in assessing medicines safety  -  Understand and apply the principles of data mining techniques in pharmacovigilance  -  Critically analyze the data elements participating to decision regarding medicines safety   -  Critically appraise published pharmacoepidemiological studies evaluating use, risk and effectiveness of medicines   -  Know and present actions conducted to favor the access to specific medicines (anti HIV, antituberculosis, vaccines, etc.) in low and middle income countries   -  Compare the main sources of data for pharmacoepidemiological evaluations (i.e. field data, claims and medical databases)		0	deborah.didio @u-bordeaux2.fr	2013-04-15 05:05:43	2013-10-29	2017-10-10 16:30:48	troped	troped	0		03-07 March 2014 face-to-face, plus assignment writing to be submitted by March 23rd, 2014	<br>Pharmacoepidemiology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-04-15 05:13:53	<br>135 hours  Contact hours: 40.5 hrs SIT in-class face-to-face, 65 hrs Self-directed learning time)  Assessment time: 29 hours SIT (10-page study proposal)	2014-03-03	2014-03-07	<br>Accredited in April 2013. This accreditation is valid until April 2018.	<br>This module uses a range of learning methods, including ten days of lectures (20%), case studies (individual and in group work 35%); self-study (25%); and a graded homework (20%), which students will submit within 2 weeks after the end oft he course		<br>Written 10-page study proposal (with Vancouver style references) on a self-defined topic relevant to medicines evaluation in the home country of the participant.  If student fails, the possibility to resubmit once the proposal is given.	<br>maximum 32 participants	<br>Health professionals with basic knowledge and /or experience in pharmacology, epidemiology and biostatistics; English proficiency (TOEFL score 550, 213, 79/80), IELTS band 6.0 or equivalent approved test.	<br>Preference will be given to trainees having basic knowledge or professional experience in the field	<br>350 Euros	<br>None available				<br>The course covers the following topics:   1. Importance of medicines post-marketing evaluation   2. Definition and principles of pharmacovigilance  3. Data mining techniques: methods and role in pharmacovigilance signal detection  4. Definition and principles of pharmacoepidemiology  5. Advantages and limits of clinical trials and pharmacoepidemiological studies in the evaluation of medicines safety and effectiveness  6. Organization, roles and programs of the main national and international institutions in charge of medicines evaluation and surveillance  7. Overview of the Drug for Neglected Disease initiative: objectives and actions  8. Elements participating to decision-making related to medicines, measures, consequences and assessment of decisions   9. Principles and methods to evaluate medicines utilization  10. Principles and methods to evaluate medicines safety   11. Principles and methods to evaluate medicines effectiveness  12. Presentation and discussion of published pharmacoepidemiological studies  13. Presentation and discussion of pharmacovigilance active surveillance case studies and their application to specific health programs (HIV, TB, malaria) especially in developing countries		Epidemiology				
Medicines postmarketing evaluation, rationale and methods	<br>  At the end of the module, students should be able to:  -  Formulate the principles and objectives of post-marketing evaluation of medicines in the private and public systems  -  Compare the principles and methods of premarketing (i.e. preclinical and clinical trials) and postmarketing studies (i.e. pharmacoepidemiological studies)   -  Differentiate the role of the main institutions in charge of evaluating medicines and promoting their access according to the needs of the population   -  Debate the requirements, aims and limits of pharmacovigilance in assessing medicines safety  -  Understand and apply the principles of data mining techniques in pharmacovigilance  -  Critically analyze the data elements participating to decision regarding medicines safety   -  Critically appraise published pharmacoepidemiological studies evaluating use, risk and effectiveness of medicines   -  Know and present actions conducted to favor the access to specific medicines (anti HIV, antituberculosis, vaccines, etc.) in low and middle income countries   -  Compare the main sources of data for pharmacoepidemiological evaluations (i.e. field data, claims and medical databases)		0	deborah.didio @u-bordeaux2.fr	2013-04-15 05:05:43	2013-10-29	2017-10-10 16:30:48	troped	troped	0		03-07 March 2014 face-to-face, plus assignment writing to be submitted by March 23rd, 2014	<br>Pharmacoepidemiology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-04-15 05:13:53	<br>135 hours  Contact hours: 40.5 hrs SIT in-class face-to-face, 65 hrs Self-directed learning time)  Assessment time: 29 hours SIT (10-page study proposal)	2014-03-03	2014-03-07	<br>Accredited in April 2013. This accreditation is valid until April 2018.	<br>This module uses a range of learning methods, including ten days of lectures (20%), case studies (individual and in group work 35%); self-study (25%); and a graded homework (20%), which students will submit within 2 weeks after the end oft he course		<br>Written 10-page study proposal (with Vancouver style references) on a self-defined topic relevant to medicines evaluation in the home country of the participant.  If student fails, the possibility to resubmit once the proposal is given.	<br>maximum 32 participants	<br>Health professionals with basic knowledge and /or experience in pharmacology, epidemiology and biostatistics; English proficiency (TOEFL score 550, 213, 79/80), IELTS band 6.0 or equivalent approved test.	<br>Preference will be given to trainees having basic knowledge or professional experience in the field	<br>350 Euros	<br>None available				<br>The course covers the following topics:   1. Importance of medicines post-marketing evaluation   2. Definition and principles of pharmacovigilance  3. Data mining techniques: methods and role in pharmacovigilance signal detection  4. Definition and principles of pharmacoepidemiology  5. Advantages and limits of clinical trials and pharmacoepidemiological studies in the evaluation of medicines safety and effectiveness  6. Organization, roles and programs of the main national and international institutions in charge of medicines evaluation and surveillance  7. Overview of the Drug for Neglected Disease initiative: objectives and actions  8. Elements participating to decision-making related to medicines, measures, consequences and assessment of decisions   9. Principles and methods to evaluate medicines utilization  10. Principles and methods to evaluate medicines safety   11. Principles and methods to evaluate medicines effectiveness  12. Presentation and discussion of published pharmacoepidemiological studies  13. Presentation and discussion of pharmacovigilance active surveillance case studies and their application to specific health programs (HIV, TB, malaria) especially in developing countries		Primary Health Care				
Medicines postmarketing evaluation, rationale and methods	<br>  At the end of the module, students should be able to:  -  Formulate the principles and objectives of post-marketing evaluation of medicines in the private and public systems  -  Compare the principles and methods of premarketing (i.e. preclinical and clinical trials) and postmarketing studies (i.e. pharmacoepidemiological studies)   -  Differentiate the role of the main institutions in charge of evaluating medicines and promoting their access according to the needs of the population   -  Debate the requirements, aims and limits of pharmacovigilance in assessing medicines safety  -  Understand and apply the principles of data mining techniques in pharmacovigilance  -  Critically analyze the data elements participating to decision regarding medicines safety   -  Critically appraise published pharmacoepidemiological studies evaluating use, risk and effectiveness of medicines   -  Know and present actions conducted to favor the access to specific medicines (anti HIV, antituberculosis, vaccines, etc.) in low and middle income countries   -  Compare the main sources of data for pharmacoepidemiological evaluations (i.e. field data, claims and medical databases)		0	deborah.didio @u-bordeaux2.fr	2013-04-15 05:05:43	2013-10-29	2017-10-10 16:30:48	troped	troped	0		03-07 March 2014 face-to-face, plus assignment writing to be submitted by March 23rd, 2014	<br>Pharmacoepidemiology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-04-15 05:13:53	<br>135 hours  Contact hours: 40.5 hrs SIT in-class face-to-face, 65 hrs Self-directed learning time)  Assessment time: 29 hours SIT (10-page study proposal)	2014-03-03	2014-03-07	<br>Accredited in April 2013. This accreditation is valid until April 2018.	<br>This module uses a range of learning methods, including ten days of lectures (20%), case studies (individual and in group work 35%); self-study (25%); and a graded homework (20%), which students will submit within 2 weeks after the end oft he course		<br>Written 10-page study proposal (with Vancouver style references) on a self-defined topic relevant to medicines evaluation in the home country of the participant.  If student fails, the possibility to resubmit once the proposal is given.	<br>maximum 32 participants	<br>Health professionals with basic knowledge and /or experience in pharmacology, epidemiology and biostatistics; English proficiency (TOEFL score 550, 213, 79/80), IELTS band 6.0 or equivalent approved test.	<br>Preference will be given to trainees having basic knowledge or professional experience in the field	<br>350 Euros	<br>None available				<br>The course covers the following topics:   1. Importance of medicines post-marketing evaluation   2. Definition and principles of pharmacovigilance  3. Data mining techniques: methods and role in pharmacovigilance signal detection  4. Definition and principles of pharmacoepidemiology  5. Advantages and limits of clinical trials and pharmacoepidemiological studies in the evaluation of medicines safety and effectiveness  6. Organization, roles and programs of the main national and international institutions in charge of medicines evaluation and surveillance  7. Overview of the Drug for Neglected Disease initiative: objectives and actions  8. Elements participating to decision-making related to medicines, measures, consequences and assessment of decisions   9. Principles and methods to evaluate medicines utilization  10. Principles and methods to evaluate medicines safety   11. Principles and methods to evaluate medicines effectiveness  12. Presentation and discussion of published pharmacoepidemiological studies  13. Presentation and discussion of pharmacovigilance active surveillance case studies and their application to specific health programs (HIV, TB, malaria) especially in developing countries						
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia	Faustino Torrico, Ph.D.	Spanish	advanced optional	2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir	Bolivia	Disease prevention & control	Face to face		7.5 ECTS credits	
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia				2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir		Disease vectors				
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia				2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir		HIV/AIDS				
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia				2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir		TB				
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia				2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir		Tropical medicine				
Conception and Design of Control Programs for Communicable Diseases	<br>  At the end of the module the student should be able to:  -  Analyse a health problem systematically, using epidemiological modelling (Vertical Analysis) as a tool to identify possible intervention strategies for disease control.   -  Plan the organization or operational improvement of existing control strategies of communicable diseases taking into consideration the social and economic context of developing countries.  -  Evaluate the activities of disease control programs, using appropriate indicators and assessment tools in the field, both for the disease and the vector (if applicable)  -  Interpret the results of a cost-effectiveness analysis and other tools that support decision making in the selection of specific interventions for disease control.		0	foxtorrico@yahoo.com	2013-06-11 03:56:59	2014-11-26	2019-10-09 13:12:21	troped	troped	0		5 weeks	<br>  Unit of Postgraduate studies in Tropical Medicine  Faculty of Medicine  Universidad Mayor de San Simon    Av. Aniceto Arce NÂº 371  Cochabamba â€“ Bolivia				2013-06-11 04:10:11	<br>  225 hours  Contact study hours (in class): 126 hrs (TeacherÂ´s Lecture 48 hrs, Tutorials 29 hrs, Laboratory/  Field visits 25 hrs and Seminars 24 hrs)    Self study hours: 99 hrs (reading and literature search 47 hrs, group work 33 hrs, exercises 19 hrs)	2015-01-19	2015-02-20	<br>Accredited in May 2013. This accreditation is valid until May 2018.	<br>  1.-  Tools For The Analysis of Health Problems:  - Literature research and reading : 6 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 12  Hrs  - Seminar and discussion  (Students presentation of the group work): 3 Hrs    2.-  Cost-effectiveness in decision making:  -  Research and reading bibliographic  : 3 Hrs  - Teacher&rsquo;s lectures: 4 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 2 Hrs    3.-  Control of Global Diseases :  Tuberculosis:  -  Literature research and reading: 8 Hrs  - Group work (self study): 6  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 3 Hrs  - Resolution of simulate problem (Exercise):9  - Seminar (Students presentation of the group work): 2 Hrs    HIV/ AIDS:  -  Literature research and reading: 4 Hrs  - Teacher&rsquo;s lectures: 9 Hrs  - Group work (in class): 6 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    4.- Control of Vector-borne diseases:    Chagas Disease:   - Literature research and reading : 8 Hrs  - Group work (self study):6 Hrs   - Teacher&rsquo;s lectures: 11 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work):2 Hrs     Dengue:  -  Literature research and reading: 8 Hrs  - Group work (self study): 8 Hrs   - Teacher&rsquo;s lectures: 6 Hrs  - Group work (in class): 3 Hrs  - Seminar (Students presentation of the group work): 3 Hrs    5.- Workshop and field practices:  Literature research and reading: 10 Hrs  Work group (self study):10 hrs  Personal Report (Exercise): 10 Hrs    Field visits / Laboratory: 25 hrs (Visit of the Care  Unit for Chagas Disease, Tuberculosis; Vector control in the tropical areas)    Final assessment:  - Group work (Proposal of a  Disease Control Program): 3 Hrs  - Final Seminar(Students presentation of the group work): 5 Hrs	<br>Living expenses:  The student must pay the local and travel expenses.  We estimated about &euro; 500 for local expenses.	<br>Assessment of group work (80% of final assessment), includes:   - A proposal for Disease Control for a tropical area (same place of the field visit).  The document must be between 6 and10 pages (3000-4000 words) and will count for 40% of the final assessment.  - Presentation and defense of the proposal to a Faculty panel (The presentation should have no more than 20 slides) and it also represents 40% of the final assessment.    Individual assessment (20% of final assessment):  - Open book exam with short answer questions focusing on the interpretation and analysis of problem situations.     Note: If the student fails: the student may resubmit an individual proposal for disease control (document of 6-10 pages or 3000-4000 words) submitted up to 3 months after completion of the course. This document will be evaluated by a jury for its final assessment.	<br>  Max. number of students: 18  Max. number of tropEd students 4	<br>  - Academic training or a professional qualification in a relevant area (physicians, nurses, veterinarians) equivalent to bachelor&rsquo;s level or â€œLicenciaturaâ€ for Latin American students.  - Professional background:  Experience of minimum of two years of field work in health services; management position in public health or in programs/ projects for disease control.  - Successfully completed a tropEd accredited  core course  - Language: Spanish (Students whose first language is not Spanish must submit a Spanish proficiency certificate (at least 6 months of language learning) or have lived more than 6 months in a country where Spanish is spoken).	<br>  If there are more of 4 applicants:  Criteria of selection:  - Professional experience   - Fluency in Spanish  - Recommendation by his/her Home Institution	<br>Registration fee:  Bs. 3300.00 (Payment must be made in Bolivian currency, the Euro equivalent is approximately:  &euro; 400)	<br>Universidad Mayor de San Simon does not have scholarships for this module.  The students can apply to other scholarships or other financial support.				<br>  The content is organized in 5 Topics or Units (Details and schedule in annex):    1.Tools For The Analysis Of Health Problems:  - Methodology of the Vertical Analysis (Developing an epidemiological model, Identification and selection of interventions for  disease control)  - Methodology of the Operational Analysis (Structure of a program for  disease control, operational aspects, selection of procedures, identification of alternative measures to improve program output)    2.Cost & cost-effectiveness in decision making:  - International opportunities for financial support for disease control  - Cost/ effectiveness analysis (measuring direct and indirect costs; assessment of effectiveness, DALY`s QUALY`s, critical reading of scientific articles about economic evaluations)   - Decision Trees (Model and methodology of the Decisions Tree, Cost analysis  in decision making, case studies: Dengue & Malaria)    3.Control programmes for Global Diseases:  - Tuberculosis: Epidemiological model, PIOT&rsquo;s model, Stop Tb Strategy, Control Program of TB example Bolivia, Global goals and indicators, Monitoring of coverage (procedures, results...)  - HIV/AIDS: Analysis of the pandemic, Risk behaviours,  proposals to promote HIV prevention behaviours, Ethical and Rights perspectives    4.Control of Vector-borne diseases:    - Chagas Disease: Epidemic situations â€“ globalization and migration, epidemiological model and Vertical Analysis, National and International initiatives of disease control (ANCHA, INCOSUR...), Structure and organization of the control program for Chagas: example Bolivia (Analysis and proposal for improvement of vector control, congenital transmission control and case management in developing countries)  - Dengue:   Epidemiological model and economic cost, interventions in vector control, indicators of vector control, assessment of environmental and cultural aspects.    5.Skills workshop and field practices:  - Chagas disease (Capture and spraying)  - Malaria, Dengue ( Traps and capture of larvae, pupae, imagoes)  -  Social-cultural aspects, environment and animal reservoir						
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.	H. Ormel 	English	advanced optional	2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.	Netherlands	Gender & health	Face to face		4.5 ECTS credits	
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0		3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.				2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.		HIV/AIDS				
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0		3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.				2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.		Health systems				
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0		3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.				2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.		Sexual & reproductive health				
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0		3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.				2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.		Vulnerable groups (in general)				
Sexual Reproductive Health and Rights: Organizing Effective Responses (SRH Responses)	<br>At the end of the module the student should be able to   â€¢ Describe and analyze components of effective SRHR responses, including HIV in the context of health system in low and middle income countries;   â€¢ Analyze existing SRHR services from the perspective of marginalized and vulnerable groups and provide recommendations on how to enhance equitable access and quality of  care.   â€¢ Use evidence to formulate and clearly communicate context-appropriate strategies to address issues related to SRHR to diverse audiences		1	F.Maldonado@kit.nl	2013-06-28 03:14:02	2018-06-21	2020-09-22 12:19:20	troped	troped	0		3 weeks (14 working days)	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.				2013-06-28 03:20:57	<br>Total 126 hours  40 hours contact (13 lectures, 16 tutorials, 8 group works, 3 exam); 86 hours self-study (50 private reading, 8 writing assignment, 10 group work preparation, 18 exam preparation)	2021-04-12	2021-05-03	<br>Accredited in June 2012. Re-accredited in June 2018. This accreditation is valid until June 2023.	<br>A great variety of learning methods are used, most importantly:  â€¢ Interactive lectures (all face to face), reflection of studentsâ€™  own experiences (40 hrs), case studies  â€¢ Group work, discussion forum, Writing news release  (assignment).   â€¢ The news release builds on learning from commenting (online) on peersâ€™ draft papers.  â€¢ Field visit: Visit to GGD (Municipal Health Centre),  Amsterdam   â€¢ Visit to SRHR team at STI clinic, Amsterdam and learn how  to do motivational interviewing (practical exercises)  â€¢ Peer feedback (online)  â€¢ Background reading materials     The educational approach for both the face to face and on-site e-learning is based on the following principles. The education:  â€¢ Takes the knowledge and (working) experience of the  participants as a starting point.   â€¢ Is problem oriented and is focused on the practical  application of the course content.   â€¢ Is competency based: it is aimed at improving the  competencies of participants to implement and evaluate  context specific approaches to address health problems.	<a href="http://www.kit.nl/health/training/sexual-reproductive-health-rights-organizing-effectice-responses/">online applcation</a>	<br>The module will be assessed with three components as below:    A. Open-book examination  B. Prepare/write a news release (written assignment)  C. Peer feedback on news release    A. Open Book Examination:  â€¢ Question type and duration: three hours with essay-type questions  â€¢ Weightage: Open book exam counts for 30% which focuses on the first two learning objectives    B. News Release:  â€¢ Topic: Participants should write a news release on a specific SRHR topic   â€¢ Length: 1000 words, + 10%)   â€¢ Weightage: 50% of the module marks   â€¢ Submission deadline: The final News Release assignment needs to be submitted not later than the last day of the course.     C. Peer Feedback, occuring at the same as the writing of the NR :  â€¢ While writing the news release, students will receive two times feedback from their peers  â€¢ There will be two rounds of peer feedback on versions of the news release  â€¢ Peer feedback drafts need to be uploaded online at certain times so as to allow peers to also use the feedback for improvement of their News release.   â€¢ Peer feedback on the News Release will be assessed based on the quantity and quality of feedback provided   â€¢ Weightage: Accounting for 20% of module marks.    General rules & Instructions:  â€¢ All the components of the assessments have separate instructions. Example of the assessment task and instructions is in the Annex 1 to this form. The student is required to attend at least 90% of the face to face sessions The final mark will be based on three assessments Students receive a personal feedback sheet for the news release and feedback.     Resit: Those students who fail can re-sit as per the regulations published in the studentâ€™s handbook and in the module overview. The dates of resit are clearly indicated in program schedule of the academic calendar.	<br>â€¢ Maximum number of students: 25  â€¢ Maximum number of tropEd students:  5	<br>â€¢ At least 2 years professional experience, preferably in a low and middle income country.  â€¢ English level TOEFL 5.5 or IELTS 6.5  â€¢ Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel, and Adobe (PDF). Students will be introduced to the e-learning platform.	<br> First come, first served basis	<br> 2.210â‚¬	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Change of  course coordinator  â€¢ Change in ECTS â€“ from 4 to 4.5. Reason for change in ECTS: i) From next year, this module will run in parallel with another module which is having 4.5 ECTS. Ii) To align with the timing and course sessions with the similar module within the SRHR track of the MPH, iii)  to ensure better curriculum consistency across the MPH. and iv) To respond to the action points of the module arisen from the student evaluations (see below).  â€¢ SIT is now being increased from 112 to 126 hours; reflected in an increased ECTS (from 4.0 to 4.5). See above.   â€¢ The exam was adjusted to align with the parallel module of the other specialization track in the MPH and to allow more time for the news release writing and peer feedback process  â€¢ There will be more emphasis on communication aspects which are increasingly valuable in SRHR responses and as such the exams have also been changed.  â€¢ The course now runs on a new more user friendly e-learning platform for the on-site e-learning components. Feedback from students helped us in improving the environment.	<br>In academic year 2016/2017, student evaluation of the module was as follows:    â€¢ Students also indicated that the objectives of the module were in line with the learning needs  â€¢ The participants found that the module objectives were generally achieved.  â€¢ Students stated that the use of various teaching methods were good, interactive, well balanced and well mastered  â€¢ The students agreed that diversity of learning methods in this module allows different types of learners with various backgrounds to have an effective learning experience, while having ample opportunity to share their knowledge and experience  â€¢ Students commented that although the quality of reading materials were very good but were too much.  â€¢ Students indicated that some sessions were a bit too technical i.e. clinically oriented  â€¢ Students mentioned that the session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ Student felt that the study load was high  â€¢ Exam was fair. But the format in terms of allocation of grades was not clear. Also, there was too many instructions unnecessarily.   â€¢ External students felt that the sessions could have been organized in different order .	<br>â€¢ We have learned lessons from the module evaluations; and the following changes were made:   o the sessions on maternal health, HIV and gender were revisited and revised the contents accordingly.   o The learning methods for each session were aligned and diversified;   o Uploading of materials was better monitored;   o Revisited the instructions of the exams and news release  o Number of sessions and average contact time per sessions was adjusted to make room for self-study  â€¢ We have also learned how to better facilitate  and respond to studentâ€™s feedback including communicating their formative feedback to the concerned facilitators, and action, as necessary to be taken immediately â€“ especially while course is still running.	<br>The module covers the following contents: (A Program Schedule is attached as Annex 2)  â€¢ Organizing effective responses to SRHR including HIV and concepts health systems and service delivery  â€¢ Organizing human resources for health and changing roles and responsibilities of the health sector in responding to SRHR including HIV  â€¢ Monitoring and evaluation of SRHR programs  â€¢ Key aspects of SRHR and HIV programs, e.g.: adolescents and youth-friendly health services, family planning, abortion, quality of care, maternal,  new born, and child health, Gender Based Violence, (V)Counseling and Testing and ART services, including attention to health advocacy and health promotion  â€¢ Opportunities for synergies and considerations for integrations of services: e.g. Prevention Mother To Child Transmission and Family Planning (FP), FP and sexual health, STI and HIV  â€¢ Continuum of Care models for SRHR and how to organize them.  â€¢ Reducing stigma and discrimination and ensuring sexual and reproductive rights.  â€¢ Enhancing accountability and participation of marginalized and vulnerable groups in organizing responses.  â€¢ Client-centered approaches to SRHR including motivational interviewing.  â€¢ Advocacy, writing a news release, giving peer feedback.						
Qualitative Research Methods for Global Public Health (will not take place in 2021)	The course aims to prepare the students for the use of qualitative research in global public health.    On successful completion of the module, the student will be able to:  â€¢ Design and implement a qualitative research project in global public health using in-depth interview, focus group discussion and participant observation as data collection methods  â€¢ Apply the principles of qualitative data coding and analysis   â€¢ Appraise the strengths and limitations of qualitative research  â€¢ Assess ethical implications and practice ethical principles in qualitative health research    â€¢ Apply the principles for appraising the trustworthiness of quality research		1	Linda.Forshaw@uib.no	2013-06-28 04:33:11	2020-11-04	2020-12-07 09:59:08	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	Total number of weeks: Four weeks  Running in February	Delivered online from Centre for International Health, University of Bergen	Karen Marie Moland 	English	advanced optional	2020-11-17 15:49:10	Total: 125 hours SIT  â€¢ Self-studies of web-based lectures (text reading, videos and small exercises/quizzes): 35 hours  â€¢ Participation in web-based discussions moderated by professor: 10 hours    Mini research exercise of 80 hours:  â€¢ Developing a group project proposal (15 hours)  â€¢ Conducting the research (10 hours)  â€¢ Developing a group mini research report (40 hours)  â€¢ Developing a written individual reflection report (15 hours)			Initial accreditation Oct 2017. Re-accreditation as online course at Online GA Oct 2020.	â€¢ Web-based lectures (reading web-based texts, videos, small exercises/quizzes)   â€¢ Participation in moderated discussion boards   â€¢ Students will be given questions for discussion, and a moderator/teacher will participate in each discussion for a limited period of time.  â€¢ Group proposal development exercise. Students will study in groups to develop a mini research project proposal.  Help and advice will be given to the groups of students from the professor during this process.  â€¢ Group mini research exercise: Students will study in groups to formulate, design, develop and carry out a small qualitative research project using one or more of the methods discussed in the course. Students will analyse the results together, and deliver presentations during the final session of the course   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform	<br>  <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	Portfolio assessment with two group submissions (1 and 2) and one individual submission (3):    Group assignments (60% of the total grade)    1. A mini research project proposal of minimum 400, maximum 600 words submitted on the UiB learning platform (MittUiB).   Counts 20% of the total grade.  2. A mini research report â€“ two steps  o Oral presentation on online platform (powerpoint or the like). Commented, not graded.  o Written report of minimum 1500, maximum 2500 words  submitted on the UiB learning platform (MittUiB). Counts 40% of the total grade.     Individual assignment (40% of the total grade)    3. Each individual student delivers a home assignment on methodological challenges related to the group mini research - minimum 1000, maximum 2000 words. Submitted on the UiB learning platform (MittUiB)    ECTS Grading Scale: A-F (F = Fail)    If the group fails in one or both of the group-based parts, they will be allowed to resit for exam in the same semester.     If the individual student fails the individual exam, he/she can resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a masterâ€™s degree programme may join this course    Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	Priority will be given to   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served	None	None available from the University of Bergen	1. Reduction of course weeks from 6 to 4, but the SIT 125 remains the same. The reasons for the change are:   a. The 6 weeks duration of the course was supposed to allow for part time students, but a consequence was that many students took other courses at the same time and not investing the required time in the course.   b. The 4 weeks duration makes it possible to take both the qualitative methods course (running in February) and the observational epidemiology course (running in March). This is a combination that many students want, particularly those who plan to do a mixed methods study.     2. Assessment procedures:   a. The weight of the different tasks making up the portfolio assessment has been changed. The weight of the project proposal has been reduced from 30% to 20% of the grade while the weight of the research report has been increased from 30% to 40% of the grade. The reason is that the research report is a bigger task than the project proposal.   b. The research report should be submitted as a full text written report. In the earlier version the groups could choose between handing in the report as a power point presentation or as a written report. The reasons for the change are that having two options created confusion and that the groups that handed in written reports received better grades.     3. Number of students enrolled:  Changed from minimum 5 and max 20 to minimum 20 and maximum 50. In the two previous courses the enrolment has been around 50. This means following up 10 groups which is feasible to organise.	The students find the mini research project a very useful and good exercise bringing them into all phases of the research process planning, doing and reporting their own research. The students appreciate the learning materials (videos and narrated power points) available on the learning platform, the discussion forum and the online meetings with the course facilitators. They complain that time is not sufficient, there should be less reading material and that qualitative analysis is complicated. They would like to have more online meetings with facilitators in the analysis process.	A 6 weeks course with 5 ECTS implies that students take at least one more course at the same time and divide their attention. We therefore believe that a 4 weeks course, which facilitates concentration on one course at the time, is more appropriate and efficient.	The course gives an introduction to the knowledge tradition in which qualitative research is embedded and to the concepts that are integral to qualitative research. It gives an overview of qualitative research designs and presents various qualitative research methods and approaches. Coding and analysis of data obtained from qualitative research will be demonstrated and practiced in exercises. The course includes both didactic and practice sessions. Students will design a mini research project and will apply qualitative methods in a fieldwork research exercise.      The main topics covered:  â€¢ Theoretical foundation of qualitative research methodology  â€¢ Characteristics of qualitative research; its strengths and limitations  â€¢ Research designs / Strategies of inquiry  â€¢ Data collection methods: In-depth interview, Focus group discussion, and participant observation  â€¢ How to design a qualitative research project  â€¢ How to develop interview / topic guides  â€¢ How to analyse qualitative data  â€¢ How to report findings  â€¢ Confidentiality issues and informed consent  â€¢ Rigour and trustworthiness in qualitative research	Norway	Qualitative methods	Distance-based		5 ECTS credits	
Qualitative Research Methods for Global Public Health (will not take place in 2021)	The course aims to prepare the students for the use of qualitative research in global public health.    On successful completion of the module, the student will be able to:  â€¢ Design and implement a qualitative research project in global public health using in-depth interview, focus group discussion and participant observation as data collection methods  â€¢ Apply the principles of qualitative data coding and analysis   â€¢ Appraise the strengths and limitations of qualitative research  â€¢ Assess ethical implications and practice ethical principles in qualitative health research    â€¢ Apply the principles for appraising the trustworthiness of quality research		1	Linda.Forshaw@uib.no	2013-06-28 04:33:11	2020-11-04	2020-12-07 09:59:08	troped	romy	0		Total number of weeks: Four weeks  Running in February	Delivered online from Centre for International Health, University of Bergen				2020-11-17 15:49:10	Total: 125 hours SIT  â€¢ Self-studies of web-based lectures (text reading, videos and small exercises/quizzes): 35 hours  â€¢ Participation in web-based discussions moderated by professor: 10 hours    Mini research exercise of 80 hours:  â€¢ Developing a group project proposal (15 hours)  â€¢ Conducting the research (10 hours)  â€¢ Developing a group mini research report (40 hours)  â€¢ Developing a written individual reflection report (15 hours)			Initial accreditation Oct 2017. Re-accreditation as online course at Online GA Oct 2020.	â€¢ Web-based lectures (reading web-based texts, videos, small exercises/quizzes)   â€¢ Participation in moderated discussion boards   â€¢ Students will be given questions for discussion, and a moderator/teacher will participate in each discussion for a limited period of time.  â€¢ Group proposal development exercise. Students will study in groups to develop a mini research project proposal.  Help and advice will be given to the groups of students from the professor during this process.  â€¢ Group mini research exercise: Students will study in groups to formulate, design, develop and carry out a small qualitative research project using one or more of the methods discussed in the course. Students will analyse the results together, and deliver presentations during the final session of the course   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform	<br>  <a href="http://prospective.uib.no/?mode=html&file=application/cih.php"> To Application Form</a>	Portfolio assessment with two group submissions (1 and 2) and one individual submission (3):    Group assignments (60% of the total grade)    1. A mini research project proposal of minimum 400, maximum 600 words submitted on the UiB learning platform (MittUiB).   Counts 20% of the total grade.  2. A mini research report â€“ two steps  o Oral presentation on online platform (powerpoint or the like). Commented, not graded.  o Written report of minimum 1500, maximum 2500 words  submitted on the UiB learning platform (MittUiB). Counts 40% of the total grade.     Individual assignment (40% of the total grade)    3. Each individual student delivers a home assignment on methodological challenges related to the group mini research - minimum 1000, maximum 2000 words. Submitted on the UiB learning platform (MittUiB)    ECTS Grading Scale: A-F (F = Fail)    If the group fails in one or both of the group-based parts, they will be allowed to resit for exam in the same semester.     If the individual student fails the individual exam, he/she can resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a masterâ€™s degree programme may join this course    Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.	Priority will be given to   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served	None	None available from the University of Bergen	1. Reduction of course weeks from 6 to 4, but the SIT 125 remains the same. The reasons for the change are:   a. The 6 weeks duration of the course was supposed to allow for part time students, but a consequence was that many students took other courses at the same time and not investing the required time in the course.   b. The 4 weeks duration makes it possible to take both the qualitative methods course (running in February) and the observational epidemiology course (running in March). This is a combination that many students want, particularly those who plan to do a mixed methods study.     2. Assessment procedures:   a. The weight of the different tasks making up the portfolio assessment has been changed. The weight of the project proposal has been reduced from 30% to 20% of the grade while the weight of the research report has been increased from 30% to 40% of the grade. The reason is that the research report is a bigger task than the project proposal.   b. The research report should be submitted as a full text written report. In the earlier version the groups could choose between handing in the report as a power point presentation or as a written report. The reasons for the change are that having two options created confusion and that the groups that handed in written reports received better grades.     3. Number of students enrolled:  Changed from minimum 5 and max 20 to minimum 20 and maximum 50. In the two previous courses the enrolment has been around 50. This means following up 10 groups which is feasible to organise.	The students find the mini research project a very useful and good exercise bringing them into all phases of the research process planning, doing and reporting their own research. The students appreciate the learning materials (videos and narrated power points) available on the learning platform, the discussion forum and the online meetings with the course facilitators. They complain that time is not sufficient, there should be less reading material and that qualitative analysis is complicated. They would like to have more online meetings with facilitators in the analysis process.	A 6 weeks course with 5 ECTS implies that students take at least one more course at the same time and divide their attention. We therefore believe that a 4 weeks course, which facilitates concentration on one course at the time, is more appropriate and efficient.	The course gives an introduction to the knowledge tradition in which qualitative research is embedded and to the concepts that are integral to qualitative research. It gives an overview of qualitative research designs and presents various qualitative research methods and approaches. Coding and analysis of data obtained from qualitative research will be demonstrated and practiced in exercises. The course includes both didactic and practice sessions. Students will design a mini research project and will apply qualitative methods in a fieldwork research exercise.      The main topics covered:  â€¢ Theoretical foundation of qualitative research methodology  â€¢ Characteristics of qualitative research; its strengths and limitations  â€¢ Research designs / Strategies of inquiry  â€¢ Data collection methods: In-depth interview, Focus group discussion, and participant observation  â€¢ How to design a qualitative research project  â€¢ How to develop interview / topic guides  â€¢ How to analyse qualitative data  â€¢ How to report findings  â€¢ Confidentiality issues and informed consent  â€¢ Rigour and trustworthiness in qualitative research						
Grant-writing and critical appraisal focused on pharmaceutical products	<br>  At the end of the module, students should be able to:  - Appraise and analyse the written and oral scientific medical communication, compare scientific data focused on epidemiology  - Estimate the time and skill requirements for drafting written and oral scientific communications  - Plan, prepare and disseminate scientific results to the scientific community.     - Compare and identify the main stakeholders involved in Health at the European and international levels   - Differentiate the main data sources used in Health, their advantages and possible limits with a focus on drugs utilization and risk benefit- data banks  - Appraise some current or recent important European projects in the field of drugs consumption and risk benefit research  - Identify the research funding opportunities available at the national, European and international levels with a focus on European Union and United states of America  - Compare and experiment how to submit proposals for research funding  - Compare and analyse the process of evaluation of research funding proposals focused on European Union and United States of America		0	deborah.didio@u-bordeaux2.fr	2013-06-28 04:39:46	2014-01-03	2017-10-10 16:30:48	troped	troped	0	France - University of Bordeaux	Presence on the site is demanded for 3 weeks.	<br>  Pharmacology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France	Karine Palin	English	advanced optional	2013-06-28 05:10:14	<br>  135 hours  - Lecture attendance time: 16 SIT (face-to-face)  - Recommended reading time: 15 SIT (self-study)  - Tutorial time: 35 SIT  - Group work time: 20 SIT   - Homework written (self-study) and oral assessment (face-to-face) delivery time: 32 SIT  - Quiz assessment time: 5 SIT   - Final exam preparation: 10 SIT  - Final module examination time: 2 SIT (face-to-face)	2014-03-10	2014-03-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>Face-to-face lectures and recorded interviews, face-to-face group work and on-line forum discussions, homework readings, continuous written and oral assessment delivery, on-line wiki group, on-line quiz, face-to-face final examination. For the cyber activities, the platform used is the e-learning platform developed by the Department of Pharmacology (Eu2p e-learning platform).	<br>This module is also delivered to Master students of the European Programme in Pharmacovigilance and Pharmacoepidemiology, Eu2P, www.eu2p.org	<br>Continuous assessments:  - Four graded individual written assessments to deliver (10% each for final mark = 40%)  - Four non- graded group written assessments to deliver   - Two graded individual oral assessment (10% each for final mark = 20%)  - Participation in on-line forum discussions  - Completion of all on-line quizzes  Final module examination:  - One face-to-face written assessment (40% each for final mark): 50 multiple choice questions + 5 open questions to be completed (500 words max./open question)  Re-sit policy:   The trainee must retake continuous assessments when the average of the continuous grades is &#8804; 10/20. In that case, the trainee retakes all the continuous assessment(s) for which a grade &#8804; 10/20 has been obtained.  The trainee must retake the final module examination when the final module examination grade is &#8804; 10/20.   Non-graded assignments and exercises must be completed according to the instructions and quality criteria provided by trainer.	<br>Maximum up to 20 participants  Maximum number of tropEd students: 20	<br>Postgraduate diploma or five years of professional experience in Health and Biological sciences;  English proficiency: TOEFL (score 550, 213, 79/80), IELTS (band 6.0) or equivalent approved test.	<br>Preference will be given to postgraduate students and healthcare professionals wishing to develop or pursue a career in Research and development.	<br>400 Euros	None available				<br>The course covers the following topics with a focus on vaccination process and others up-to-date topics:  - The scientific medical communication: how to?  - Initiation to critical reading of epidemiologic papers  - Practical recommendations for writing scientific articles in the biological sciences  - Know main steps of study results submission process in scientific journals  - How to give a successful oral presentation?  - How to make a successful poster?  - Comparison of some main public and private stakeholders involved in Health Sciences at the international level  - European projects and data sources: an additional source of knowledge in health sciences  - Analysing and comparing research funding opportunities and challenges in the student&rsquo;s country, in Europe and in United States of America  - Managing, designing and appraising a research funding proposal for the student&rsquo;s country	France	Communication (oral, written)	Blended-learning		4.5 ECTS credits	
Grant-writing and critical appraisal focused on pharmaceutical products	<br>  At the end of the module, students should be able to:  - Appraise and analyse the written and oral scientific medical communication, compare scientific data focused on epidemiology  - Estimate the time and skill requirements for drafting written and oral scientific communications  - Plan, prepare and disseminate scientific results to the scientific community.     - Compare and identify the main stakeholders involved in Health at the European and international levels   - Differentiate the main data sources used in Health, their advantages and possible limits with a focus on drugs utilization and risk benefit- data banks  - Appraise some current or recent important European projects in the field of drugs consumption and risk benefit research  - Identify the research funding opportunities available at the national, European and international levels with a focus on European Union and United states of America  - Compare and experiment how to submit proposals for research funding  - Compare and analyse the process of evaluation of research funding proposals focused on European Union and United States of America		0	deborah.didio@u-bordeaux2.fr	2013-06-28 04:39:46	2014-01-03	2017-10-10 16:30:48	troped	troped	0		Presence on the site is demanded for 3 weeks.	<br>  Pharmacology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-06-28 05:10:14	<br>  135 hours  - Lecture attendance time: 16 SIT (face-to-face)  - Recommended reading time: 15 SIT (self-study)  - Tutorial time: 35 SIT  - Group work time: 20 SIT   - Homework written (self-study) and oral assessment (face-to-face) delivery time: 32 SIT  - Quiz assessment time: 5 SIT   - Final exam preparation: 10 SIT  - Final module examination time: 2 SIT (face-to-face)	2014-03-10	2014-03-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>Face-to-face lectures and recorded interviews, face-to-face group work and on-line forum discussions, homework readings, continuous written and oral assessment delivery, on-line wiki group, on-line quiz, face-to-face final examination. For the cyber activities, the platform used is the e-learning platform developed by the Department of Pharmacology (Eu2p e-learning platform).	<br>This module is also delivered to Master students of the European Programme in Pharmacovigilance and Pharmacoepidemiology, Eu2P, www.eu2p.org	<br>Continuous assessments:  - Four graded individual written assessments to deliver (10% each for final mark = 40%)  - Four non- graded group written assessments to deliver   - Two graded individual oral assessment (10% each for final mark = 20%)  - Participation in on-line forum discussions  - Completion of all on-line quizzes  Final module examination:  - One face-to-face written assessment (40% each for final mark): 50 multiple choice questions + 5 open questions to be completed (500 words max./open question)  Re-sit policy:   The trainee must retake continuous assessments when the average of the continuous grades is &#8804; 10/20. In that case, the trainee retakes all the continuous assessment(s) for which a grade &#8804; 10/20 has been obtained.  The trainee must retake the final module examination when the final module examination grade is &#8804; 10/20.   Non-graded assignments and exercises must be completed according to the instructions and quality criteria provided by trainer.	<br>Maximum up to 20 participants  Maximum number of tropEd students: 20	<br>Postgraduate diploma or five years of professional experience in Health and Biological sciences;  English proficiency: TOEFL (score 550, 213, 79/80), IELTS (band 6.0) or equivalent approved test.	<br>Preference will be given to postgraduate students and healthcare professionals wishing to develop or pursue a career in Research and development.	<br>400 Euros	None available				<br>The course covers the following topics with a focus on vaccination process and others up-to-date topics:  - The scientific medical communication: how to?  - Initiation to critical reading of epidemiologic papers  - Practical recommendations for writing scientific articles in the biological sciences  - Know main steps of study results submission process in scientific journals  - How to give a successful oral presentation?  - How to make a successful poster?  - Comparison of some main public and private stakeholders involved in Health Sciences at the international level  - European projects and data sources: an additional source of knowledge in health sciences  - Analysing and comparing research funding opportunities and challenges in the student&rsquo;s country, in Europe and in United States of America  - Managing, designing and appraising a research funding proposal for the student&rsquo;s country		Epidemiology	Face to face			
Grant-writing and critical appraisal focused on pharmaceutical products	<br>  At the end of the module, students should be able to:  - Appraise and analyse the written and oral scientific medical communication, compare scientific data focused on epidemiology  - Estimate the time and skill requirements for drafting written and oral scientific communications  - Plan, prepare and disseminate scientific results to the scientific community.     - Compare and identify the main stakeholders involved in Health at the European and international levels   - Differentiate the main data sources used in Health, their advantages and possible limits with a focus on drugs utilization and risk benefit- data banks  - Appraise some current or recent important European projects in the field of drugs consumption and risk benefit research  - Identify the research funding opportunities available at the national, European and international levels with a focus on European Union and United states of America  - Compare and experiment how to submit proposals for research funding  - Compare and analyse the process of evaluation of research funding proposals focused on European Union and United States of America		0	deborah.didio@u-bordeaux2.fr	2013-06-28 04:39:46	2014-01-03	2017-10-10 16:30:48	troped	troped	0		Presence on the site is demanded for 3 weeks.	<br>  Pharmacology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-06-28 05:10:14	<br>  135 hours  - Lecture attendance time: 16 SIT (face-to-face)  - Recommended reading time: 15 SIT (self-study)  - Tutorial time: 35 SIT  - Group work time: 20 SIT   - Homework written (self-study) and oral assessment (face-to-face) delivery time: 32 SIT  - Quiz assessment time: 5 SIT   - Final exam preparation: 10 SIT  - Final module examination time: 2 SIT (face-to-face)	2014-03-10	2014-03-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>Face-to-face lectures and recorded interviews, face-to-face group work and on-line forum discussions, homework readings, continuous written and oral assessment delivery, on-line wiki group, on-line quiz, face-to-face final examination. For the cyber activities, the platform used is the e-learning platform developed by the Department of Pharmacology (Eu2p e-learning platform).	<br>This module is also delivered to Master students of the European Programme in Pharmacovigilance and Pharmacoepidemiology, Eu2P, www.eu2p.org	<br>Continuous assessments:  - Four graded individual written assessments to deliver (10% each for final mark = 40%)  - Four non- graded group written assessments to deliver   - Two graded individual oral assessment (10% each for final mark = 20%)  - Participation in on-line forum discussions  - Completion of all on-line quizzes  Final module examination:  - One face-to-face written assessment (40% each for final mark): 50 multiple choice questions + 5 open questions to be completed (500 words max./open question)  Re-sit policy:   The trainee must retake continuous assessments when the average of the continuous grades is &#8804; 10/20. In that case, the trainee retakes all the continuous assessment(s) for which a grade &#8804; 10/20 has been obtained.  The trainee must retake the final module examination when the final module examination grade is &#8804; 10/20.   Non-graded assignments and exercises must be completed according to the instructions and quality criteria provided by trainer.	<br>Maximum up to 20 participants  Maximum number of tropEd students: 20	<br>Postgraduate diploma or five years of professional experience in Health and Biological sciences;  English proficiency: TOEFL (score 550, 213, 79/80), IELTS (band 6.0) or equivalent approved test.	<br>Preference will be given to postgraduate students and healthcare professionals wishing to develop or pursue a career in Research and development.	<br>400 Euros	None available				<br>The course covers the following topics with a focus on vaccination process and others up-to-date topics:  - The scientific medical communication: how to?  - Initiation to critical reading of epidemiologic papers  - Practical recommendations for writing scientific articles in the biological sciences  - Know main steps of study results submission process in scientific journals  - How to give a successful oral presentation?  - How to make a successful poster?  - Comparison of some main public and private stakeholders involved in Health Sciences at the international level  - European projects and data sources: an additional source of knowledge in health sciences  - Analysing and comparing research funding opportunities and challenges in the student&rsquo;s country, in Europe and in United States of America  - Managing, designing and appraising a research funding proposal for the student&rsquo;s country		Financing				
Grant-writing and critical appraisal focused on pharmaceutical products	<br>  At the end of the module, students should be able to:  - Appraise and analyse the written and oral scientific medical communication, compare scientific data focused on epidemiology  - Estimate the time and skill requirements for drafting written and oral scientific communications  - Plan, prepare and disseminate scientific results to the scientific community.     - Compare and identify the main stakeholders involved in Health at the European and international levels   - Differentiate the main data sources used in Health, their advantages and possible limits with a focus on drugs utilization and risk benefit- data banks  - Appraise some current or recent important European projects in the field of drugs consumption and risk benefit research  - Identify the research funding opportunities available at the national, European and international levels with a focus on European Union and United states of America  - Compare and experiment how to submit proposals for research funding  - Compare and analyse the process of evaluation of research funding proposals focused on European Union and United States of America		0	deborah.didio@u-bordeaux2.fr	2013-06-28 04:39:46	2014-01-03	2017-10-10 16:30:48	troped	troped	0		Presence on the site is demanded for 3 weeks.	<br>  Pharmacology Department  Universit&eacute; Bordeaux Segalen  146 rue L&eacute;o Saignat  33076 Bordeaux Cedex  France				2013-06-28 05:10:14	<br>  135 hours  - Lecture attendance time: 16 SIT (face-to-face)  - Recommended reading time: 15 SIT (self-study)  - Tutorial time: 35 SIT  - Group work time: 20 SIT   - Homework written (self-study) and oral assessment (face-to-face) delivery time: 32 SIT  - Quiz assessment time: 5 SIT   - Final exam preparation: 10 SIT  - Final module examination time: 2 SIT (face-to-face)	2014-03-10	2014-03-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>Face-to-face lectures and recorded interviews, face-to-face group work and on-line forum discussions, homework readings, continuous written and oral assessment delivery, on-line wiki group, on-line quiz, face-to-face final examination. For the cyber activities, the platform used is the e-learning platform developed by the Department of Pharmacology (Eu2p e-learning platform).	<br>This module is also delivered to Master students of the European Programme in Pharmacovigilance and Pharmacoepidemiology, Eu2P, www.eu2p.org	<br>Continuous assessments:  - Four graded individual written assessments to deliver (10% each for final mark = 40%)  - Four non- graded group written assessments to deliver   - Two graded individual oral assessment (10% each for final mark = 20%)  - Participation in on-line forum discussions  - Completion of all on-line quizzes  Final module examination:  - One face-to-face written assessment (40% each for final mark): 50 multiple choice questions + 5 open questions to be completed (500 words max./open question)  Re-sit policy:   The trainee must retake continuous assessments when the average of the continuous grades is &#8804; 10/20. In that case, the trainee retakes all the continuous assessment(s) for which a grade &#8804; 10/20 has been obtained.  The trainee must retake the final module examination when the final module examination grade is &#8804; 10/20.   Non-graded assignments and exercises must be completed according to the instructions and quality criteria provided by trainer.	<br>Maximum up to 20 participants  Maximum number of tropEd students: 20	<br>Postgraduate diploma or five years of professional experience in Health and Biological sciences;  English proficiency: TOEFL (score 550, 213, 79/80), IELTS (band 6.0) or equivalent approved test.	<br>Preference will be given to postgraduate students and healthcare professionals wishing to develop or pursue a career in Research and development.	<br>400 Euros	None available				<br>The course covers the following topics with a focus on vaccination process and others up-to-date topics:  - The scientific medical communication: how to?  - Initiation to critical reading of epidemiologic papers  - Practical recommendations for writing scientific articles in the biological sciences  - Know main steps of study results submission process in scientific journals  - How to give a successful oral presentation?  - How to make a successful poster?  - Comparison of some main public and private stakeholders involved in Health Sciences at the international level  - European projects and data sources: an additional source of knowledge in health sciences  - Analysing and comparing research funding opportunities and challenges in the student&rsquo;s country, in Europe and in United States of America  - Managing, designing and appraising a research funding proposal for the student&rsquo;s country						
Project Planning for International Health	<br>At the end of the module the student should be able to â€¦  -  Exercise leadership within a collaborative, multidisciplinary team, chairing, minuting and managing meetings  -  Undertake rapid assessment processes, and problem trees using available data for the identification of projects, and SWOT analyses for the assessment of local capacity  -  Undertake gender, poverty and disability analyses and political mapping/stakeholder analyses for projects  -  Construct objectives, outputs, inputs, activities and a monitoring and evaluation framework using the Logical Framework Matrix for project design, identifying the assumptions and risks associated with proposed projects  -  Present a project design in Logframe format using GATT diagrams and timelines for the implementation of projects		0	m.whittaker@uq.edu.au	2013-06-28 05:11:27	2013-10-29	2019-07-04 09:16:16	troped	troped	0			<br>School of Population Health  Herston Road, Herston 4006  Australia	Ass Prof Peter Hill	English	advanced optional	2013-06-28 05:26:16	<br>150 Hours  Contact Hours:  Lectures: 19.5 hours (13 x 1.5 hours)  Group work: 48 hours (12 x 4 hours)  Group Presentations: Total 5.5 hours  Self Study Hours  1. Individual analysis: 30 hours  2. Individual Minutes and Reflective Analysis: 5 Hours  3. Group Presentation Preparation: Total 42 hours	2014-03-03	2014-06-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>The course uses four elements of learning:  1. 13 X 1.5 hour lectures are provided covering the key concepts of the Logframe planning process.  2. 12 x 4 hour sessions of staff-supported groupwork are structured into the semester for the development of the key elements of the Logframe matrix.  3. The course formalises student group work activities to simulate field experience, with rotating chairs nominated and action minutes recording progress and allocating group tasks.  4. A reflective exercise encourages students to analyse the dynamics of their group and to consider interventions that may improve productivity.	<br>This course functions as a capstone course for students, bringing together their experience, knowledge and skills from at least one semester&rsquo;s full time study to apply to a realistic planning process.	<br>There are three elements of assessment:  1. One individual analysis (situation, stakeholder, gender, disability or poverty analysis) (3500 words) which is shared with team members after marking to inform the project design (40%).  2. One set of Action Minutes of a meeting of the group, including the agenda, attendance, minutes and action decisions, together with a personal reflection on the dynamics of the group related to the meeting recorded in the minutes, and ways to enhance this (20%).  3. Final Group Presentation (oral) of the Project Design, presenting key elements of the Logframe, together with a rationale for the project, projected budget, monitoring and evaluation framework and project timeline (40%).    There are no re-sits.	<br>No limits.	<br>For TropEd students Core Course must be completed. For other students the equivalent of one full time semester of course work, with at least 50% from core courses must be completed.  English: IELTS 6.5 overall, with minimum 6.0 in writing.	<br>No limits other than pre-requisites	<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Project Planning for International Health allows  students to experience the project planning process, using a different case scenario for each group to develop the necessary skills for the identification of projects, the development of problem trees, needs analyses, stakeholder analyses, gender, disability and poverty analyses. The course teaches skills in the construction of objectives, outputs, inputs and activities for Logframe matrices. Students will identify assumptions and risks associated with projects and construct budgets and timelines, develop project leadership skills, as well as construct monitoring and evaluation frameworks. The course prepares students to present their plan in Logframe format to potential funders and stakeholders.	Australia	Actors / stakeholders	Face to face		5 ECTS credits	
Project Planning for International Health	<br>At the end of the module the student should be able to â€¦  -  Exercise leadership within a collaborative, multidisciplinary team, chairing, minuting and managing meetings  -  Undertake rapid assessment processes, and problem trees using available data for the identification of projects, and SWOT analyses for the assessment of local capacity  -  Undertake gender, poverty and disability analyses and political mapping/stakeholder analyses for projects  -  Construct objectives, outputs, inputs, activities and a monitoring and evaluation framework using the Logical Framework Matrix for project design, identifying the assumptions and risks associated with proposed projects  -  Present a project design in Logframe format using GATT diagrams and timelines for the implementation of projects		0	m.whittaker@uq.edu.au	2013-06-28 05:11:27	2013-10-29	2019-07-04 09:16:16	troped	troped	0			<br>School of Population Health  Herston Road, Herston 4006  Australia				2013-06-28 05:26:16	<br>150 Hours  Contact Hours:  Lectures: 19.5 hours (13 x 1.5 hours)  Group work: 48 hours (12 x 4 hours)  Group Presentations: Total 5.5 hours  Self Study Hours  1. Individual analysis: 30 hours  2. Individual Minutes and Reflective Analysis: 5 Hours  3. Group Presentation Preparation: Total 42 hours	2014-03-03	2014-06-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>The course uses four elements of learning:  1. 13 X 1.5 hour lectures are provided covering the key concepts of the Logframe planning process.  2. 12 x 4 hour sessions of staff-supported groupwork are structured into the semester for the development of the key elements of the Logframe matrix.  3. The course formalises student group work activities to simulate field experience, with rotating chairs nominated and action minutes recording progress and allocating group tasks.  4. A reflective exercise encourages students to analyse the dynamics of their group and to consider interventions that may improve productivity.	<br>This course functions as a capstone course for students, bringing together their experience, knowledge and skills from at least one semester&rsquo;s full time study to apply to a realistic planning process.	<br>There are three elements of assessment:  1. One individual analysis (situation, stakeholder, gender, disability or poverty analysis) (3500 words) which is shared with team members after marking to inform the project design (40%).  2. One set of Action Minutes of a meeting of the group, including the agenda, attendance, minutes and action decisions, together with a personal reflection on the dynamics of the group related to the meeting recorded in the minutes, and ways to enhance this (20%).  3. Final Group Presentation (oral) of the Project Design, presenting key elements of the Logframe, together with a rationale for the project, projected budget, monitoring and evaluation framework and project timeline (40%).    There are no re-sits.	<br>No limits.	<br>For TropEd students Core Course must be completed. For other students the equivalent of one full time semester of course work, with at least 50% from core courses must be completed.  English: IELTS 6.5 overall, with minimum 6.0 in writing.	<br>No limits other than pre-requisites	<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Project Planning for International Health allows  students to experience the project planning process, using a different case scenario for each group to develop the necessary skills for the identification of projects, the development of problem trees, needs analyses, stakeholder analyses, gender, disability and poverty analyses. The course teaches skills in the construction of objectives, outputs, inputs and activities for Logframe matrices. Students will identify assumptions and risks associated with projects and construct budgets and timelines, develop project leadership skills, as well as construct monitoring and evaluation frameworks. The course prepares students to present their plan in Logframe format to potential funders and stakeholders.		International / global				
Project Planning for International Health	<br>At the end of the module the student should be able to â€¦  -  Exercise leadership within a collaborative, multidisciplinary team, chairing, minuting and managing meetings  -  Undertake rapid assessment processes, and problem trees using available data for the identification of projects, and SWOT analyses for the assessment of local capacity  -  Undertake gender, poverty and disability analyses and political mapping/stakeholder analyses for projects  -  Construct objectives, outputs, inputs, activities and a monitoring and evaluation framework using the Logical Framework Matrix for project design, identifying the assumptions and risks associated with proposed projects  -  Present a project design in Logframe format using GATT diagrams and timelines for the implementation of projects		0	m.whittaker@uq.edu.au	2013-06-28 05:11:27	2013-10-29	2019-07-04 09:16:16	troped	troped	0			<br>School of Population Health  Herston Road, Herston 4006  Australia				2013-06-28 05:26:16	<br>150 Hours  Contact Hours:  Lectures: 19.5 hours (13 x 1.5 hours)  Group work: 48 hours (12 x 4 hours)  Group Presentations: Total 5.5 hours  Self Study Hours  1. Individual analysis: 30 hours  2. Individual Minutes and Reflective Analysis: 5 Hours  3. Group Presentation Preparation: Total 42 hours	2014-03-03	2014-06-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>The course uses four elements of learning:  1. 13 X 1.5 hour lectures are provided covering the key concepts of the Logframe planning process.  2. 12 x 4 hour sessions of staff-supported groupwork are structured into the semester for the development of the key elements of the Logframe matrix.  3. The course formalises student group work activities to simulate field experience, with rotating chairs nominated and action minutes recording progress and allocating group tasks.  4. A reflective exercise encourages students to analyse the dynamics of their group and to consider interventions that may improve productivity.	<br>This course functions as a capstone course for students, bringing together their experience, knowledge and skills from at least one semester&rsquo;s full time study to apply to a realistic planning process.	<br>There are three elements of assessment:  1. One individual analysis (situation, stakeholder, gender, disability or poverty analysis) (3500 words) which is shared with team members after marking to inform the project design (40%).  2. One set of Action Minutes of a meeting of the group, including the agenda, attendance, minutes and action decisions, together with a personal reflection on the dynamics of the group related to the meeting recorded in the minutes, and ways to enhance this (20%).  3. Final Group Presentation (oral) of the Project Design, presenting key elements of the Logframe, together with a rationale for the project, projected budget, monitoring and evaluation framework and project timeline (40%).    There are no re-sits.	<br>No limits.	<br>For TropEd students Core Course must be completed. For other students the equivalent of one full time semester of course work, with at least 50% from core courses must be completed.  English: IELTS 6.5 overall, with minimum 6.0 in writing.	<br>No limits other than pre-requisites	<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Project Planning for International Health allows  students to experience the project planning process, using a different case scenario for each group to develop the necessary skills for the identification of projects, the development of problem trees, needs analyses, stakeholder analyses, gender, disability and poverty analyses. The course teaches skills in the construction of objectives, outputs, inputs and activities for Logframe matrices. Students will identify assumptions and risks associated with projects and construct budgets and timelines, develop project leadership skills, as well as construct monitoring and evaluation frameworks. The course prepares students to present their plan in Logframe format to potential funders and stakeholders.		Planning and programming (incl.. budgeting and evaluation)				
Project Planning for International Health	<br>At the end of the module the student should be able to â€¦  -  Exercise leadership within a collaborative, multidisciplinary team, chairing, minuting and managing meetings  -  Undertake rapid assessment processes, and problem trees using available data for the identification of projects, and SWOT analyses for the assessment of local capacity  -  Undertake gender, poverty and disability analyses and political mapping/stakeholder analyses for projects  -  Construct objectives, outputs, inputs, activities and a monitoring and evaluation framework using the Logical Framework Matrix for project design, identifying the assumptions and risks associated with proposed projects  -  Present a project design in Logframe format using GATT diagrams and timelines for the implementation of projects		0	m.whittaker@uq.edu.au	2013-06-28 05:11:27	2013-10-29	2019-07-04 09:16:16	troped	troped	0			<br>School of Population Health  Herston Road, Herston 4006  Australia				2013-06-28 05:26:16	<br>150 Hours  Contact Hours:  Lectures: 19.5 hours (13 x 1.5 hours)  Group work: 48 hours (12 x 4 hours)  Group Presentations: Total 5.5 hours  Self Study Hours  1. Individual analysis: 30 hours  2. Individual Minutes and Reflective Analysis: 5 Hours  3. Group Presentation Preparation: Total 42 hours	2014-03-03	2014-06-28	<br>Accredited in June 2013. This accreditation is valid until June 2018.	<br>The course uses four elements of learning:  1. 13 X 1.5 hour lectures are provided covering the key concepts of the Logframe planning process.  2. 12 x 4 hour sessions of staff-supported groupwork are structured into the semester for the development of the key elements of the Logframe matrix.  3. The course formalises student group work activities to simulate field experience, with rotating chairs nominated and action minutes recording progress and allocating group tasks.  4. A reflective exercise encourages students to analyse the dynamics of their group and to consider interventions that may improve productivity.	<br>This course functions as a capstone course for students, bringing together their experience, knowledge and skills from at least one semester&rsquo;s full time study to apply to a realistic planning process.	<br>There are three elements of assessment:  1. One individual analysis (situation, stakeholder, gender, disability or poverty analysis) (3500 words) which is shared with team members after marking to inform the project design (40%).  2. One set of Action Minutes of a meeting of the group, including the agenda, attendance, minutes and action decisions, together with a personal reflection on the dynamics of the group related to the meeting recorded in the minutes, and ways to enhance this (20%).  3. Final Group Presentation (oral) of the Project Design, presenting key elements of the Logframe, together with a rationale for the project, projected budget, monitoring and evaluation framework and project timeline (40%).    There are no re-sits.	<br>No limits.	<br>For TropEd students Core Course must be completed. For other students the equivalent of one full time semester of course work, with at least 50% from core courses must be completed.  English: IELTS 6.5 overall, with minimum 6.0 in writing.	<br>No limits other than pre-requisites	<br>Australian: AUD$1780; &euro;1382  International: AUD$3044; &euro;2362	<br>No specific scholarships available				<br>Project Planning for International Health allows  students to experience the project planning process, using a different case scenario for each group to develop the necessary skills for the identification of projects, the development of problem trees, needs analyses, stakeholder analyses, gender, disability and poverty analyses. The course teaches skills in the construction of objectives, outputs, inputs and activities for Logframe matrices. Students will identify assumptions and risks associated with projects and construct budgets and timelines, develop project leadership skills, as well as construct monitoring and evaluation frameworks. The course prepares students to present their plan in Logframe format to potential funders and stakeholders.						
Sexual Reproductive Health and Rights (by distance learning)	<br>At the end of the course, students will be able to:  - Critically analyse various concepts related to sexual and reproductive health and rights within a development context   - Explain and present trends and patterns on a range of SRHR issues and analyse the factors driving them  - Analyse SRH issues and concepts from a rights based perspective  - Identify and discuss principles of context specific good practices and interventions in the area of SRHR   - Translate the understanding about SRHR issues and their causes into local and national intervention strategies in LMIC.		0	F.Maldonado@kit.nl	2013-10-24 05:27:01	2014-06-15	2018-03-25 07:34:32	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	10 weeks	online	Pam Baatsen, MA	English	advanced optional	2013-10-24 05:35:32	120 hours  - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials) (30 hours)  - Synchronous chat sessions (10 hours)  - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment (quizzes) (20 hours)  - Weekly writing assignment (30 hours, 10 x 3 hours), including commenting on peers&rsquo; assignments  - Final paper (builds on weekly writing assignments) - (10 hours), including commenting on peers&rsquo; draft proposals  - 20 hours self-directed learning	2015-03-16	2015-05-22	<br>Accredited in Oct. 2013. This accreditaion is valid until Oct. 2108	<br>The course will be taught on-line;   - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials  - Synchronous chat sessions   - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment  - Weekly writing assignment including commenting on peers&rsquo; assignments  - Self-directed learning  - Final paper (builds on weekly writing assignments)   - The learning platform will be Moodle through www.elevatehealth.eu		<br>The students will be assessed on a final paper (70%), constructive peer feedback (20%) and participation (10%). The students will apply the knowledge gained in each of the learning units to a chosen setting (for most their own country) through weekly assignments. At the end of the course, participants will reflect on these assignments through by prioritising SRHR problems in their country and describing the relation between them. Based on this, they will develop recommendations for policy and program interventions (max. 2500 words). Constructive peer feedback will be assessed based on the level of feedback provided. Participation will be assessed as pass or fail basis reviewing contributions to mandatory interactive aspects of the course. When people fail, they can rewrite the final paper.	<br>Maximum number of students: 25  Maximum number of tropEd students:  5	<br>Graduate course on public health or international health, equivalent to BSc level.  Having completed core course of MIH  At least 2 years professional experience, preferably in a low income country.  English level TOEFL 5.5 or IELTS 6.5 (academic version)  Solid computer and internet skills are required   Bandwith enough to be able to participate online in discussions  Having internet access at least 3 times a week	<br>see under prerequisites, first paid first served basis	<br>1200,- Euro	<br>Nuffic: www.nuffic.nl, please check &quot;Netherlands Fellowship programme&quot;				<br>The module explores key principles of SRH&R practice across a range of content areas: sexual health; family planning; infertility; antenatal, perinatal, postpartum health; newborn health; abortion; adolescent health; gender based violence; HIV.   The module also explores key considerations for SRHR and HIV policy and practice: Gender (incl. masculinity); Rights based approaches; Sexuality; Stigma; and ethics. Participants will explore their own norms and values in relation to sexuality and the way these drive the problems and the response to the problems. Promotion of Sexual Health in adolescents has a special focus. The whole course is focused on the situation in Low and Middle Income Countries.	Netherlands	HIV/AIDS	Distance-based		4 ECTS credits	
Sexual Reproductive Health and Rights (by distance learning)	<br>At the end of the course, students will be able to:  - Critically analyse various concepts related to sexual and reproductive health and rights within a development context   - Explain and present trends and patterns on a range of SRHR issues and analyse the factors driving them  - Analyse SRH issues and concepts from a rights based perspective  - Identify and discuss principles of context specific good practices and interventions in the area of SRHR   - Translate the understanding about SRHR issues and their causes into local and national intervention strategies in LMIC.		0	F.Maldonado@kit.nl	2013-10-24 05:27:01	2014-06-15	2018-03-25 07:34:32	troped	troped	0		10 weeks	online	Selma Scheewe			2013-10-24 05:35:32	120 hours  - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials) (30 hours)  - Synchronous chat sessions (10 hours)  - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment (quizzes) (20 hours)  - Weekly writing assignment (30 hours, 10 x 3 hours), including commenting on peers&rsquo; assignments  - Final paper (builds on weekly writing assignments) - (10 hours), including commenting on peers&rsquo; draft proposals  - 20 hours self-directed learning	2015-03-16	2015-05-22	<br>Accredited in Oct. 2013. This accreditaion is valid until Oct. 2108	<br>The course will be taught on-line;   - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials  - Synchronous chat sessions   - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment  - Weekly writing assignment including commenting on peers&rsquo; assignments  - Self-directed learning  - Final paper (builds on weekly writing assignments)   - The learning platform will be Moodle through www.elevatehealth.eu		<br>The students will be assessed on a final paper (70%), constructive peer feedback (20%) and participation (10%). The students will apply the knowledge gained in each of the learning units to a chosen setting (for most their own country) through weekly assignments. At the end of the course, participants will reflect on these assignments through by prioritising SRHR problems in their country and describing the relation between them. Based on this, they will develop recommendations for policy and program interventions (max. 2500 words). Constructive peer feedback will be assessed based on the level of feedback provided. Participation will be assessed as pass or fail basis reviewing contributions to mandatory interactive aspects of the course. When people fail, they can rewrite the final paper.	<br>Maximum number of students: 25  Maximum number of tropEd students:  5	<br>Graduate course on public health or international health, equivalent to BSc level.  Having completed core course of MIH  At least 2 years professional experience, preferably in a low income country.  English level TOEFL 5.5 or IELTS 6.5 (academic version)  Solid computer and internet skills are required   Bandwith enough to be able to participate online in discussions  Having internet access at least 3 times a week	<br>see under prerequisites, first paid first served basis	<br>1200,- Euro	<br>Nuffic: www.nuffic.nl, please check &quot;Netherlands Fellowship programme&quot;				<br>The module explores key principles of SRH&R practice across a range of content areas: sexual health; family planning; infertility; antenatal, perinatal, postpartum health; newborn health; abortion; adolescent health; gender based violence; HIV.   The module also explores key considerations for SRHR and HIV policy and practice: Gender (incl. masculinity); Rights based approaches; Sexuality; Stigma; and ethics. Participants will explore their own norms and values in relation to sexuality and the way these drive the problems and the response to the problems. Promotion of Sexual Health in adolescents has a special focus. The whole course is focused on the situation in Low and Middle Income Countries.		Sexual & reproductive health				
Sexual Reproductive Health and Rights (by distance learning)	<br>At the end of the course, students will be able to:  - Critically analyse various concepts related to sexual and reproductive health and rights within a development context   - Explain and present trends and patterns on a range of SRHR issues and analyse the factors driving them  - Analyse SRH issues and concepts from a rights based perspective  - Identify and discuss principles of context specific good practices and interventions in the area of SRHR   - Translate the understanding about SRHR issues and their causes into local and national intervention strategies in LMIC.		0	F.Maldonado@kit.nl	2013-10-24 05:27:01	2014-06-15	2018-03-25 07:34:32	troped	troped	0		10 weeks	online				2013-10-24 05:35:32	120 hours  - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials) (30 hours)  - Synchronous chat sessions (10 hours)  - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment (quizzes) (20 hours)  - Weekly writing assignment (30 hours, 10 x 3 hours), including commenting on peers&rsquo; assignments  - Final paper (builds on weekly writing assignments) - (10 hours), including commenting on peers&rsquo; draft proposals  - 20 hours self-directed learning	2015-03-16	2015-05-22	<br>Accredited in Oct. 2013. This accreditaion is valid until Oct. 2108	<br>The course will be taught on-line;   - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials  - Synchronous chat sessions   - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment  - Weekly writing assignment including commenting on peers&rsquo; assignments  - Self-directed learning  - Final paper (builds on weekly writing assignments)   - The learning platform will be Moodle through www.elevatehealth.eu		<br>The students will be assessed on a final paper (70%), constructive peer feedback (20%) and participation (10%). The students will apply the knowledge gained in each of the learning units to a chosen setting (for most their own country) through weekly assignments. At the end of the course, participants will reflect on these assignments through by prioritising SRHR problems in their country and describing the relation between them. Based on this, they will develop recommendations for policy and program interventions (max. 2500 words). Constructive peer feedback will be assessed based on the level of feedback provided. Participation will be assessed as pass or fail basis reviewing contributions to mandatory interactive aspects of the course. When people fail, they can rewrite the final paper.	<br>Maximum number of students: 25  Maximum number of tropEd students:  5	<br>Graduate course on public health or international health, equivalent to BSc level.  Having completed core course of MIH  At least 2 years professional experience, preferably in a low income country.  English level TOEFL 5.5 or IELTS 6.5 (academic version)  Solid computer and internet skills are required   Bandwith enough to be able to participate online in discussions  Having internet access at least 3 times a week	<br>see under prerequisites, first paid first served basis	<br>1200,- Euro	<br>Nuffic: www.nuffic.nl, please check &quot;Netherlands Fellowship programme&quot;				<br>The module explores key principles of SRH&R practice across a range of content areas: sexual health; family planning; infertility; antenatal, perinatal, postpartum health; newborn health; abortion; adolescent health; gender based violence; HIV.   The module also explores key considerations for SRHR and HIV policy and practice: Gender (incl. masculinity); Rights based approaches; Sexuality; Stigma; and ethics. Participants will explore their own norms and values in relation to sexuality and the way these drive the problems and the response to the problems. Promotion of Sexual Health in adolescents has a special focus. The whole course is focused on the situation in Low and Middle Income Countries.		Values / Human rights / (bio)Ethics				
Sexual Reproductive Health and Rights (by distance learning)	<br>At the end of the course, students will be able to:  - Critically analyse various concepts related to sexual and reproductive health and rights within a development context   - Explain and present trends and patterns on a range of SRHR issues and analyse the factors driving them  - Analyse SRH issues and concepts from a rights based perspective  - Identify and discuss principles of context specific good practices and interventions in the area of SRHR   - Translate the understanding about SRHR issues and their causes into local and national intervention strategies in LMIC.		0	F.Maldonado@kit.nl	2013-10-24 05:27:01	2014-06-15	2018-03-25 07:34:32	troped	troped	0		10 weeks	online				2013-10-24 05:35:32	120 hours  - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials) (30 hours)  - Synchronous chat sessions (10 hours)  - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment (quizzes) (20 hours)  - Weekly writing assignment (30 hours, 10 x 3 hours), including commenting on peers&rsquo; assignments  - Final paper (builds on weekly writing assignments) - (10 hours), including commenting on peers&rsquo; draft proposals  - 20 hours self-directed learning	2015-03-16	2015-05-22	<br>Accredited in Oct. 2013. This accreditaion is valid until Oct. 2108	<br>The course will be taught on-line;   - Online content delivery (e.g. recorded mini-lectures, Youtube videos, reading materials  - Synchronous chat sessions   - Exercises including debate, discussion fora, group work, online reflection  and online self-assessment  - Weekly writing assignment including commenting on peers&rsquo; assignments  - Self-directed learning  - Final paper (builds on weekly writing assignments)   - The learning platform will be Moodle through www.elevatehealth.eu		<br>The students will be assessed on a final paper (70%), constructive peer feedback (20%) and participation (10%). The students will apply the knowledge gained in each of the learning units to a chosen setting (for most their own country) through weekly assignments. At the end of the course, participants will reflect on these assignments through by prioritising SRHR problems in their country and describing the relation between them. Based on this, they will develop recommendations for policy and program interventions (max. 2500 words). Constructive peer feedback will be assessed based on the level of feedback provided. Participation will be assessed as pass or fail basis reviewing contributions to mandatory interactive aspects of the course. When people fail, they can rewrite the final paper.	<br>Maximum number of students: 25  Maximum number of tropEd students:  5	<br>Graduate course on public health or international health, equivalent to BSc level.  Having completed core course of MIH  At least 2 years professional experience, preferably in a low income country.  English level TOEFL 5.5 or IELTS 6.5 (academic version)  Solid computer and internet skills are required   Bandwith enough to be able to participate online in discussions  Having internet access at least 3 times a week	<br>see under prerequisites, first paid first served basis	<br>1200,- Euro	<br>Nuffic: www.nuffic.nl, please check &quot;Netherlands Fellowship programme&quot;				<br>The module explores key principles of SRH&R practice across a range of content areas: sexual health; family planning; infertility; antenatal, perinatal, postpartum health; newborn health; abortion; adolescent health; gender based violence; HIV.   The module also explores key considerations for SRHR and HIV policy and practice: Gender (incl. masculinity); Rights based approaches; Sexuality; Stigma; and ethics. Participants will explore their own norms and values in relation to sexuality and the way these drive the problems and the response to the problems. Promotion of Sexual Health in adolescents has a special focus. The whole course is focused on the situation in Low and Middle Income Countries.						
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0	UK - Institute for Global Health, University College London	2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh	Hassan Haghparast-Bidgoli	English	advanced optional	2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).	United Kingdom	Essential health care package	Distance-based		6 ECTS credits	
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0		2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh	Jolene Skordis-Worrall			2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).		Health Policy (incl. advocacy)				
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0		2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh	Valentina Cambiano			2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).		Health economics				
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0		2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).		Measuring health status				
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0		2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).		Resource management (in general)				
Economic Evaluation of Health Care	<br>At the end of this module, students will be able to:  â€¢ Construct a decision tree model, interpret the results and engage with policy discourse around the application of economic evaluation data;  â€¢ Explain the theoretical foundations of economic evaluations in health care, define the common forms of Economic Evaluation and apply  the most appropriate;  â€¢ Describe the different types of costs and outcomes related to health care interventions, and how they are measured and valued;   â€¢ Recognize the need for equity considerations in economic evaluations of health care;  â€¢ Describe sources of uncertainty and how uncertainty should be represented in economic evaluations;  â€¢ Critically review the quality and usefulness of economic evaluation of health care as commonly presented in published literature.		1	h.haghparast-bidgoli@ucl.ac.uk	2014-02-05 04:21:11	2017-09-12	2020-04-15 10:43:05	troped	troped	0		2 days pre-reading, 3 weeks online, individual assignment to be submitted online at the end of the course	Institute for Global Health   30 Guilford Street, London WC1N 1EH UK  tropEd Representative: Catherine Ford  catherine.ford@ucl.ac.uk  www.ucl.ac.uk/igh				2017-09-12 21:47:20	150 study hours:   5 hours Lecture-casts/Screen-casts  40 hours practical sessions (online)  65 hours private reading  25 online contact hours  15 hours of portfolio preparation	2020-01-01	2020-01-29	<br>Accredited in Umea, January 2014. Re-accredited in Rabat (EC TelCo), February 2020. This accreditation is valid until March 2025.	<br>Virtual learning environment: Moodle is used to enable students to access information about the course before and during the duration of the course.  This will include core readings and PowerPoint slides etc. as well useful links to relevant literature and an extensive reading list of optional material.    Via Moodle, a range of innovative methods of learning will be used in this course. The course will combine an online didactic component (including lecture-casts and screen-casts), computer-based exercises and independent reading with peer-to-peer learning through virtual journal clubs or online discussion forum, regular online contact with a tutor, the creation of a portfolio (including exercises involving applications of the methodology introduced) to assist with the transition from learning to working. The assessment is constructed over the duration of the course to form a final coherent document (portfolio) including the exercises conducted during the course and reflections on these.	Students should be aware that the coursework conducted in this module is not to be applied to other required components, such as the thesis/dissertation.    A selected reading list is available here:  https://www.ucl.ac.uk/igh/study/masters/trop-ed-modules/economic-evaluation-healthcare	<br>The assessment is in the form of a portfolio (100%).  The portfolio is a single document, evidencing the studentsâ€™ responses to the practical exercises throughout the course and their reflections on each practical exercise. The instructions for the portfolio structure, the marking criteria, tips for a good portfolio, and examples portfolios are provided on the module page and available upon request.    Resits in case of failure: In cases of failure of the module (i.e. overall module mark	<br>Up to 30 students including 3-5 places for visiting tropEd students.	<br>English language proficiency    IELTS Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.    TOEFL iBT Good level: Overall score of 100, with 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.    For full details, see:    https://www.ucl.ac.uk/prospective-students/graduate/learning-and-living-ucl/international-students/english-language-requirements    Students must have basic Excel skills i.e. they need to be able to do basic calculations in Excel.  Link to basic excel training videos is available on the module page.	<br>The number of available tropEd places on each module in the academic year is determined from mid-October. Places are awarded on a first-come, first-served basis.  Please note that applicants must pay the course fees in order to confirm an offer of a place on a module. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP: 972.33  This is a differential fee and includes a Â£100 discount for tropEd students (other visiting students are charged Â£950).	<br>None				<br>The topics covered in the sessions are as follows.  â€¢ Introduction - Economic evaluation as a guide to resource allocation in health care;  â€¢ Theoretical foundations of economic evaluation;  â€¢ Practical steps for conducting an economic evaluation study;  â€¢ Overview of economic evaluation methods;  â€¢ Critical appraisal of economic evaluation studies (Practical session);  â€¢ Defining costs in health care: economic approach;  â€¢ Identifying, measuring and valuing costs;  â€¢ Controversies: discounting future costs and measuring indirect costs;  â€¢ Measuring costs and valuing inputs (Practical session);  â€¢ Identifying, measuring and valuing health outcomes/benefits: An introduction;  â€¢ What are QALYs;  â€¢ Valuing health states (Health state utilities);  â€¢ Measuring QALYs (Practical session);  â€¢ How to calculate DALYs;  â€¢ Measuring DALYS (Practical session);  â€¢ Valuing health benefits in monetary units;   â€¢ Measuring benefits in monetary terms (Practical session);  â€¢ Controversies (Practical session);  â€¢ Introduction to modelling; decision tree models, Markov models and other common methods;  â€¢ Incorporating uncertainty: Sensitivity analysis;  â€¢ Dealing with uncertainty (Practical session);  â€¢ Decision tree models;  â€¢ Analysing and interpreting results in economic evaluations;  â€¢ Calculating cost-effectiveness ratios and using a decision tree (Practical session);  â€¢ Incorporating equity in economic evaluation of health care;  â€¢ Critical appraisal of economic evaluation studies (Practical session).						
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0	Portugal - Instituto de Higiene e Medicina Tropical , Universidade Nova de Lisboa	Thursday and friday (afternoon)	IHMT	Professor Ricardo Parreira	English	advanced optional	2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.	Portugal	Biomedical sciences/disciplines	Face to face		2 ECTS credits	
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0		Thursday and friday (afternoon)	IHMT				2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.		Communicable diseases (in general)				
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0		Thursday and friday (afternoon)	IHMT				2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.		Laboratory science (incl.. quality assurance)				
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0		Thursday and friday (afternoon)	IHMT				2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.		Technology				
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0		Thursday and friday (afternoon)	IHMT				2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.		Tropical medicine				
Genomics and Proteomics applied to Infectious Diseases (to be re-accredited in June 2019)	<br>In recent years, following the sequencing of the human genome and many livestock and pathogen genomes alike, we have witnessed the development of genomic and proteomic &quot;post-genomic&quot; technologies that have shown significant promise in the fight against infectious diseases in developing countries.     Genomics aims to sequence, assemble, and analyze the function and structure of genomes (the complete set of DNA of an organism) while Proteomics is the large-scale study of the proteome; the complete set of proteins within an organism, particularly the protein structures and functions.    These tools are enabling the discovery of novel molecular targets (biomarkers) suitable for point-of-care (POC) diagnostics, improved design of vaccines and drugs with improved immunogenicity, efficacy and safety in a local context, according to the circulating pathogenic strains and the genetic background of the population to be immunized or treated.    This module has a general objective to improve student&rsquo;s ability to infer the relevance of post-genomic tools in the study and control of infectious diseases.     At the end of the module the student should be able to:  1. Define the set of available post-genomic technologies and explain their application in disease monitoring and control (DNA sequencing,  functional genomics, DNA Microarrays, RNA sequencing, mass spectrometry, expression and purification of recombinant proteins);  2. Analyse the specific benefits and applicability of each technology in a specific context and infer their relevance to solve specific problems (e.g. the discovery of early biomarkers of disease and their translation into easy to use point-of-care diagnostic tools);   3. Develop an experimental protocol using genomic and proteomic tools, related to an infectious disease;   4. Critically discuss and communicate published research.		0	mrfom@ihmt.unl.pt	2014-02-05 04:31:50	2017-10-02	2019-10-16 20:44:31	troped	troped	0		Thursday and friday (afternoon)	IHMT				2017-10-02 10:48:49	60 hours SIT    Contact: 26 hours (8h Lectures + 4h Case-studies + 4h Problem-Solving + 2h Lectures by invited scientists + 8 hours tutorials)    Self study: 34 hours (12 hours private reading + 12 hours group work and presentation preparation + 10 hours exam preparation)	2019-01-18	2019-02-27	<br>Accredited in Umea in January 2014. This accreditation is valid until January 2019.	<br>During the course there will be lectures (8h), presentation of case studies (6h), seminars by invited scientists (4h), group work and tutorials with problem solving (8h).	<br>About language: English if a non-Portuguese speaking tropEd student is enrolled.    This module is part of the IHMT post-graduate program in Biomedical Sciences (MSc)	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund. The final assessment of the student will have three components:  1. Evaluation of written group-work (preparation of a research project) (30% - divided between individual self-reflection/assessment of the group work (1/3) and overall presented written essay (2/3)) ;  2. Evaluation of the performance of all members in the group in the defense of their project through oral presentation and discussion with lecturers and peers (30%; divided between 15% Presentation, 10% Discussion, 5% participation in the discussion of other projects). This session is facilitated by all lecturers in the module;  3. Multiple-choice individual exam in single-best-answer format. (40%).  For students that do not reach 10 out of 20 as the final mark, a multiple-choice individual exam in single-best-answer format will be performed.	<br>max. number of students: 30;  min. number of students: 10;   min. number of English speaking tropEd students to offer the course in English: 1.	<br>Students must be proficient (write, listen, read and speak) in English.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences or similar.	<br>First come, first served	<br>200 euro;	<br>none				<br>1. Automated techniques for DNA fragment and whole genomes sequencing;  2. Functional Genomics, DNA Microarrays and RNA Sequencing;  3. Sample preparation in Proteomics, Methodologies for separation of proteins and peptides;  4. Mass spectrometry to identify peptides/proteins and post-translational modifications on proteins;   5. Quantitative proteomics, Protein-Protein interactions and biomarker discovery;  6. Methods for expression and purification of recombinant proteins;  7. Application of genomics and proteomics in the study of infectious diseases in specific contexts;  8. Development of experimental protocols on application of genomics and proteomics: research projects prepared, discussed (including relevant published research) and presented by groups of students.						
Dengue, yellow-fever and other arboviral diseases	<br>At the end of this module, students are able to contribute to research or to plan interventions to control this group of diseases. Specifically they should be able to:  â€¢ Appraise epidemiologic data on arboviral diseases (geographic distribution, reservoirs and vectors of the major arboviral diseases including: Chikungunya, Dengue, Japanese Encephalitis, West Nile disease and Rift Valley Fever);  â€¢ Assess the effects of environmental changes on mosquito-vector borne diseases;  â€¢  Identify and discuss the risks of the introduction of exotic species of mosquitos;  â€¢ Describe and selected different vector collection methods and diagnosis techniques in different logistic and organizational contexts;    â€¢ Discuss and design surveillance and control strategies to this group of diseases.		1	mrfom@ihmt.unl.pt	2014-02-05 04:42:34	2019-03-08	2019-10-16 20:44:31	troped	troped	0	Portugal - Instituto de Higiene e Medicina Tropical , Universidade Nova de Lisboa	Classes: July 9, 10, 16, 17 from 1:30 to 8:00 PM	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal	Carla A. Sousa	English	advanced optional	2019-02-15 15:18:30	<br>60 hours SIT  Contact: 30 hours (6 hours Lectures, 8,5 hours Lectures followed by practical class, 7,5 hours Practical laboratory classes, 2 hours seminars, 6 hours tutorials)  Self-study: 30 hours (20 private reading, 10 writing assessment)      English if a non-Portuguese speaking tropEd student is enrolled.	2020-07-09	2020-07-17	<br>Accredited in Umea, January 2014. This accreditation is valid until January 2019.  Re-accreditation in Lisbon, January 2019. This accreditation is valid until January 2024.	<br>The learning methods include:   â€¢ Lectures (6 h; 20% of  the contact  time): during lectures the student is introduced to concepts;  â€¢ Practical laboratory classes (7,5 h, 25% of the contact  time): student actively participates in practical work following laboratorial protocols supervised by lecturers.  â€¢ Lectures followed by practical classes (8,5 h; 28% of the contact  time): mixed classes between the two above.  â€¢ Seminars (2 h; 7% of the contact time): during seminars, students present and discuss results of written assignments.   â€¢ Tutorials (6 h; 20% of the contact time): time made available to each student to support individual learning process namely for the writing of the individual assignment.	This module is part of the IHMT post-graduate program in Parasitology and Biomedical Sciences (MSc and PhD).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  The assessment  of the student will have two components:  1. An individual written work based on a real "case study" of a Dengue epidemic, of 2000 Â± 200 words (excluding graphs and bibliography). Data needed to accomplish this assignment is presented, in detail, during lesson # 3. This written work represents 75% of the final grade.  2.  Continuous assessment of studentâ€™s practical classes performance (#4, #5, #8, #9 and #10), which represents 25% of the final grade: after each practical class an individual assessment takes place, each graded from 1 to 20. Different forms of individual assessments will take place, all, with exception of one (lesson #5), done during classes: identification of mosquito species (lesson #4); multiple choice questions regarding the technique performed, e.g  aim, type of epidemiological settings it can be applied, limitations (lesson #8 and 9); homework exercises on outcomes according to different epidemiological settings (lesson #5).  For students that do not reach 10 out of 20 as the final mark, a written multiple choice and open questions exam will be performed.	<br>Maximum number of students: 20;   Minimum of tropEd students to perform the course in English:1.	<br>- Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences.	<br>First come, first served.	<br>720.00 Euro	<br>None	<br>No major changes. Contents are currently slightly more focus on arboviruses as a global health issue; learning methods now include preparatory literature given to students before the beginning of the course; more emphasis was given to the studentâ€™s performance continuous assessment.	<br>TropEdÂ´s student evaluations were carried-out and analyse together with other MSc and PhD students in order to safeguard their anonymity.    Main positive aspects referred: organization, contents and importance for their future work. The main negative aspect refer is the short duration of the course.  Course evaluation: Mean (minimum-maximum) of all parameters evaluated (n=9): 5,4  out of 6 (5-5,75)   Teachers evaluations (n=5), mean (minimum-maximum):5,6 out of 6 (5,33-6).	<br>To give more time to students to prepare their written assignments and homework, deadline to deliverance was extended one week.	<br>Lesson # 1- Arboviruses and arboviral diseases: definitions and types of disease transmission.  Major arboviral infections, their epidemiology and impact of climate changes on it (L 2 h).  Lesson # 2 - Main arboviruses transmitted by mosquitoes: classification, structure, genomic organization and replicative cycle (L 1h).  Lesson # 3 - "Case Study": Madeira. (LP 1,5 h). Information and field data will be presented based on which the students will elaborate theirs written assignment.   Lesson # 4 - Mosquito vectors collection methods and morphological identification (adult and immature) (LP 2,5 h).  Lesson # 5 - Entomological parameters important for the epidemiology of an arboviral infection: estimation of Human Blood Index by ELISA, Enzyme-Linked Immunosorbent Assay (LP 3,5 h).   Lesson # 6 - Arboviral diseases: a history of invasion and (re) emergence, and reasons behind it (L 2 h).   Lesson # 7 - Clinical aspects of arboviral diseases (L â€“ 1 h).  Lesson # 8 - Laboratorial diagnosis of the major arboviral infections (LP 1 h).   Lesson # 9  Detection of Alphavirus by RT-PCR, reverse transcription-polymerase chain reaction (P 4 h)  Lesson # 10 - Detection of Alphavirus by neutralization reaction (P  3,5 h).  Lesson # 11 â€“ Seminar based on the written assignment (S 2 h).  Lectures (L), Lecture followed by pratical class (LP)  Practical laboratory classes (P), seminars (S)	Portugal	International / global	Face to face		2 ECTS credits	
Dengue, yellow-fever and other arboviral diseases	<br>At the end of this module, students are able to contribute to research or to plan interventions to control this group of diseases. Specifically they should be able to:  â€¢ Appraise epidemiologic data on arboviral diseases (geographic distribution, reservoirs and vectors of the major arboviral diseases including: Chikungunya, Dengue, Japanese Encephalitis, West Nile disease and Rift Valley Fever);  â€¢ Assess the effects of environmental changes on mosquito-vector borne diseases;  â€¢  Identify and discuss the risks of the introduction of exotic species of mosquitos;  â€¢ Describe and selected different vector collection methods and diagnosis techniques in different logistic and organizational contexts;    â€¢ Discuss and design surveillance and control strategies to this group of diseases.		1	mrfom@ihmt.unl.pt	2014-02-05 04:42:34	2019-03-08	2019-10-16 20:44:31	troped	troped	0		Classes: July 9, 10, 16, 17 from 1:30 to 8:00 PM	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2019-02-15 15:18:30	<br>60 hours SIT  Contact: 30 hours (6 hours Lectures, 8,5 hours Lectures followed by practical class, 7,5 hours Practical laboratory classes, 2 hours seminars, 6 hours tutorials)  Self-study: 30 hours (20 private reading, 10 writing assessment)      English if a non-Portuguese speaking tropEd student is enrolled.	2020-07-09	2020-07-17	<br>Accredited in Umea, January 2014. This accreditation is valid until January 2019.  Re-accreditation in Lisbon, January 2019. This accreditation is valid until January 2024.	<br>The learning methods include:   â€¢ Lectures (6 h; 20% of  the contact  time): during lectures the student is introduced to concepts;  â€¢ Practical laboratory classes (7,5 h, 25% of the contact  time): student actively participates in practical work following laboratorial protocols supervised by lecturers.  â€¢ Lectures followed by practical classes (8,5 h; 28% of the contact  time): mixed classes between the two above.  â€¢ Seminars (2 h; 7% of the contact time): during seminars, students present and discuss results of written assignments.   â€¢ Tutorials (6 h; 20% of the contact time): time made available to each student to support individual learning process namely for the writing of the individual assignment.	This module is part of the IHMT post-graduate program in Parasitology and Biomedical Sciences (MSc and PhD).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  The assessment  of the student will have two components:  1. An individual written work based on a real "case study" of a Dengue epidemic, of 2000 Â± 200 words (excluding graphs and bibliography). Data needed to accomplish this assignment is presented, in detail, during lesson # 3. This written work represents 75% of the final grade.  2.  Continuous assessment of studentâ€™s practical classes performance (#4, #5, #8, #9 and #10), which represents 25% of the final grade: after each practical class an individual assessment takes place, each graded from 1 to 20. Different forms of individual assessments will take place, all, with exception of one (lesson #5), done during classes: identification of mosquito species (lesson #4); multiple choice questions regarding the technique performed, e.g  aim, type of epidemiological settings it can be applied, limitations (lesson #8 and 9); homework exercises on outcomes according to different epidemiological settings (lesson #5).  For students that do not reach 10 out of 20 as the final mark, a written multiple choice and open questions exam will be performed.	<br>Maximum number of students: 20;   Minimum of tropEd students to perform the course in English:1.	<br>- Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences.	<br>First come, first served.	<br>720.00 Euro	<br>None	<br>No major changes. Contents are currently slightly more focus on arboviruses as a global health issue; learning methods now include preparatory literature given to students before the beginning of the course; more emphasis was given to the studentâ€™s performance continuous assessment.	<br>TropEdÂ´s student evaluations were carried-out and analyse together with other MSc and PhD students in order to safeguard their anonymity.    Main positive aspects referred: organization, contents and importance for their future work. The main negative aspect refer is the short duration of the course.  Course evaluation: Mean (minimum-maximum) of all parameters evaluated (n=9): 5,4  out of 6 (5-5,75)   Teachers evaluations (n=5), mean (minimum-maximum):5,6 out of 6 (5,33-6).	<br>To give more time to students to prepare their written assignments and homework, deadline to deliverance was extended one week.	<br>Lesson # 1- Arboviruses and arboviral diseases: definitions and types of disease transmission.  Major arboviral infections, their epidemiology and impact of climate changes on it (L 2 h).  Lesson # 2 - Main arboviruses transmitted by mosquitoes: classification, structure, genomic organization and replicative cycle (L 1h).  Lesson # 3 - "Case Study": Madeira. (LP 1,5 h). Information and field data will be presented based on which the students will elaborate theirs written assignment.   Lesson # 4 - Mosquito vectors collection methods and morphological identification (adult and immature) (LP 2,5 h).  Lesson # 5 - Entomological parameters important for the epidemiology of an arboviral infection: estimation of Human Blood Index by ELISA, Enzyme-Linked Immunosorbent Assay (LP 3,5 h).   Lesson # 6 - Arboviral diseases: a history of invasion and (re) emergence, and reasons behind it (L 2 h).   Lesson # 7 - Clinical aspects of arboviral diseases (L â€“ 1 h).  Lesson # 8 - Laboratorial diagnosis of the major arboviral infections (LP 1 h).   Lesson # 9  Detection of Alphavirus by RT-PCR, reverse transcription-polymerase chain reaction (P 4 h)  Lesson # 10 - Detection of Alphavirus by neutralization reaction (P  3,5 h).  Lesson # 11 â€“ Seminar based on the written assignment (S 2 h).  Lectures (L), Lecture followed by pratical class (LP)  Practical laboratory classes (P), seminars (S)		Research (in general)				
Dengue, yellow-fever and other arboviral diseases	<br>At the end of this module, students are able to contribute to research or to plan interventions to control this group of diseases. Specifically they should be able to:  â€¢ Appraise epidemiologic data on arboviral diseases (geographic distribution, reservoirs and vectors of the major arboviral diseases including: Chikungunya, Dengue, Japanese Encephalitis, West Nile disease and Rift Valley Fever);  â€¢ Assess the effects of environmental changes on mosquito-vector borne diseases;  â€¢  Identify and discuss the risks of the introduction of exotic species of mosquitos;  â€¢ Describe and selected different vector collection methods and diagnosis techniques in different logistic and organizational contexts;    â€¢ Discuss and design surveillance and control strategies to this group of diseases.		1	mrfom@ihmt.unl.pt	2014-02-05 04:42:34	2019-03-08	2019-10-16 20:44:31	troped	troped	0		Classes: July 9, 10, 16, 17 from 1:30 to 8:00 PM	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2019-02-15 15:18:30	<br>60 hours SIT  Contact: 30 hours (6 hours Lectures, 8,5 hours Lectures followed by practical class, 7,5 hours Practical laboratory classes, 2 hours seminars, 6 hours tutorials)  Self-study: 30 hours (20 private reading, 10 writing assessment)      English if a non-Portuguese speaking tropEd student is enrolled.	2020-07-09	2020-07-17	<br>Accredited in Umea, January 2014. This accreditation is valid until January 2019.  Re-accreditation in Lisbon, January 2019. This accreditation is valid until January 2024.	<br>The learning methods include:   â€¢ Lectures (6 h; 20% of  the contact  time): during lectures the student is introduced to concepts;  â€¢ Practical laboratory classes (7,5 h, 25% of the contact  time): student actively participates in practical work following laboratorial protocols supervised by lecturers.  â€¢ Lectures followed by practical classes (8,5 h; 28% of the contact  time): mixed classes between the two above.  â€¢ Seminars (2 h; 7% of the contact time): during seminars, students present and discuss results of written assignments.   â€¢ Tutorials (6 h; 20% of the contact time): time made available to each student to support individual learning process namely for the writing of the individual assignment.	This module is part of the IHMT post-graduate program in Parasitology and Biomedical Sciences (MSc and PhD).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  The assessment  of the student will have two components:  1. An individual written work based on a real "case study" of a Dengue epidemic, of 2000 Â± 200 words (excluding graphs and bibliography). Data needed to accomplish this assignment is presented, in detail, during lesson # 3. This written work represents 75% of the final grade.  2.  Continuous assessment of studentâ€™s practical classes performance (#4, #5, #8, #9 and #10), which represents 25% of the final grade: after each practical class an individual assessment takes place, each graded from 1 to 20. Different forms of individual assessments will take place, all, with exception of one (lesson #5), done during classes: identification of mosquito species (lesson #4); multiple choice questions regarding the technique performed, e.g  aim, type of epidemiological settings it can be applied, limitations (lesson #8 and 9); homework exercises on outcomes according to different epidemiological settings (lesson #5).  For students that do not reach 10 out of 20 as the final mark, a written multiple choice and open questions exam will be performed.	<br>Maximum number of students: 20;   Minimum of tropEd students to perform the course in English:1.	<br>- Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences.	<br>First come, first served.	<br>720.00 Euro	<br>None	<br>No major changes. Contents are currently slightly more focus on arboviruses as a global health issue; learning methods now include preparatory literature given to students before the beginning of the course; more emphasis was given to the studentâ€™s performance continuous assessment.	<br>TropEdÂ´s student evaluations were carried-out and analyse together with other MSc and PhD students in order to safeguard their anonymity.    Main positive aspects referred: organization, contents and importance for their future work. The main negative aspect refer is the short duration of the course.  Course evaluation: Mean (minimum-maximum) of all parameters evaluated (n=9): 5,4  out of 6 (5-5,75)   Teachers evaluations (n=5), mean (minimum-maximum):5,6 out of 6 (5,33-6).	<br>To give more time to students to prepare their written assignments and homework, deadline to deliverance was extended one week.	<br>Lesson # 1- Arboviruses and arboviral diseases: definitions and types of disease transmission.  Major arboviral infections, their epidemiology and impact of climate changes on it (L 2 h).  Lesson # 2 - Main arboviruses transmitted by mosquitoes: classification, structure, genomic organization and replicative cycle (L 1h).  Lesson # 3 - "Case Study": Madeira. (LP 1,5 h). Information and field data will be presented based on which the students will elaborate theirs written assignment.   Lesson # 4 - Mosquito vectors collection methods and morphological identification (adult and immature) (LP 2,5 h).  Lesson # 5 - Entomological parameters important for the epidemiology of an arboviral infection: estimation of Human Blood Index by ELISA, Enzyme-Linked Immunosorbent Assay (LP 3,5 h).   Lesson # 6 - Arboviral diseases: a history of invasion and (re) emergence, and reasons behind it (L 2 h).   Lesson # 7 - Clinical aspects of arboviral diseases (L â€“ 1 h).  Lesson # 8 - Laboratorial diagnosis of the major arboviral infections (LP 1 h).   Lesson # 9  Detection of Alphavirus by RT-PCR, reverse transcription-polymerase chain reaction (P 4 h)  Lesson # 10 - Detection of Alphavirus by neutralization reaction (P  3,5 h).  Lesson # 11 â€“ Seminar based on the written assignment (S 2 h).  Lectures (L), Lecture followed by pratical class (LP)  Practical laboratory classes (P), seminars (S)		Viral				
Dengue, yellow-fever and other arboviral diseases	<br>At the end of this module, students are able to contribute to research or to plan interventions to control this group of diseases. Specifically they should be able to:  â€¢ Appraise epidemiologic data on arboviral diseases (geographic distribution, reservoirs and vectors of the major arboviral diseases including: Chikungunya, Dengue, Japanese Encephalitis, West Nile disease and Rift Valley Fever);  â€¢ Assess the effects of environmental changes on mosquito-vector borne diseases;  â€¢  Identify and discuss the risks of the introduction of exotic species of mosquitos;  â€¢ Describe and selected different vector collection methods and diagnosis techniques in different logistic and organizational contexts;    â€¢ Discuss and design surveillance and control strategies to this group of diseases.		1	mrfom@ihmt.unl.pt	2014-02-05 04:42:34	2019-03-08	2019-10-16 20:44:31	troped	troped	0		Classes: July 9, 10, 16, 17 from 1:30 to 8:00 PM	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2019-02-15 15:18:30	<br>60 hours SIT  Contact: 30 hours (6 hours Lectures, 8,5 hours Lectures followed by practical class, 7,5 hours Practical laboratory classes, 2 hours seminars, 6 hours tutorials)  Self-study: 30 hours (20 private reading, 10 writing assessment)      English if a non-Portuguese speaking tropEd student is enrolled.	2020-07-09	2020-07-17	<br>Accredited in Umea, January 2014. This accreditation is valid until January 2019.  Re-accreditation in Lisbon, January 2019. This accreditation is valid until January 2024.	<br>The learning methods include:   â€¢ Lectures (6 h; 20% of  the contact  time): during lectures the student is introduced to concepts;  â€¢ Practical laboratory classes (7,5 h, 25% of the contact  time): student actively participates in practical work following laboratorial protocols supervised by lecturers.  â€¢ Lectures followed by practical classes (8,5 h; 28% of the contact  time): mixed classes between the two above.  â€¢ Seminars (2 h; 7% of the contact time): during seminars, students present and discuss results of written assignments.   â€¢ Tutorials (6 h; 20% of the contact time): time made available to each student to support individual learning process namely for the writing of the individual assignment.	This module is part of the IHMT post-graduate program in Parasitology and Biomedical Sciences (MSc and PhD).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  The assessment  of the student will have two components:  1. An individual written work based on a real "case study" of a Dengue epidemic, of 2000 Â± 200 words (excluding graphs and bibliography). Data needed to accomplish this assignment is presented, in detail, during lesson # 3. This written work represents 75% of the final grade.  2.  Continuous assessment of studentâ€™s practical classes performance (#4, #5, #8, #9 and #10), which represents 25% of the final grade: after each practical class an individual assessment takes place, each graded from 1 to 20. Different forms of individual assessments will take place, all, with exception of one (lesson #5), done during classes: identification of mosquito species (lesson #4); multiple choice questions regarding the technique performed, e.g  aim, type of epidemiological settings it can be applied, limitations (lesson #8 and 9); homework exercises on outcomes according to different epidemiological settings (lesson #5).  For students that do not reach 10 out of 20 as the final mark, a written multiple choice and open questions exam will be performed.	<br>Maximum number of students: 20;   Minimum of tropEd students to perform the course in English:1.	<br>- Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences.	<br>First come, first served.	<br>720.00 Euro	<br>None	<br>No major changes. Contents are currently slightly more focus on arboviruses as a global health issue; learning methods now include preparatory literature given to students before the beginning of the course; more emphasis was given to the studentâ€™s performance continuous assessment.	<br>TropEdÂ´s student evaluations were carried-out and analyse together with other MSc and PhD students in order to safeguard their anonymity.    Main positive aspects referred: organization, contents and importance for their future work. The main negative aspect refer is the short duration of the course.  Course evaluation: Mean (minimum-maximum) of all parameters evaluated (n=9): 5,4  out of 6 (5-5,75)   Teachers evaluations (n=5), mean (minimum-maximum):5,6 out of 6 (5,33-6).	<br>To give more time to students to prepare their written assignments and homework, deadline to deliverance was extended one week.	<br>Lesson # 1- Arboviruses and arboviral diseases: definitions and types of disease transmission.  Major arboviral infections, their epidemiology and impact of climate changes on it (L 2 h).  Lesson # 2 - Main arboviruses transmitted by mosquitoes: classification, structure, genomic organization and replicative cycle (L 1h).  Lesson # 3 - "Case Study": Madeira. (LP 1,5 h). Information and field data will be presented based on which the students will elaborate theirs written assignment.   Lesson # 4 - Mosquito vectors collection methods and morphological identification (adult and immature) (LP 2,5 h).  Lesson # 5 - Entomological parameters important for the epidemiology of an arboviral infection: estimation of Human Blood Index by ELISA, Enzyme-Linked Immunosorbent Assay (LP 3,5 h).   Lesson # 6 - Arboviral diseases: a history of invasion and (re) emergence, and reasons behind it (L 2 h).   Lesson # 7 - Clinical aspects of arboviral diseases (L â€“ 1 h).  Lesson # 8 - Laboratorial diagnosis of the major arboviral infections (LP 1 h).   Lesson # 9  Detection of Alphavirus by RT-PCR, reverse transcription-polymerase chain reaction (P 4 h)  Lesson # 10 - Detection of Alphavirus by neutralization reaction (P  3,5 h).  Lesson # 11 â€“ Seminar based on the written assignment (S 2 h).  Lectures (L), Lecture followed by pratical class (LP)  Practical laboratory classes (P), seminars (S)		vectors				
Dengue, yellow-fever and other arboviral diseases	<br>At the end of this module, students are able to contribute to research or to plan interventions to control this group of diseases. Specifically they should be able to:  â€¢ Appraise epidemiologic data on arboviral diseases (geographic distribution, reservoirs and vectors of the major arboviral diseases including: Chikungunya, Dengue, Japanese Encephalitis, West Nile disease and Rift Valley Fever);  â€¢ Assess the effects of environmental changes on mosquito-vector borne diseases;  â€¢  Identify and discuss the risks of the introduction of exotic species of mosquitos;  â€¢ Describe and selected different vector collection methods and diagnosis techniques in different logistic and organizational contexts;    â€¢ Discuss and design surveillance and control strategies to this group of diseases.		1	mrfom@ihmt.unl.pt	2014-02-05 04:42:34	2019-03-08	2019-10-16 20:44:31	troped	troped	0		Classes: July 9, 10, 16, 17 from 1:30 to 8:00 PM	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2019-02-15 15:18:30	<br>60 hours SIT  Contact: 30 hours (6 hours Lectures, 8,5 hours Lectures followed by practical class, 7,5 hours Practical laboratory classes, 2 hours seminars, 6 hours tutorials)  Self-study: 30 hours (20 private reading, 10 writing assessment)      English if a non-Portuguese speaking tropEd student is enrolled.	2020-07-09	2020-07-17	<br>Accredited in Umea, January 2014. This accreditation is valid until January 2019.  Re-accreditation in Lisbon, January 2019. This accreditation is valid until January 2024.	<br>The learning methods include:   â€¢ Lectures (6 h; 20% of  the contact  time): during lectures the student is introduced to concepts;  â€¢ Practical laboratory classes (7,5 h, 25% of the contact  time): student actively participates in practical work following laboratorial protocols supervised by lecturers.  â€¢ Lectures followed by practical classes (8,5 h; 28% of the contact  time): mixed classes between the two above.  â€¢ Seminars (2 h; 7% of the contact time): during seminars, students present and discuss results of written assignments.   â€¢ Tutorials (6 h; 20% of the contact time): time made available to each student to support individual learning process namely for the writing of the individual assignment.	This module is part of the IHMT post-graduate program in Parasitology and Biomedical Sciences (MSc and PhD).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  The assessment  of the student will have two components:  1. An individual written work based on a real "case study" of a Dengue epidemic, of 2000 Â± 200 words (excluding graphs and bibliography). Data needed to accomplish this assignment is presented, in detail, during lesson # 3. This written work represents 75% of the final grade.  2.  Continuous assessment of studentâ€™s practical classes performance (#4, #5, #8, #9 and #10), which represents 25% of the final grade: after each practical class an individual assessment takes place, each graded from 1 to 20. Different forms of individual assessments will take place, all, with exception of one (lesson #5), done during classes: identification of mosquito species (lesson #4); multiple choice questions regarding the technique performed, e.g  aim, type of epidemiological settings it can be applied, limitations (lesson #8 and 9); homework exercises on outcomes according to different epidemiological settings (lesson #5).  For students that do not reach 10 out of 20 as the final mark, a written multiple choice and open questions exam will be performed.	<br>Maximum number of students: 20;   Minimum of tropEd students to perform the course in English:1.	<br>- Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  - Students must have a degree in life sciences.	<br>First come, first served.	<br>720.00 Euro	<br>None	<br>No major changes. Contents are currently slightly more focus on arboviruses as a global health issue; learning methods now include preparatory literature given to students before the beginning of the course; more emphasis was given to the studentâ€™s performance continuous assessment.	<br>TropEdÂ´s student evaluations were carried-out and analyse together with other MSc and PhD students in order to safeguard their anonymity.    Main positive aspects referred: organization, contents and importance for their future work. The main negative aspect refer is the short duration of the course.  Course evaluation: Mean (minimum-maximum) of all parameters evaluated (n=9): 5,4  out of 6 (5-5,75)   Teachers evaluations (n=5), mean (minimum-maximum):5,6 out of 6 (5,33-6).	<br>To give more time to students to prepare their written assignments and homework, deadline to deliverance was extended one week.	<br>Lesson # 1- Arboviruses and arboviral diseases: definitions and types of disease transmission.  Major arboviral infections, their epidemiology and impact of climate changes on it (L 2 h).  Lesson # 2 - Main arboviruses transmitted by mosquitoes: classification, structure, genomic organization and replicative cycle (L 1h).  Lesson # 3 - "Case Study": Madeira. (LP 1,5 h). Information and field data will be presented based on which the students will elaborate theirs written assignment.   Lesson # 4 - Mosquito vectors collection methods and morphological identification (adult and immature) (LP 2,5 h).  Lesson # 5 - Entomological parameters important for the epidemiology of an arboviral infection: estimation of Human Blood Index by ELISA, Enzyme-Linked Immunosorbent Assay (LP 3,5 h).   Lesson # 6 - Arboviral diseases: a history of invasion and (re) emergence, and reasons behind it (L 2 h).   Lesson # 7 - Clinical aspects of arboviral diseases (L â€“ 1 h).  Lesson # 8 - Laboratorial diagnosis of the major arboviral infections (LP 1 h).   Lesson # 9  Detection of Alphavirus by RT-PCR, reverse transcription-polymerase chain reaction (P 4 h)  Lesson # 10 - Detection of Alphavirus by neutralization reaction (P  3,5 h).  Lesson # 11 â€“ Seminar based on the written assignment (S 2 h).  Lectures (L), Lecture followed by pratical class (LP)  Practical laboratory classes (P), seminars (S)						
Maternal and Reproductive Health	<br>At the end of the course, the student will be able to:    1. Analyse key determinants and bottlenecks of main problems on maternal and reproductive health, and debate on best approaches for its improvement.      2. Critically Evaluate the international context - opportunities, barriers and expectations - that affects the improvement of maternal and reproductive health     3. Contrast and interpret the most adequate tools for the development, implementation and evaluation of maternal and reproductive health interventions.		1	azucena.bardaji@isglobal.org	2014-02-21 15:14:06	2019-08-14	2021-01-29 15:20:45	troped	romy	0	Spain - Barcelona Institute for Global Health - University of Barcelona	1 day pre-reading  +  9 days online	School of Medicine - University of Barcelona, Barcelona, Spain	Azucena Bardaji	English	advanced optional	2014-02-21 15:23:27	<br>  Independent study hours (out of class, not directed): 49  Classroom hours: 26   Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-04-06	2021-04-13	<br>Accredited in Umea, January 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Online lecture-presentations accompanied by discussion and debate; group work and presentations (26 hours).     Students are expected to dedicate independent study time (49 hours) to reading compulsory and recommended material provided by faculty, the preparation of the dissertation, and the		<br>Students in the course will be evaluated both individually and group based using the following two assessment tools that will result in a final weighted grade:    1. Individual dissertation on a maternal/reproductive health problem in relation with the contents addressed during the course and of interest for the student (75% of final grade).   The structure of this dissertation should include: title, abstract, introduction, main body/discussion, conclusions, and bibliography. Length: 2,000 words maximum excluding bibliography).   The dissertation evaluation will be based on criteria as relevance of health problem, adequacy to proposed structure, identification of key aspects of problem statement (bottlenecks, challenges, innovative approaches, opportunitiesâ€¦), coherence of conclusions with objectives and results obtained and discussion.   The dissertation must be submitted through the University of Barcelona Virtual Campus by midnight of the day before the last day of class.     The individual dissertation must have a minimum grade of 5 out of 10 to be considered for the weighted grade.    2. Work in group + group presentation.  Groups of 4-5 people will be randomly allocated by course coordinators. In the last session of the course, the groups will be given a Practical Case of a maternal and/or reproductive health problem addressed during the course. The group will have 30 minutes to discuss what the problem consist of, how they would resolve it and resources needed. Each group will present their proposal of solution in an online public presentation to the rest of the whole group (25% of final grade).    The group work does not require a minimum grade to be considered for the weighted grade.     Re-sit: An individual dissertation on a new maternal and/or reproductive health topic will be used as re-sit for those students who will not reach minimum 5/10 score (individual dissertation + work in group). Assessment criteria will be the same used for the ordinary individual dissertation. The re-sit dissertation must be delivered not later than 15 days since the ordinary grades were communicated.	<br>30  students maximum; 10 tropEd students maximum	<br>English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     This is and advanced course and participants need to have a basic knowledge of epidemiology and Maternal and Reproductive Health at "core course level".	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university taxes.	<br>There are no scholarships available for this course at the present time.	<br>There are no changes in the learning objectives and methodology or content.  The most important change is in the evaluation system, based on student feedback.   Since most part of the course content is about technical aspects, participation was not considered an adequate assessment component and it is not included anymore.  The share of the assessment that was group-based was also contested by part of the students, as they claimed it leaves no room to assess individual level of performance.  This is why an individual written dissertation represents now 75% of the grade that is complemented with a group-based oral presentation (25%).	<br>Student feedback was consistently positive over the years on the scope and content of the course, as well as the methodology. Most objections came from the assessment methods that have been now modified. The latest edition of the course received a mean score of 4.1 out of 5 from the students.	<br>Including a participation component in the grade assessment seems less evident in courses with a core technical content.   Heavily relying on group-based assessment was objected by some students. Using group-based assessment must be carefully considered and when possible be complemented with individual assessment.	<br>he course is divided into four parts:     1. Maternal Health (10 online hours):   â€¢ Insights and prospects on maternal health problems (2h)  â€¢ Maternal HIV infection. Preventive strategies for mother to child transmission of HIV infection (MTCT) (2h)   â€¢ Burden and impact of malaria during pregnancy (MiP): limitations and challenges for MiP control and prevention (2h) Post-partum haemorrhage (PPH): promoting effective strategies for preventing PPH (emergency obstetric care) (1h)   â€¢ Preeclampsia (1h)   â€¢ Access barriers and health coverage in maternal health (1h)   â€¢ The impact of Zika virus epidemic on maternal and infant health (1h)    2. Reproductive and Sexual Health (10 online hours):   â€¢ Human Papilloma Virus infections and cervical cancer: burden and impact, preventive strategies (2h)   â€¢ Sexually transmitted infections: Prevention and case management (1h)   â€¢ Obstetric complications. Post-partum haemorrhage (1 hour)   â€¢ Unwanted pregnancy. Unsafe abortions (1 hour)   â€¢ Obstetric fistula (1h)   â€¢ Violence against women and sexual violence (include female genital mutilation) (2h)   â€¢ Making family planning (FP) programmes work: how to plan, develop and monitor FP programmes in resource-poor settings (policy implementation) (2h)     3. Advocacy for womenâ€™s health (4 online hours):   â€¢ Maternal health as an issue of human rights dimensions (1h)   â€¢ Health policies and women: the role of international stakeholders in the global womenâ€™s health momentum (1h)  â€¢ More than half the world: R+D in maternal health as a development cooperation tool (2h)     4. Group work presentations (2h)	Spain	Disease prevention & control	Blended-learning		3 ECTS credits	
Maternal and Reproductive Health	<br>At the end of the course, the student will be able to:    1. Analyse key determinants and bottlenecks of main problems on maternal and reproductive health, and debate on best approaches for its improvement.      2. Critically Evaluate the international context - opportunities, barriers and expectations - that affects the improvement of maternal and reproductive health     3. Contrast and interpret the most adequate tools for the development, implementation and evaluation of maternal and reproductive health interventions.		1	azucena.bardaji@isglobal.org	2014-02-21 15:14:06	2019-08-14	2021-01-29 15:20:45	troped	romy	0		1 day pre-reading  +  9 days online	School of Medicine - University of Barcelona, Barcelona, Spain	Raquel Gonzalez			2014-02-21 15:23:27	<br>  Independent study hours (out of class, not directed): 49  Classroom hours: 26   Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-04-06	2021-04-13	<br>Accredited in Umea, January 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Online lecture-presentations accompanied by discussion and debate; group work and presentations (26 hours).     Students are expected to dedicate independent study time (49 hours) to reading compulsory and recommended material provided by faculty, the preparation of the dissertation, and the		<br>Students in the course will be evaluated both individually and group based using the following two assessment tools that will result in a final weighted grade:    1. Individual dissertation on a maternal/reproductive health problem in relation with the contents addressed during the course and of interest for the student (75% of final grade).   The structure of this dissertation should include: title, abstract, introduction, main body/discussion, conclusions, and bibliography. Length: 2,000 words maximum excluding bibliography).   The dissertation evaluation will be based on criteria as relevance of health problem, adequacy to proposed structure, identification of key aspects of problem statement (bottlenecks, challenges, innovative approaches, opportunitiesâ€¦), coherence of conclusions with objectives and results obtained and discussion.   The dissertation must be submitted through the University of Barcelona Virtual Campus by midnight of the day before the last day of class.     The individual dissertation must have a minimum grade of 5 out of 10 to be considered for the weighted grade.    2. Work in group + group presentation.  Groups of 4-5 people will be randomly allocated by course coordinators. In the last session of the course, the groups will be given a Practical Case of a maternal and/or reproductive health problem addressed during the course. The group will have 30 minutes to discuss what the problem consist of, how they would resolve it and resources needed. Each group will present their proposal of solution in an online public presentation to the rest of the whole group (25% of final grade).    The group work does not require a minimum grade to be considered for the weighted grade.     Re-sit: An individual dissertation on a new maternal and/or reproductive health topic will be used as re-sit for those students who will not reach minimum 5/10 score (individual dissertation + work in group). Assessment criteria will be the same used for the ordinary individual dissertation. The re-sit dissertation must be delivered not later than 15 days since the ordinary grades were communicated.	<br>30  students maximum; 10 tropEd students maximum	<br>English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     This is and advanced course and participants need to have a basic knowledge of epidemiology and Maternal and Reproductive Health at "core course level".	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university taxes.	<br>There are no scholarships available for this course at the present time.	<br>There are no changes in the learning objectives and methodology or content.  The most important change is in the evaluation system, based on student feedback.   Since most part of the course content is about technical aspects, participation was not considered an adequate assessment component and it is not included anymore.  The share of the assessment that was group-based was also contested by part of the students, as they claimed it leaves no room to assess individual level of performance.  This is why an individual written dissertation represents now 75% of the grade that is complemented with a group-based oral presentation (25%).	<br>Student feedback was consistently positive over the years on the scope and content of the course, as well as the methodology. Most objections came from the assessment methods that have been now modified. The latest edition of the course received a mean score of 4.1 out of 5 from the students.	<br>Including a participation component in the grade assessment seems less evident in courses with a core technical content.   Heavily relying on group-based assessment was objected by some students. Using group-based assessment must be carefully considered and when possible be complemented with individual assessment.	<br>he course is divided into four parts:     1. Maternal Health (10 online hours):   â€¢ Insights and prospects on maternal health problems (2h)  â€¢ Maternal HIV infection. Preventive strategies for mother to child transmission of HIV infection (MTCT) (2h)   â€¢ Burden and impact of malaria during pregnancy (MiP): limitations and challenges for MiP control and prevention (2h) Post-partum haemorrhage (PPH): promoting effective strategies for preventing PPH (emergency obstetric care) (1h)   â€¢ Preeclampsia (1h)   â€¢ Access barriers and health coverage in maternal health (1h)   â€¢ The impact of Zika virus epidemic on maternal and infant health (1h)    2. Reproductive and Sexual Health (10 online hours):   â€¢ Human Papilloma Virus infections and cervical cancer: burden and impact, preventive strategies (2h)   â€¢ Sexually transmitted infections: Prevention and case management (1h)   â€¢ Obstetric complications. Post-partum haemorrhage (1 hour)   â€¢ Unwanted pregnancy. Unsafe abortions (1 hour)   â€¢ Obstetric fistula (1h)   â€¢ Violence against women and sexual violence (include female genital mutilation) (2h)   â€¢ Making family planning (FP) programmes work: how to plan, develop and monitor FP programmes in resource-poor settings (policy implementation) (2h)     3. Advocacy for womenâ€™s health (4 online hours):   â€¢ Maternal health as an issue of human rights dimensions (1h)   â€¢ Health policies and women: the role of international stakeholders in the global womenâ€™s health momentum (1h)  â€¢ More than half the world: R+D in maternal health as a development cooperation tool (2h)     4. Group work presentations (2h)		Sexual & reproductive health				
Maternal and Reproductive Health	<br>At the end of the course, the student will be able to:    1. Analyse key determinants and bottlenecks of main problems on maternal and reproductive health, and debate on best approaches for its improvement.      2. Critically Evaluate the international context - opportunities, barriers and expectations - that affects the improvement of maternal and reproductive health     3. Contrast and interpret the most adequate tools for the development, implementation and evaluation of maternal and reproductive health interventions.		1	azucena.bardaji@isglobal.org	2014-02-21 15:14:06	2019-08-14	2021-01-29 15:20:45	troped	romy	0		1 day pre-reading  +  9 days online	School of Medicine - University of Barcelona, Barcelona, Spain				2014-02-21 15:23:27	<br>  Independent study hours (out of class, not directed): 49  Classroom hours: 26   Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-04-06	2021-04-13	<br>Accredited in Umea, January 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Online lecture-presentations accompanied by discussion and debate; group work and presentations (26 hours).     Students are expected to dedicate independent study time (49 hours) to reading compulsory and recommended material provided by faculty, the preparation of the dissertation, and the		<br>Students in the course will be evaluated both individually and group based using the following two assessment tools that will result in a final weighted grade:    1. Individual dissertation on a maternal/reproductive health problem in relation with the contents addressed during the course and of interest for the student (75% of final grade).   The structure of this dissertation should include: title, abstract, introduction, main body/discussion, conclusions, and bibliography. Length: 2,000 words maximum excluding bibliography).   The dissertation evaluation will be based on criteria as relevance of health problem, adequacy to proposed structure, identification of key aspects of problem statement (bottlenecks, challenges, innovative approaches, opportunitiesâ€¦), coherence of conclusions with objectives and results obtained and discussion.   The dissertation must be submitted through the University of Barcelona Virtual Campus by midnight of the day before the last day of class.     The individual dissertation must have a minimum grade of 5 out of 10 to be considered for the weighted grade.    2. Work in group + group presentation.  Groups of 4-5 people will be randomly allocated by course coordinators. In the last session of the course, the groups will be given a Practical Case of a maternal and/or reproductive health problem addressed during the course. The group will have 30 minutes to discuss what the problem consist of, how they would resolve it and resources needed. Each group will present their proposal of solution in an online public presentation to the rest of the whole group (25% of final grade).    The group work does not require a minimum grade to be considered for the weighted grade.     Re-sit: An individual dissertation on a new maternal and/or reproductive health topic will be used as re-sit for those students who will not reach minimum 5/10 score (individual dissertation + work in group). Assessment criteria will be the same used for the ordinary individual dissertation. The re-sit dissertation must be delivered not later than 15 days since the ordinary grades were communicated.	<br>30  students maximum; 10 tropEd students maximum	<br>English TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     This is and advanced course and participants need to have a basic knowledge of epidemiology and Maternal and Reproductive Health at "core course level".	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university taxes.	<br>There are no scholarships available for this course at the present time.	<br>There are no changes in the learning objectives and methodology or content.  The most important change is in the evaluation system, based on student feedback.   Since most part of the course content is about technical aspects, participation was not considered an adequate assessment component and it is not included anymore.  The share of the assessment that was group-based was also contested by part of the students, as they claimed it leaves no room to assess individual level of performance.  This is why an individual written dissertation represents now 75% of the grade that is complemented with a group-based oral presentation (25%).	<br>Student feedback was consistently positive over the years on the scope and content of the course, as well as the methodology. Most objections came from the assessment methods that have been now modified. The latest edition of the course received a mean score of 4.1 out of 5 from the students.	<br>Including a participation component in the grade assessment seems less evident in courses with a core technical content.   Heavily relying on group-based assessment was objected by some students. Using group-based assessment must be carefully considered and when possible be complemented with individual assessment.	<br>he course is divided into four parts:     1. Maternal Health (10 online hours):   â€¢ Insights and prospects on maternal health problems (2h)  â€¢ Maternal HIV infection. Preventive strategies for mother to child transmission of HIV infection (MTCT) (2h)   â€¢ Burden and impact of malaria during pregnancy (MiP): limitations and challenges for MiP control and prevention (2h) Post-partum haemorrhage (PPH): promoting effective strategies for preventing PPH (emergency obstetric care) (1h)   â€¢ Preeclampsia (1h)   â€¢ Access barriers and health coverage in maternal health (1h)   â€¢ The impact of Zika virus epidemic on maternal and infant health (1h)    2. Reproductive and Sexual Health (10 online hours):   â€¢ Human Papilloma Virus infections and cervical cancer: burden and impact, preventive strategies (2h)   â€¢ Sexually transmitted infections: Prevention and case management (1h)   â€¢ Obstetric complications. Post-partum haemorrhage (1 hour)   â€¢ Unwanted pregnancy. Unsafe abortions (1 hour)   â€¢ Obstetric fistula (1h)   â€¢ Violence against women and sexual violence (include female genital mutilation) (2h)   â€¢ Making family planning (FP) programmes work: how to plan, develop and monitor FP programmes in resource-poor settings (policy implementation) (2h)     3. Advocacy for womenâ€™s health (4 online hours):   â€¢ Maternal health as an issue of human rights dimensions (1h)   â€¢ Health policies and women: the role of international stakeholders in the global womenâ€™s health momentum (1h)  â€¢ More than half the world: R+D in maternal health as a development cooperation tool (2h)     4. Group work presentations (2h)						
Applied economic evaluation in health care	<br>The module is designed to equip students with knowledge about the basic theoretical foundations of Economic Evaluation, and to enable them with the practical skills to undertake health economic decision modelling.    By the end of the module, students should be able to:  â€¢ Know how different types of economic evaluations and modelling techniques can help address policy questions in health care  â€¢ describe and discuss issues on measuring and valuing resource use in health and non-health service costs  â€¢ describe and discuss issues on measuring and valuing health consequences  â€¢ Know the basic requirements for presenting output from economic evaluations, be able to correctly interpret results and discuss how results should be applied in priority setting  â€¢ Appraise the quality and usefulness of economic evaluations in low-income settings.  â€¢ Compose, plan, build and apply a decision analytic model based on a decision-tree  â€¢ Compose, plan, build and apply a decision analytic model based on a Markov life cycle model  â€¢ Incorporate and analyse uncertainty through one-way and probabilistic sensitivity analyses  â€¢ Understand the basic principles of Expected Value of Perfect Information and Microsimulation analyses  â€¢ Synthesise, present, evaluate and interpret cost-effectiveness results		0	Linda.Forshaw@uib.no	2014-06-17 04:10:02	2017-09-12	2019-10-22 11:26:31	troped	troped	0	Norway - Centre for International Health, Universitetet i Bergen	2 weeks	Centre for International Health, Bergen, Norway	Bjarne Robberstad 	English	advanced optional	2014-06-17 09:31:27	90 hours:  Contact time = 35 hours,  Directed study (group work) = 35 hours,   Self-directed learning (individual) = 20 hours	2019-01-07	2019-01-18	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>The teaching is based on residential teaching at University of Bergen. Throughout, emphasis is put on providing students with practical skills alongside the theoretical knowledge, to enable them to actually plan and perform an economic evaluation. Each day the students will be given an assignment.    Day 1-5 are largely theoretical, and consists of a mixture of lectures and group work/discussions on the main topics described above.  Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions and presentation of results for the class.      Day 6-10 are largely practical, and students will work through exercises on their own laptops on a â€œlearning by doingâ€ principle.  Each day will be organised around a number of assignments that must be completed individually. The softwares TreeAge Pro Suite 2013 and Microsoft Excel will be used throughout the module.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>The course is continuously assessed by 10 mandatory assignments, one assignment per day. and 8 of the 10 daily mandatory assignments must be accepted in order to pass the module.  The mandatory daily assessments is a mix of individual and group work, and are focused on demonstrating applied skills. Students will receive grades (A-F) that will appear on the course certificate.     Students who receive an F on the grading are allowed to re-sit  the exam by the start of next semester (august) latest.	<br>Compulsory attendance in lectures and group work.   Maximum number of students: 12.	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or IELTS 6.0). Economists, other social scientists, medical doctors, psychologists, nurses, dentists and others with training at the bachelor level or higher in a relevant subject at a recognized institution can be admitted to the MSc level course.  Compulsory use of personal computers with preinstalled  software, including MS Excel and TreeAge Pro Suite (student course lisence), available from www.treeage.com	<br>Priority:  PhD and Master students working in the field of international public health enrolled at the University of Bergen, in the Erasmus Mundus program and tropEd students who plan to use economic evaluation in their research. Candidates with practical experience from policy making at local, national or international level will be given priority.	<br>â‚¬70 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)	<br>none				<br>  Economic evaluation is the comparative science in which health interventions are compared in terms of both their costs and their effectiveness. The module is divided into one theoretical part, where the focus in on developing an understanding the basic principles, potential roles and limitations of economic evaluation, and one practical part with focus on developing economic evaluation modelling skills.    Theoretical (day 1-5)/Practical part (days 5-10):  1. The structure of economic evaluation, different types of economic evaluation, their usefulness and limitations. ICERs, dominance and WTP  2. Costing in economic evaluation  3. Measuring health benefits in economic evaluation. Measures of health, quality of life estimation, use of life tables and survival analysis in economic evaluation.  4. The basics of TreeAge, and building a simple decision tree model  5. Building a simple Markov life cycle model  6. Introducing uncertainty in economic evaluation (theory). Working with variables and tables in TreeAge, and performing simple sensitivity analyses  7. Background of probabilistic sensitivity analyses, making a model stochastic in TreeAge, and interpreting and presenting results  8. Working with large models and Integrating TreeAge with Excel  9. Critical appraisal of economic evaluation  10. The role of uncertainty and risk in economic evaluation, and how uncertainty may influence on choice of methods and interpretation of findings	Norway	Health economics	Face to face		3 ECTS credits	
Applied economic evaluation in health care	<br>The module is designed to equip students with knowledge about the basic theoretical foundations of Economic Evaluation, and to enable them with the practical skills to undertake health economic decision modelling.    By the end of the module, students should be able to:  â€¢ Know how different types of economic evaluations and modelling techniques can help address policy questions in health care  â€¢ describe and discuss issues on measuring and valuing resource use in health and non-health service costs  â€¢ describe and discuss issues on measuring and valuing health consequences  â€¢ Know the basic requirements for presenting output from economic evaluations, be able to correctly interpret results and discuss how results should be applied in priority setting  â€¢ Appraise the quality and usefulness of economic evaluations in low-income settings.  â€¢ Compose, plan, build and apply a decision analytic model based on a decision-tree  â€¢ Compose, plan, build and apply a decision analytic model based on a Markov life cycle model  â€¢ Incorporate and analyse uncertainty through one-way and probabilistic sensitivity analyses  â€¢ Understand the basic principles of Expected Value of Perfect Information and Microsimulation analyses  â€¢ Synthesise, present, evaluate and interpret cost-effectiveness results		0	Linda.Forshaw@uib.no	2014-06-17 04:10:02	2017-09-12	2019-10-22 11:26:31	troped	troped	0		2 weeks	Centre for International Health, Bergen, Norway				2014-06-17 09:31:27	90 hours:  Contact time = 35 hours,  Directed study (group work) = 35 hours,   Self-directed learning (individual) = 20 hours	2019-01-07	2019-01-18	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>The teaching is based on residential teaching at University of Bergen. Throughout, emphasis is put on providing students with practical skills alongside the theoretical knowledge, to enable them to actually plan and perform an economic evaluation. Each day the students will be given an assignment.    Day 1-5 are largely theoretical, and consists of a mixture of lectures and group work/discussions on the main topics described above.  Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions and presentation of results for the class.      Day 6-10 are largely practical, and students will work through exercises on their own laptops on a â€œlearning by doingâ€ principle.  Each day will be organised around a number of assignments that must be completed individually. The softwares TreeAge Pro Suite 2013 and Microsoft Excel will be used throughout the module.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>The course is continuously assessed by 10 mandatory assignments, one assignment per day. and 8 of the 10 daily mandatory assignments must be accepted in order to pass the module.  The mandatory daily assessments is a mix of individual and group work, and are focused on demonstrating applied skills. Students will receive grades (A-F) that will appear on the course certificate.     Students who receive an F on the grading are allowed to re-sit  the exam by the start of next semester (august) latest.	<br>Compulsory attendance in lectures and group work.   Maximum number of students: 12.	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or IELTS 6.0). Economists, other social scientists, medical doctors, psychologists, nurses, dentists and others with training at the bachelor level or higher in a relevant subject at a recognized institution can be admitted to the MSc level course.  Compulsory use of personal computers with preinstalled  software, including MS Excel and TreeAge Pro Suite (student course lisence), available from www.treeage.com	<br>Priority:  PhD and Master students working in the field of international public health enrolled at the University of Bergen, in the Erasmus Mundus program and tropEd students who plan to use economic evaluation in their research. Candidates with practical experience from policy making at local, national or international level will be given priority.	<br>â‚¬70 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)	<br>none				<br>  Economic evaluation is the comparative science in which health interventions are compared in terms of both their costs and their effectiveness. The module is divided into one theoretical part, where the focus in on developing an understanding the basic principles, potential roles and limitations of economic evaluation, and one practical part with focus on developing economic evaluation modelling skills.    Theoretical (day 1-5)/Practical part (days 5-10):  1. The structure of economic evaluation, different types of economic evaluation, their usefulness and limitations. ICERs, dominance and WTP  2. Costing in economic evaluation  3. Measuring health benefits in economic evaluation. Measures of health, quality of life estimation, use of life tables and survival analysis in economic evaluation.  4. The basics of TreeAge, and building a simple decision tree model  5. Building a simple Markov life cycle model  6. Introducing uncertainty in economic evaluation (theory). Working with variables and tables in TreeAge, and performing simple sensitivity analyses  7. Background of probabilistic sensitivity analyses, making a model stochastic in TreeAge, and interpreting and presenting results  8. Working with large models and Integrating TreeAge with Excel  9. Critical appraisal of economic evaluation  10. The role of uncertainty and risk in economic evaluation, and how uncertainty may influence on choice of methods and interpretation of findings		Informatics (incl.. software use), e-Health				
Applied economic evaluation in health care	<br>The module is designed to equip students with knowledge about the basic theoretical foundations of Economic Evaluation, and to enable them with the practical skills to undertake health economic decision modelling.    By the end of the module, students should be able to:  â€¢ Know how different types of economic evaluations and modelling techniques can help address policy questions in health care  â€¢ describe and discuss issues on measuring and valuing resource use in health and non-health service costs  â€¢ describe and discuss issues on measuring and valuing health consequences  â€¢ Know the basic requirements for presenting output from economic evaluations, be able to correctly interpret results and discuss how results should be applied in priority setting  â€¢ Appraise the quality and usefulness of economic evaluations in low-income settings.  â€¢ Compose, plan, build and apply a decision analytic model based on a decision-tree  â€¢ Compose, plan, build and apply a decision analytic model based on a Markov life cycle model  â€¢ Incorporate and analyse uncertainty through one-way and probabilistic sensitivity analyses  â€¢ Understand the basic principles of Expected Value of Perfect Information and Microsimulation analyses  â€¢ Synthesise, present, evaluate and interpret cost-effectiveness results		0	Linda.Forshaw@uib.no	2014-06-17 04:10:02	2017-09-12	2019-10-22 11:26:31	troped	troped	0		2 weeks	Centre for International Health, Bergen, Norway				2014-06-17 09:31:27	90 hours:  Contact time = 35 hours,  Directed study (group work) = 35 hours,   Self-directed learning (individual) = 20 hours	2019-01-07	2019-01-18	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>The teaching is based on residential teaching at University of Bergen. Throughout, emphasis is put on providing students with practical skills alongside the theoretical knowledge, to enable them to actually plan and perform an economic evaluation. Each day the students will be given an assignment.    Day 1-5 are largely theoretical, and consists of a mixture of lectures and group work/discussions on the main topics described above.  Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions and presentation of results for the class.      Day 6-10 are largely practical, and students will work through exercises on their own laptops on a â€œlearning by doingâ€ principle.  Each day will be organised around a number of assignments that must be completed individually. The softwares TreeAge Pro Suite 2013 and Microsoft Excel will be used throughout the module.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>The course is continuously assessed by 10 mandatory assignments, one assignment per day. and 8 of the 10 daily mandatory assignments must be accepted in order to pass the module.  The mandatory daily assessments is a mix of individual and group work, and are focused on demonstrating applied skills. Students will receive grades (A-F) that will appear on the course certificate.     Students who receive an F on the grading are allowed to re-sit  the exam by the start of next semester (august) latest.	<br>Compulsory attendance in lectures and group work.   Maximum number of students: 12.	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or IELTS 6.0). Economists, other social scientists, medical doctors, psychologists, nurses, dentists and others with training at the bachelor level or higher in a relevant subject at a recognized institution can be admitted to the MSc level course.  Compulsory use of personal computers with preinstalled  software, including MS Excel and TreeAge Pro Suite (student course lisence), available from www.treeage.com	<br>Priority:  PhD and Master students working in the field of international public health enrolled at the University of Bergen, in the Erasmus Mundus program and tropEd students who plan to use economic evaluation in their research. Candidates with practical experience from policy making at local, national or international level will be given priority.	<br>â‚¬70 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)	<br>none				<br>  Economic evaluation is the comparative science in which health interventions are compared in terms of both their costs and their effectiveness. The module is divided into one theoretical part, where the focus in on developing an understanding the basic principles, potential roles and limitations of economic evaluation, and one practical part with focus on developing economic evaluation modelling skills.    Theoretical (day 1-5)/Practical part (days 5-10):  1. The structure of economic evaluation, different types of economic evaluation, their usefulness and limitations. ICERs, dominance and WTP  2. Costing in economic evaluation  3. Measuring health benefits in economic evaluation. Measures of health, quality of life estimation, use of life tables and survival analysis in economic evaluation.  4. The basics of TreeAge, and building a simple decision tree model  5. Building a simple Markov life cycle model  6. Introducing uncertainty in economic evaluation (theory). Working with variables and tables in TreeAge, and performing simple sensitivity analyses  7. Background of probabilistic sensitivity analyses, making a model stochastic in TreeAge, and interpreting and presenting results  8. Working with large models and Integrating TreeAge with Excel  9. Critical appraisal of economic evaluation  10. The role of uncertainty and risk in economic evaluation, and how uncertainty may influence on choice of methods and interpretation of findings		Quantitative methods				
Applied economic evaluation in health care	<br>The module is designed to equip students with knowledge about the basic theoretical foundations of Economic Evaluation, and to enable them with the practical skills to undertake health economic decision modelling.    By the end of the module, students should be able to:  â€¢ Know how different types of economic evaluations and modelling techniques can help address policy questions in health care  â€¢ describe and discuss issues on measuring and valuing resource use in health and non-health service costs  â€¢ describe and discuss issues on measuring and valuing health consequences  â€¢ Know the basic requirements for presenting output from economic evaluations, be able to correctly interpret results and discuss how results should be applied in priority setting  â€¢ Appraise the quality and usefulness of economic evaluations in low-income settings.  â€¢ Compose, plan, build and apply a decision analytic model based on a decision-tree  â€¢ Compose, plan, build and apply a decision analytic model based on a Markov life cycle model  â€¢ Incorporate and analyse uncertainty through one-way and probabilistic sensitivity analyses  â€¢ Understand the basic principles of Expected Value of Perfect Information and Microsimulation analyses  â€¢ Synthesise, present, evaluate and interpret cost-effectiveness results		0	Linda.Forshaw@uib.no	2014-06-17 04:10:02	2017-09-12	2019-10-22 11:26:31	troped	troped	0		2 weeks	Centre for International Health, Bergen, Norway				2014-06-17 09:31:27	90 hours:  Contact time = 35 hours,  Directed study (group work) = 35 hours,   Self-directed learning (individual) = 20 hours	2019-01-07	2019-01-18	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>The teaching is based on residential teaching at University of Bergen. Throughout, emphasis is put on providing students with practical skills alongside the theoretical knowledge, to enable them to actually plan and perform an economic evaluation. Each day the students will be given an assignment.    Day 1-5 are largely theoretical, and consists of a mixture of lectures and group work/discussions on the main topics described above.  Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions and presentation of results for the class.      Day 6-10 are largely practical, and students will work through exercises on their own laptops on a â€œlearning by doingâ€ principle.  Each day will be organised around a number of assignments that must be completed individually. The softwares TreeAge Pro Suite 2013 and Microsoft Excel will be used throughout the module.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>The course is continuously assessed by 10 mandatory assignments, one assignment per day. and 8 of the 10 daily mandatory assignments must be accepted in order to pass the module.  The mandatory daily assessments is a mix of individual and group work, and are focused on demonstrating applied skills. Students will receive grades (A-F) that will appear on the course certificate.     Students who receive an F on the grading are allowed to re-sit  the exam by the start of next semester (august) latest.	<br>Compulsory attendance in lectures and group work.   Maximum number of students: 12.	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or IELTS 6.0). Economists, other social scientists, medical doctors, psychologists, nurses, dentists and others with training at the bachelor level or higher in a relevant subject at a recognized institution can be admitted to the MSc level course.  Compulsory use of personal computers with preinstalled  software, including MS Excel and TreeAge Pro Suite (student course lisence), available from www.treeage.com	<br>Priority:  PhD and Master students working in the field of international public health enrolled at the University of Bergen, in the Erasmus Mundus program and tropEd students who plan to use economic evaluation in their research. Candidates with practical experience from policy making at local, national or international level will be given priority.	<br>â‚¬70 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)	<br>none				<br>  Economic evaluation is the comparative science in which health interventions are compared in terms of both their costs and their effectiveness. The module is divided into one theoretical part, where the focus in on developing an understanding the basic principles, potential roles and limitations of economic evaluation, and one practical part with focus on developing economic evaluation modelling skills.    Theoretical (day 1-5)/Practical part (days 5-10):  1. The structure of economic evaluation, different types of economic evaluation, their usefulness and limitations. ICERs, dominance and WTP  2. Costing in economic evaluation  3. Measuring health benefits in economic evaluation. Measures of health, quality of life estimation, use of life tables and survival analysis in economic evaluation.  4. The basics of TreeAge, and building a simple decision tree model  5. Building a simple Markov life cycle model  6. Introducing uncertainty in economic evaluation (theory). Working with variables and tables in TreeAge, and performing simple sensitivity analyses  7. Background of probabilistic sensitivity analyses, making a model stochastic in TreeAge, and interpreting and presenting results  8. Working with large models and Integrating TreeAge with Excel  9. Critical appraisal of economic evaluation  10. The role of uncertainty and risk in economic evaluation, and how uncertainty may influence on choice of methods and interpretation of findings		Research (in general)				
Applied economic evaluation in health care	<br>The module is designed to equip students with knowledge about the basic theoretical foundations of Economic Evaluation, and to enable them with the practical skills to undertake health economic decision modelling.    By the end of the module, students should be able to:  â€¢ Know how different types of economic evaluations and modelling techniques can help address policy questions in health care  â€¢ describe and discuss issues on measuring and valuing resource use in health and non-health service costs  â€¢ describe and discuss issues on measuring and valuing health consequences  â€¢ Know the basic requirements for presenting output from economic evaluations, be able to correctly interpret results and discuss how results should be applied in priority setting  â€¢ Appraise the quality and usefulness of economic evaluations in low-income settings.  â€¢ Compose, plan, build and apply a decision analytic model based on a decision-tree  â€¢ Compose, plan, build and apply a decision analytic model based on a Markov life cycle model  â€¢ Incorporate and analyse uncertainty through one-way and probabilistic sensitivity analyses  â€¢ Understand the basic principles of Expected Value of Perfect Information and Microsimulation analyses  â€¢ Synthesise, present, evaluate and interpret cost-effectiveness results		0	Linda.Forshaw@uib.no	2014-06-17 04:10:02	2017-09-12	2019-10-22 11:26:31	troped	troped	0		2 weeks	Centre for International Health, Bergen, Norway				2014-06-17 09:31:27	90 hours:  Contact time = 35 hours,  Directed study (group work) = 35 hours,   Self-directed learning (individual) = 20 hours	2019-01-07	2019-01-18	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>The teaching is based on residential teaching at University of Bergen. Throughout, emphasis is put on providing students with practical skills alongside the theoretical knowledge, to enable them to actually plan and perform an economic evaluation. Each day the students will be given an assignment.    Day 1-5 are largely theoretical, and consists of a mixture of lectures and group work/discussions on the main topics described above.  Students are required to participate in group work on assigned topics.  This includes daily student active teaching exercises, with alternating group compositions and presentation of results for the class.      Day 6-10 are largely practical, and students will work through exercises on their own laptops on a â€œlearning by doingâ€ principle.  Each day will be organised around a number of assignments that must be completed individually. The softwares TreeAge Pro Suite 2013 and Microsoft Excel will be used throughout the module.	<a href="https://fsweb.no/soknadsweb/velgInstitusjon.jsf"> To Application Form</a>	<br>The course is continuously assessed by 10 mandatory assignments, one assignment per day. and 8 of the 10 daily mandatory assignments must be accepted in order to pass the module.  The mandatory daily assessments is a mix of individual and group work, and are focused on demonstrating applied skills. Students will receive grades (A-F) that will appear on the course certificate.     Students who receive an F on the grading are allowed to re-sit  the exam by the start of next semester (august) latest.	<br>Compulsory attendance in lectures and group work.   Maximum number of students: 12.	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or IELTS 6.0). Economists, other social scientists, medical doctors, psychologists, nurses, dentists and others with training at the bachelor level or higher in a relevant subject at a recognized institution can be admitted to the MSc level course.  Compulsory use of personal computers with preinstalled  software, including MS Excel and TreeAge Pro Suite (student course lisence), available from www.treeage.com	<br>Priority:  PhD and Master students working in the field of international public health enrolled at the University of Bergen, in the Erasmus Mundus program and tropEd students who plan to use economic evaluation in their research. Candidates with practical experience from policy making at local, national or international level will be given priority.	<br>â‚¬70 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK500 (subject to change)	<br>none				<br>  Economic evaluation is the comparative science in which health interventions are compared in terms of both their costs and their effectiveness. The module is divided into one theoretical part, where the focus in on developing an understanding the basic principles, potential roles and limitations of economic evaluation, and one practical part with focus on developing economic evaluation modelling skills.    Theoretical (day 1-5)/Practical part (days 5-10):  1. The structure of economic evaluation, different types of economic evaluation, their usefulness and limitations. ICERs, dominance and WTP  2. Costing in economic evaluation  3. Measuring health benefits in economic evaluation. Measures of health, quality of life estimation, use of life tables and survival analysis in economic evaluation.  4. The basics of TreeAge, and building a simple decision tree model  5. Building a simple Markov life cycle model  6. Introducing uncertainty in economic evaluation (theory). Working with variables and tables in TreeAge, and performing simple sensitivity analyses  7. Background of probabilistic sensitivity analyses, making a model stochastic in TreeAge, and interpreting and presenting results  8. Working with large models and Integrating TreeAge with Excel  9. Critical appraisal of economic evaluation  10. The role of uncertainty and risk in economic evaluation, and how uncertainty may influence on choice of methods and interpretation of findings						
Global Environmental Health	<br>By the end of the course, students will be able to:    1.  Critically discuss relevant literature on environment and health.     2.  Apply principles of exposure assessment, epidemiology, and health impact assessment to the field of environmental health.     3. Utilize key methods to assess environmental impacts on health.    4.  Apply scientific evidence to explain the relationship between environmental conditions and health effects.		1	mark.nieuwenhuijsen@isglobal.org	2014-06-17 04:53:41	2019-08-14	2021-01-29 15:21:37	troped	romy	0	Spain - Barcelona Institute for Global Health - University of Barcelona	One day prereading + 7 days of online classes	<br>School of Medicine - University of Barcelona, Barcelona, Spain	 Mark Nieuwenhuijsen	English	advanced optional	2014-06-17 10:04:04	<br>Independent study hours: 47   Online classroom hours: 28 (14 x 2h sessions)  Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total hours: 75	2021-04-26	2021-05-05	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>The 2h online sessions will consist of 90 minutes lectures followed by open discussions.     Independent study hours (47) are to be dedicated to course pre-readings, reading papers for each session, answering written questions and preparing the final case study.		<br>The assessment will have an individual component (50%) and a group component (50%). The individual component will be evaluated through written answers to questions (30%) and participation (20%). The group component will be assessed through the final case study (50%). A fail in one part compensates as long as the combined mark is 5 (10maximum mark):    1. Written answer to questions (30%): Students will be provided with two papers and instructed to submit written answers to a set of questions (5-6 per paper) raised based on those two papers. They will have one week after receiving the questions to hand in their answers.       2. Final case study (50%): Working in small groups during the course of the module, the students are requested to develop a protocol for a case study to evaluate the health implications of a source of environmental pollution on residents of a hypothetical city based on a pre-established guideline offered by instructors on the first day of the module. The groups will present their protocols in public on the last day of the module and receive feedback from their fellow students as well as the module instructors.     3. Participation (20%):  Participation will be assessed based on active engagement in discussions (10%) and self-evaluation of participation (10%).    The final grade will be communicated within 15 days after the submission of the case study.    Re-sit: Students who fail to pass in the first instance will need to submit an individual new case study within 15 days since ordinary grade communication.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     A background in basic epidemiology and statistics is required (equivalent to core course).	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university	<br>There are no scholarships available for this course at the present time.	<br>There have not been major changes in the learning objectives and methodology. The only relevant change on the content is that the course has been extended one day to include a session on Urban Health.   We have decided to change the grade assessment. While until now assessment was exclusively individual, now a combination of group-based and individual has been established. The share of each grade assessment component has also been altered, downsizing participation to 20% (previously 30%).			<br>The course is comprised of six lecture sessions of four hours each, and one of 2 hours:    1.  Introduction to the course, environment and health and overview of methods used in environment and health: This session provides an introduction to the course and the main methods used in environment and health including study designs, methods and tools used, and main exposures studied.     2.  Environmental exposure assessment and measurement error. This session covers the development and execution of exposure assessment used in environmental epidemiological studies, and deals with the principal tools and knowledge necessary for environmental epidemiological studies including questionnaires, GIS, personal monitoring, modeling and biological monitoring, and the impact of measurement error on health effect estimates.     3.  Chemical pollutants and health. This session covers the main methods used to assess the health impacts of chemical pollutants (e.g. pesticides, POPs, phthalates, Bisphenol A, PFOS/PFOA) and the current status of knowledge on the associations between the exposures and health.     4.  Ambient exposures and health: air pollution, noise, UV and green spaces. The session imparts the main methods used to assess the health impacts of air pollution, noise, UV and green space, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     5.  Water and health. The session covers the main methods used to assess the health impacts of water contaminants both chemical and microbial, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     6.  Climate change, chemical incidents and natural disasters. This session addresses the main methods used to assess the health impacts of climate change, chemical incidents (e.g. Bhopal, Seveso, Chernobyl) and natural disasters (e.g. volcanoes, heat waves), and the current status of knowledge on the associations between the exposures and health.     7.  Healthy urban living. This lecture provides an overview of how different aspects of urban form and planning such as transport and built environment types can affect health.	Spain	Epidemiology	Blended-learning		3 ECTS credits	
Global Environmental Health	<br>By the end of the course, students will be able to:    1.  Critically discuss relevant literature on environment and health.     2.  Apply principles of exposure assessment, epidemiology, and health impact assessment to the field of environmental health.     3. Utilize key methods to assess environmental impacts on health.    4.  Apply scientific evidence to explain the relationship between environmental conditions and health effects.		1	mark.nieuwenhuijsen@isglobal.org	2014-06-17 04:53:41	2019-08-14	2021-01-29 15:21:37	troped	romy	0		One day prereading + 7 days of online classes	<br>School of Medicine - University of Barcelona, Barcelona, Spain				2014-06-17 10:04:04	<br>Independent study hours: 47   Online classroom hours: 28 (14 x 2h sessions)  Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total hours: 75	2021-04-26	2021-05-05	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>The 2h online sessions will consist of 90 minutes lectures followed by open discussions.     Independent study hours (47) are to be dedicated to course pre-readings, reading papers for each session, answering written questions and preparing the final case study.		<br>The assessment will have an individual component (50%) and a group component (50%). The individual component will be evaluated through written answers to questions (30%) and participation (20%). The group component will be assessed through the final case study (50%). A fail in one part compensates as long as the combined mark is 5 (10maximum mark):    1. Written answer to questions (30%): Students will be provided with two papers and instructed to submit written answers to a set of questions (5-6 per paper) raised based on those two papers. They will have one week after receiving the questions to hand in their answers.       2. Final case study (50%): Working in small groups during the course of the module, the students are requested to develop a protocol for a case study to evaluate the health implications of a source of environmental pollution on residents of a hypothetical city based on a pre-established guideline offered by instructors on the first day of the module. The groups will present their protocols in public on the last day of the module and receive feedback from their fellow students as well as the module instructors.     3. Participation (20%):  Participation will be assessed based on active engagement in discussions (10%) and self-evaluation of participation (10%).    The final grade will be communicated within 15 days after the submission of the case study.    Re-sit: Students who fail to pass in the first instance will need to submit an individual new case study within 15 days since ordinary grade communication.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     A background in basic epidemiology and statistics is required (equivalent to core course).	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university	<br>There are no scholarships available for this course at the present time.	<br>There have not been major changes in the learning objectives and methodology. The only relevant change on the content is that the course has been extended one day to include a session on Urban Health.   We have decided to change the grade assessment. While until now assessment was exclusively individual, now a combination of group-based and individual has been established. The share of each grade assessment component has also been altered, downsizing participation to 20% (previously 30%).			<br>The course is comprised of six lecture sessions of four hours each, and one of 2 hours:    1.  Introduction to the course, environment and health and overview of methods used in environment and health: This session provides an introduction to the course and the main methods used in environment and health including study designs, methods and tools used, and main exposures studied.     2.  Environmental exposure assessment and measurement error. This session covers the development and execution of exposure assessment used in environmental epidemiological studies, and deals with the principal tools and knowledge necessary for environmental epidemiological studies including questionnaires, GIS, personal monitoring, modeling and biological monitoring, and the impact of measurement error on health effect estimates.     3.  Chemical pollutants and health. This session covers the main methods used to assess the health impacts of chemical pollutants (e.g. pesticides, POPs, phthalates, Bisphenol A, PFOS/PFOA) and the current status of knowledge on the associations between the exposures and health.     4.  Ambient exposures and health: air pollution, noise, UV and green spaces. The session imparts the main methods used to assess the health impacts of air pollution, noise, UV and green space, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     5.  Water and health. The session covers the main methods used to assess the health impacts of water contaminants both chemical and microbial, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     6.  Climate change, chemical incidents and natural disasters. This session addresses the main methods used to assess the health impacts of climate change, chemical incidents (e.g. Bhopal, Seveso, Chernobyl) and natural disasters (e.g. volcanoes, heat waves), and the current status of knowledge on the associations between the exposures and health.     7.  Healthy urban living. This lecture provides an overview of how different aspects of urban form and planning such as transport and built environment types can affect health.		Toxic agents/environmental hazards				
Global Environmental Health	<br>By the end of the course, students will be able to:    1.  Critically discuss relevant literature on environment and health.     2.  Apply principles of exposure assessment, epidemiology, and health impact assessment to the field of environmental health.     3. Utilize key methods to assess environmental impacts on health.    4.  Apply scientific evidence to explain the relationship between environmental conditions and health effects.		1	mark.nieuwenhuijsen@isglobal.org	2014-06-17 04:53:41	2019-08-14	2021-01-29 15:21:37	troped	romy	0		One day prereading + 7 days of online classes	<br>School of Medicine - University of Barcelona, Barcelona, Spain				2014-06-17 10:04:04	<br>Independent study hours: 47   Online classroom hours: 28 (14 x 2h sessions)  Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total hours: 75	2021-04-26	2021-05-05	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>The 2h online sessions will consist of 90 minutes lectures followed by open discussions.     Independent study hours (47) are to be dedicated to course pre-readings, reading papers for each session, answering written questions and preparing the final case study.		<br>The assessment will have an individual component (50%) and a group component (50%). The individual component will be evaluated through written answers to questions (30%) and participation (20%). The group component will be assessed through the final case study (50%). A fail in one part compensates as long as the combined mark is 5 (10maximum mark):    1. Written answer to questions (30%): Students will be provided with two papers and instructed to submit written answers to a set of questions (5-6 per paper) raised based on those two papers. They will have one week after receiving the questions to hand in their answers.       2. Final case study (50%): Working in small groups during the course of the module, the students are requested to develop a protocol for a case study to evaluate the health implications of a source of environmental pollution on residents of a hypothetical city based on a pre-established guideline offered by instructors on the first day of the module. The groups will present their protocols in public on the last day of the module and receive feedback from their fellow students as well as the module instructors.     3. Participation (20%):  Participation will be assessed based on active engagement in discussions (10%) and self-evaluation of participation (10%).    The final grade will be communicated within 15 days after the submission of the case study.    Re-sit: Students who fail to pass in the first instance will need to submit an individual new case study within 15 days since ordinary grade communication.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.     A background in basic epidemiology and statistics is required (equivalent to core course).	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>525 â‚¬ fee plus approx. 90 â‚¬ university	<br>There are no scholarships available for this course at the present time.	<br>There have not been major changes in the learning objectives and methodology. The only relevant change on the content is that the course has been extended one day to include a session on Urban Health.   We have decided to change the grade assessment. While until now assessment was exclusively individual, now a combination of group-based and individual has been established. The share of each grade assessment component has also been altered, downsizing participation to 20% (previously 30%).			<br>The course is comprised of six lecture sessions of four hours each, and one of 2 hours:    1.  Introduction to the course, environment and health and overview of methods used in environment and health: This session provides an introduction to the course and the main methods used in environment and health including study designs, methods and tools used, and main exposures studied.     2.  Environmental exposure assessment and measurement error. This session covers the development and execution of exposure assessment used in environmental epidemiological studies, and deals with the principal tools and knowledge necessary for environmental epidemiological studies including questionnaires, GIS, personal monitoring, modeling and biological monitoring, and the impact of measurement error on health effect estimates.     3.  Chemical pollutants and health. This session covers the main methods used to assess the health impacts of chemical pollutants (e.g. pesticides, POPs, phthalates, Bisphenol A, PFOS/PFOA) and the current status of knowledge on the associations between the exposures and health.     4.  Ambient exposures and health: air pollution, noise, UV and green spaces. The session imparts the main methods used to assess the health impacts of air pollution, noise, UV and green space, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     5.  Water and health. The session covers the main methods used to assess the health impacts of water contaminants both chemical and microbial, and the current status of knowledge on the associations between the exposures and health. Issues regarding risk-benefits will be discussed.     6.  Climate change, chemical incidents and natural disasters. This session addresses the main methods used to assess the health impacts of climate change, chemical incidents (e.g. Bhopal, Seveso, Chernobyl) and natural disasters (e.g. volcanoes, heat waves), and the current status of knowledge on the associations between the exposures and health.     7.  Healthy urban living. This lecture provides an overview of how different aspects of urban form and planning such as transport and built environment types can affect health.						
Development and Application of Vaccines in Global Health	<br>  By the end of the course, students will be able to:    â€¢ Illustrate how vaccines work to provide individual and population immunity at an advanced level.     â€¢ Discuss the steps in the development of a safe, immunogenic and effective vaccine.    â€¢ Evaluate the challenges and obstacles of implementing immunization programs and strategies to improve their effectiveness.    â€¢ Critically discuss the factors that influence global vaccination policy, for existing vaccines as well as future vaccines.		1	denise.naniche@isglobal.org	2014-06-23 05:58:09	2019-08-14	2021-01-29 15:22:28	troped	romy	0	Spain - Barcelona Institute for Global Health - University of Barcelona	1 day pre-reading + 7 days online classes + 1 day online exam	School of Medicine  University of Barcelona  C/ Casanova, 143  08036 Barcelona  SPAIN	Denise Naniche	English	advanced optional	2014-06-23 11:14:03	Independent study hours: 49  Online classroom hours: 26 (2h exam included)    Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-05-31	2021-06-09	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Sessions will be combined lectures with participative activities designed to assist students in assimilating information. In-class activities will include structured questions and exercises to be resolved individually, in pairs or groups The result of the exercises will be shared and discussed with the class plenary.    Students will have required reading material to prepare in advance for each class. Those readings will be used to illustrate explanations and discussions in the classroom. Their content will also be used to prepare the exam questions.     Additionally, students will need to review the presentations and the notes taken from class in order to prepare for the exam.		<br>The students performance will be assessed individually. The final grade will be the result from:    1. A two-hour in content multiple-choice exam  (70% of final grade) covering all four learning objectives. Students need to reach at least 4 out of 10 in the exam to pass the course.    2. Active participation in class (30%).       Final grades will be given 15 days after the exam.    Re-sit: Students failing to reach a minimum of 5 grade (combining exam and participation)  will be asked to take a new exam within the following 2 weeks after communication of the grade.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English. TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>taxes 525â‚¬ fee plus approx. 90 â‚¬ university taxes	<br>There are no scholarships available for this course at the present time.	<br>We decided to change the main component of the student assessment from a paper submission to an examination. This was due to the fact that this course is usually scheduled at the end of the academic year in our master program, when most students are under pressure to finalize their Master Final Project (MFP). Preparing a paper for submission was considered by students a time management conflict and asked the type of assessment to be changed.	<br>This course has been consistently praised by students for being particularly well structured and step-wise developed. The presence of the coordinator in all sessions was also very well received.  Over the last five years, however, students expressed negative feedback about the teaching styles of some teachers. When that feedback was considered consistent, those teachers were replaced by new ones, without changing the objectives or the content. The last edition completed in May 2018 had a mean score of 4.7 out of 5 in the student feedback.	<br>The regular presence of the coordinator in the classroom, contributing to connect the different course content, even if when he or she is not the teacher, clearly offers a distinctive learning benefit for students.  Student feedback is key to detect teachers who are not fit for purpose.   Courses close to the end of the academic year must avoid the inclusion of the submission of papers as an important part of the student assessment	<br>  The course is divided into 13 two-hour sessions:     1. Introduction, history and current state of the art of vaccines   We start the course by travelling back a few centuries to the early stages of â€œvaccinologyâ€. The session will then focus on the history of the vaccines that have shaped public health through the 20th century. The session will also allow students to become familiar with scientific contributions of pioneers in the field of immunization. The session will then move into discussion of vaccines currently available and gaps and challenges in meeting global health needs of the 21st century.     2. How do vaccines work? Harnessing the innate and adaptive immune responses   This session introduces concepts of innate and adaptive immunity necessary for understanding how the immune system mounts an immune response and provides protection against pathogens. Since many vaccines are delivered at a very early age, we will also cover the development of fetal and infant immune systems and their response to vaccines. Students will be introduced to concepts of passive and active immunity as well as key differences in the immune response according to types of antigens present in pathogens and/or vaccines.     3. Long term immune protection and correlates of immunity   The concept of immunological memory both at the individual level and at the population level will be covered. Students will study the types of immunogens and immune responses, which give rise to long term protective immunity. In class discussion will focus on the successes and challenges in inducing long term immunity through vaccination. The second hour of the class introduces the concept of correlates of immunity or how vaccinologists define and measure protective immunity. Examples of traditional biological markers used as correlates of immunity as well as newer approaches will be used for class discussion.     4. Technical aspects of vaccine development: the preclinical phase and examples of malaria   This session will focus on the process of antigen discovery and selection of vaccine candidates. Students will learn the advantages and disadvantages of different immunogen delivery strategies including vectors, DNA, adjuvants and proteins. The extensive process of preclinical vaccine development will be detailed including the steps involved in in vitro and animal model testing of vaccine candidates prior to human clinical trials. Examples of preclinical vaccine development for existing and potential vaccines will be used for class discussion.     5. Steps in the development of a vaccine: from clinical trials to licensure   This session focus on the different phases of vaccine development prior to licensure. Students will learn the regulatory processes involved in licensing and commercializing a vaccine as well as mechanisms for ensuring quality of the final product. Examples of the steps involved in clinical development, licensing, certification and production of existing vaccines will be used for in class discussion.     6. Post-licensure evaluation of vaccine safety and effectiveness   This session delves into the issues of how adverse vaccine events are monitored and their impact on vaccine policy. The discussion will cover aspects of post licensure surveillance for low frequency adverse events as well as for vaccine safety in vulnerable populations. The second hour focus on post licensure evaluation of effectiveness of a vaccine.     7. Implementation and challenges of vaccine introduction   This session focus on the steps in introduction of a new vaccine. The session will cover the challenges in integrating a vaccine in national immunization programs. Factors such as the availability of site-specific data on disease burden as well as health system characteristics and policy issues and will be considered. The session introduces the various international bodies involved in promoting equity of access to vaccines as well as accelerating their uptake.     8. International policies and financing of vaccines   The first hour of the session introduces the concept of Global Health Public Goods (GHPG) which identifies a â€˜goodâ€™ or service as a global benefit which would not be produced or disseminated if left to market forces. The session also investigates the challenges related to the concept that no-one should be excluded from accessing the good. Vaccines are considered the paradigm of GHPG. The second hour helps the student to understand the role, interests, and power games of the institutions instrumental in managing vaccines as a global public health good. Historically, the World Health Organisation (WHO) has been the key player. However, in the last 2 decades, other key stakeholders have emerged, such as the GAVI Alliance, the Product Development Partnerships (PDPs) and the Bill & Melinda Gates Foundation. This session will give an overview of the complex scenario generated by the proliferation of new actors with overlapping vaccine agendas.     9. Vaccines in the community: acceptability, safety concerns and media responsibility   This session offers the student a logical framework to understand the controversial topics surrounding vaccine risk communication. Uncertainty about vaccine risks and benefits has spurred the need for vaccine risk communication. Often poorly understood adverse events are at the heart of a controversy where existing communication appears inadequate. The second hour of the session considers the ways in which concerns over vaccine safety have emerged and have been disseminated through popular media, legislative hearings, and Internet-based activism. As a case study, we review the controversy over the alleged connection between autism and the measles-mumps-rubella (MMR) vaccine.     10. From development to implementation: the meningitis and HPV stories   This session introduces the principal challenges and barriers to the development and implementation of two vaccines crucial to global health: human papilloma virus and meningitis vaccines. These case studies will draw on information learned in the course.     11. Challenges in vaccine development: the case of HIV The case of HIV vaccine research and development is discussed to illustrate the scientific and political challenges currently shaping the development of vaccines for major global diseases. As well as providing a broad outline of the history and challenges of the global effort to develop a preventive HIV vaccine, the session provides an overview of the current state of affairs in the path towards an AIDS vaccine. We focus on the challenges related to the development of global public goods in health, including global coordination, the challenges of securing the engagement of the pharmaceutical industry both in developed and developing countries, the need to involve people from most affected communities, the regulatory hurdles, and the fundamental need to ensure that national authorities, funders, and policy makers ensure that AIDS vaccine development be a critical public health priority.     12. Future Challenges in Vaccine Development and Application   This session ties together the information learned during the course. We discuss the challenges facing the development of new vaccines in the 21st century.     13. Final examination (2 hours)	Spain	Communicable diseases (in general)	Blended-learning		3 ECTS credits	
Development and Application of Vaccines in Global Health	<br>  By the end of the course, students will be able to:    â€¢ Illustrate how vaccines work to provide individual and population immunity at an advanced level.     â€¢ Discuss the steps in the development of a safe, immunogenic and effective vaccine.    â€¢ Evaluate the challenges and obstacles of implementing immunization programs and strategies to improve their effectiveness.    â€¢ Critically discuss the factors that influence global vaccination policy, for existing vaccines as well as future vaccines.		1	denise.naniche@isglobal.org	2014-06-23 05:58:09	2019-08-14	2021-01-29 15:22:28	troped	romy	0		1 day pre-reading + 7 days online classes + 1 day online exam	School of Medicine  University of Barcelona  C/ Casanova, 143  08036 Barcelona  SPAIN				2014-06-23 11:14:03	Independent study hours: 49  Online classroom hours: 26 (2h exam included)    Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-05-31	2021-06-09	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Sessions will be combined lectures with participative activities designed to assist students in assimilating information. In-class activities will include structured questions and exercises to be resolved individually, in pairs or groups The result of the exercises will be shared and discussed with the class plenary.    Students will have required reading material to prepare in advance for each class. Those readings will be used to illustrate explanations and discussions in the classroom. Their content will also be used to prepare the exam questions.     Additionally, students will need to review the presentations and the notes taken from class in order to prepare for the exam.		<br>The students performance will be assessed individually. The final grade will be the result from:    1. A two-hour in content multiple-choice exam  (70% of final grade) covering all four learning objectives. Students need to reach at least 4 out of 10 in the exam to pass the course.    2. Active participation in class (30%).       Final grades will be given 15 days after the exam.    Re-sit: Students failing to reach a minimum of 5 grade (combining exam and participation)  will be asked to take a new exam within the following 2 weeks after communication of the grade.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English. TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>taxes 525â‚¬ fee plus approx. 90 â‚¬ university taxes	<br>There are no scholarships available for this course at the present time.	<br>We decided to change the main component of the student assessment from a paper submission to an examination. This was due to the fact that this course is usually scheduled at the end of the academic year in our master program, when most students are under pressure to finalize their Master Final Project (MFP). Preparing a paper for submission was considered by students a time management conflict and asked the type of assessment to be changed.	<br>This course has been consistently praised by students for being particularly well structured and step-wise developed. The presence of the coordinator in all sessions was also very well received.  Over the last five years, however, students expressed negative feedback about the teaching styles of some teachers. When that feedback was considered consistent, those teachers were replaced by new ones, without changing the objectives or the content. The last edition completed in May 2018 had a mean score of 4.7 out of 5 in the student feedback.	<br>The regular presence of the coordinator in the classroom, contributing to connect the different course content, even if when he or she is not the teacher, clearly offers a distinctive learning benefit for students.  Student feedback is key to detect teachers who are not fit for purpose.   Courses close to the end of the academic year must avoid the inclusion of the submission of papers as an important part of the student assessment	<br>  The course is divided into 13 two-hour sessions:     1. Introduction, history and current state of the art of vaccines   We start the course by travelling back a few centuries to the early stages of â€œvaccinologyâ€. The session will then focus on the history of the vaccines that have shaped public health through the 20th century. The session will also allow students to become familiar with scientific contributions of pioneers in the field of immunization. The session will then move into discussion of vaccines currently available and gaps and challenges in meeting global health needs of the 21st century.     2. How do vaccines work? Harnessing the innate and adaptive immune responses   This session introduces concepts of innate and adaptive immunity necessary for understanding how the immune system mounts an immune response and provides protection against pathogens. Since many vaccines are delivered at a very early age, we will also cover the development of fetal and infant immune systems and their response to vaccines. Students will be introduced to concepts of passive and active immunity as well as key differences in the immune response according to types of antigens present in pathogens and/or vaccines.     3. Long term immune protection and correlates of immunity   The concept of immunological memory both at the individual level and at the population level will be covered. Students will study the types of immunogens and immune responses, which give rise to long term protective immunity. In class discussion will focus on the successes and challenges in inducing long term immunity through vaccination. The second hour of the class introduces the concept of correlates of immunity or how vaccinologists define and measure protective immunity. Examples of traditional biological markers used as correlates of immunity as well as newer approaches will be used for class discussion.     4. Technical aspects of vaccine development: the preclinical phase and examples of malaria   This session will focus on the process of antigen discovery and selection of vaccine candidates. Students will learn the advantages and disadvantages of different immunogen delivery strategies including vectors, DNA, adjuvants and proteins. The extensive process of preclinical vaccine development will be detailed including the steps involved in in vitro and animal model testing of vaccine candidates prior to human clinical trials. Examples of preclinical vaccine development for existing and potential vaccines will be used for class discussion.     5. Steps in the development of a vaccine: from clinical trials to licensure   This session focus on the different phases of vaccine development prior to licensure. Students will learn the regulatory processes involved in licensing and commercializing a vaccine as well as mechanisms for ensuring quality of the final product. Examples of the steps involved in clinical development, licensing, certification and production of existing vaccines will be used for in class discussion.     6. Post-licensure evaluation of vaccine safety and effectiveness   This session delves into the issues of how adverse vaccine events are monitored and their impact on vaccine policy. The discussion will cover aspects of post licensure surveillance for low frequency adverse events as well as for vaccine safety in vulnerable populations. The second hour focus on post licensure evaluation of effectiveness of a vaccine.     7. Implementation and challenges of vaccine introduction   This session focus on the steps in introduction of a new vaccine. The session will cover the challenges in integrating a vaccine in national immunization programs. Factors such as the availability of site-specific data on disease burden as well as health system characteristics and policy issues and will be considered. The session introduces the various international bodies involved in promoting equity of access to vaccines as well as accelerating their uptake.     8. International policies and financing of vaccines   The first hour of the session introduces the concept of Global Health Public Goods (GHPG) which identifies a â€˜goodâ€™ or service as a global benefit which would not be produced or disseminated if left to market forces. The session also investigates the challenges related to the concept that no-one should be excluded from accessing the good. Vaccines are considered the paradigm of GHPG. The second hour helps the student to understand the role, interests, and power games of the institutions instrumental in managing vaccines as a global public health good. Historically, the World Health Organisation (WHO) has been the key player. However, in the last 2 decades, other key stakeholders have emerged, such as the GAVI Alliance, the Product Development Partnerships (PDPs) and the Bill & Melinda Gates Foundation. This session will give an overview of the complex scenario generated by the proliferation of new actors with overlapping vaccine agendas.     9. Vaccines in the community: acceptability, safety concerns and media responsibility   This session offers the student a logical framework to understand the controversial topics surrounding vaccine risk communication. Uncertainty about vaccine risks and benefits has spurred the need for vaccine risk communication. Often poorly understood adverse events are at the heart of a controversy where existing communication appears inadequate. The second hour of the session considers the ways in which concerns over vaccine safety have emerged and have been disseminated through popular media, legislative hearings, and Internet-based activism. As a case study, we review the controversy over the alleged connection between autism and the measles-mumps-rubella (MMR) vaccine.     10. From development to implementation: the meningitis and HPV stories   This session introduces the principal challenges and barriers to the development and implementation of two vaccines crucial to global health: human papilloma virus and meningitis vaccines. These case studies will draw on information learned in the course.     11. Challenges in vaccine development: the case of HIV The case of HIV vaccine research and development is discussed to illustrate the scientific and political challenges currently shaping the development of vaccines for major global diseases. As well as providing a broad outline of the history and challenges of the global effort to develop a preventive HIV vaccine, the session provides an overview of the current state of affairs in the path towards an AIDS vaccine. We focus on the challenges related to the development of global public goods in health, including global coordination, the challenges of securing the engagement of the pharmaceutical industry both in developed and developing countries, the need to involve people from most affected communities, the regulatory hurdles, and the fundamental need to ensure that national authorities, funders, and policy makers ensure that AIDS vaccine development be a critical public health priority.     12. Future Challenges in Vaccine Development and Application   This session ties together the information learned during the course. We discuss the challenges facing the development of new vaccines in the 21st century.     13. Final examination (2 hours)		Disease prevention & control				
Development and Application of Vaccines in Global Health	<br>  By the end of the course, students will be able to:    â€¢ Illustrate how vaccines work to provide individual and population immunity at an advanced level.     â€¢ Discuss the steps in the development of a safe, immunogenic and effective vaccine.    â€¢ Evaluate the challenges and obstacles of implementing immunization programs and strategies to improve their effectiveness.    â€¢ Critically discuss the factors that influence global vaccination policy, for existing vaccines as well as future vaccines.		1	denise.naniche@isglobal.org	2014-06-23 05:58:09	2019-08-14	2021-01-29 15:22:28	troped	romy	0		1 day pre-reading + 7 days online classes + 1 day online exam	School of Medicine  University of Barcelona  C/ Casanova, 143  08036 Barcelona  SPAIN				2014-06-23 11:14:03	Independent study hours: 49  Online classroom hours: 26 (2h exam included)    Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-05-31	2021-06-09	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Sessions will be combined lectures with participative activities designed to assist students in assimilating information. In-class activities will include structured questions and exercises to be resolved individually, in pairs or groups The result of the exercises will be shared and discussed with the class plenary.    Students will have required reading material to prepare in advance for each class. Those readings will be used to illustrate explanations and discussions in the classroom. Their content will also be used to prepare the exam questions.     Additionally, students will need to review the presentations and the notes taken from class in order to prepare for the exam.		<br>The students performance will be assessed individually. The final grade will be the result from:    1. A two-hour in content multiple-choice exam  (70% of final grade) covering all four learning objectives. Students need to reach at least 4 out of 10 in the exam to pass the course.    2. Active participation in class (30%).       Final grades will be given 15 days after the exam.    Re-sit: Students failing to reach a minimum of 5 grade (combining exam and participation)  will be asked to take a new exam within the following 2 weeks after communication of the grade.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English. TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>taxes 525â‚¬ fee plus approx. 90 â‚¬ university taxes	<br>There are no scholarships available for this course at the present time.	<br>We decided to change the main component of the student assessment from a paper submission to an examination. This was due to the fact that this course is usually scheduled at the end of the academic year in our master program, when most students are under pressure to finalize their Master Final Project (MFP). Preparing a paper for submission was considered by students a time management conflict and asked the type of assessment to be changed.	<br>This course has been consistently praised by students for being particularly well structured and step-wise developed. The presence of the coordinator in all sessions was also very well received.  Over the last five years, however, students expressed negative feedback about the teaching styles of some teachers. When that feedback was considered consistent, those teachers were replaced by new ones, without changing the objectives or the content. The last edition completed in May 2018 had a mean score of 4.7 out of 5 in the student feedback.	<br>The regular presence of the coordinator in the classroom, contributing to connect the different course content, even if when he or she is not the teacher, clearly offers a distinctive learning benefit for students.  Student feedback is key to detect teachers who are not fit for purpose.   Courses close to the end of the academic year must avoid the inclusion of the submission of papers as an important part of the student assessment	<br>  The course is divided into 13 two-hour sessions:     1. Introduction, history and current state of the art of vaccines   We start the course by travelling back a few centuries to the early stages of â€œvaccinologyâ€. The session will then focus on the history of the vaccines that have shaped public health through the 20th century. The session will also allow students to become familiar with scientific contributions of pioneers in the field of immunization. The session will then move into discussion of vaccines currently available and gaps and challenges in meeting global health needs of the 21st century.     2. How do vaccines work? Harnessing the innate and adaptive immune responses   This session introduces concepts of innate and adaptive immunity necessary for understanding how the immune system mounts an immune response and provides protection against pathogens. Since many vaccines are delivered at a very early age, we will also cover the development of fetal and infant immune systems and their response to vaccines. Students will be introduced to concepts of passive and active immunity as well as key differences in the immune response according to types of antigens present in pathogens and/or vaccines.     3. Long term immune protection and correlates of immunity   The concept of immunological memory both at the individual level and at the population level will be covered. Students will study the types of immunogens and immune responses, which give rise to long term protective immunity. In class discussion will focus on the successes and challenges in inducing long term immunity through vaccination. The second hour of the class introduces the concept of correlates of immunity or how vaccinologists define and measure protective immunity. Examples of traditional biological markers used as correlates of immunity as well as newer approaches will be used for class discussion.     4. Technical aspects of vaccine development: the preclinical phase and examples of malaria   This session will focus on the process of antigen discovery and selection of vaccine candidates. Students will learn the advantages and disadvantages of different immunogen delivery strategies including vectors, DNA, adjuvants and proteins. The extensive process of preclinical vaccine development will be detailed including the steps involved in in vitro and animal model testing of vaccine candidates prior to human clinical trials. Examples of preclinical vaccine development for existing and potential vaccines will be used for class discussion.     5. Steps in the development of a vaccine: from clinical trials to licensure   This session focus on the different phases of vaccine development prior to licensure. Students will learn the regulatory processes involved in licensing and commercializing a vaccine as well as mechanisms for ensuring quality of the final product. Examples of the steps involved in clinical development, licensing, certification and production of existing vaccines will be used for in class discussion.     6. Post-licensure evaluation of vaccine safety and effectiveness   This session delves into the issues of how adverse vaccine events are monitored and their impact on vaccine policy. The discussion will cover aspects of post licensure surveillance for low frequency adverse events as well as for vaccine safety in vulnerable populations. The second hour focus on post licensure evaluation of effectiveness of a vaccine.     7. Implementation and challenges of vaccine introduction   This session focus on the steps in introduction of a new vaccine. The session will cover the challenges in integrating a vaccine in national immunization programs. Factors such as the availability of site-specific data on disease burden as well as health system characteristics and policy issues and will be considered. The session introduces the various international bodies involved in promoting equity of access to vaccines as well as accelerating their uptake.     8. International policies and financing of vaccines   The first hour of the session introduces the concept of Global Health Public Goods (GHPG) which identifies a â€˜goodâ€™ or service as a global benefit which would not be produced or disseminated if left to market forces. The session also investigates the challenges related to the concept that no-one should be excluded from accessing the good. Vaccines are considered the paradigm of GHPG. The second hour helps the student to understand the role, interests, and power games of the institutions instrumental in managing vaccines as a global public health good. Historically, the World Health Organisation (WHO) has been the key player. However, in the last 2 decades, other key stakeholders have emerged, such as the GAVI Alliance, the Product Development Partnerships (PDPs) and the Bill & Melinda Gates Foundation. This session will give an overview of the complex scenario generated by the proliferation of new actors with overlapping vaccine agendas.     9. Vaccines in the community: acceptability, safety concerns and media responsibility   This session offers the student a logical framework to understand the controversial topics surrounding vaccine risk communication. Uncertainty about vaccine risks and benefits has spurred the need for vaccine risk communication. Often poorly understood adverse events are at the heart of a controversy where existing communication appears inadequate. The second hour of the session considers the ways in which concerns over vaccine safety have emerged and have been disseminated through popular media, legislative hearings, and Internet-based activism. As a case study, we review the controversy over the alleged connection between autism and the measles-mumps-rubella (MMR) vaccine.     10. From development to implementation: the meningitis and HPV stories   This session introduces the principal challenges and barriers to the development and implementation of two vaccines crucial to global health: human papilloma virus and meningitis vaccines. These case studies will draw on information learned in the course.     11. Challenges in vaccine development: the case of HIV The case of HIV vaccine research and development is discussed to illustrate the scientific and political challenges currently shaping the development of vaccines for major global diseases. As well as providing a broad outline of the history and challenges of the global effort to develop a preventive HIV vaccine, the session provides an overview of the current state of affairs in the path towards an AIDS vaccine. We focus on the challenges related to the development of global public goods in health, including global coordination, the challenges of securing the engagement of the pharmaceutical industry both in developed and developing countries, the need to involve people from most affected communities, the regulatory hurdles, and the fundamental need to ensure that national authorities, funders, and policy makers ensure that AIDS vaccine development be a critical public health priority.     12. Future Challenges in Vaccine Development and Application   This session ties together the information learned during the course. We discuss the challenges facing the development of new vaccines in the 21st century.     13. Final examination (2 hours)		Health Policy (incl. advocacy)				
Development and Application of Vaccines in Global Health	<br>  By the end of the course, students will be able to:    â€¢ Illustrate how vaccines work to provide individual and population immunity at an advanced level.     â€¢ Discuss the steps in the development of a safe, immunogenic and effective vaccine.    â€¢ Evaluate the challenges and obstacles of implementing immunization programs and strategies to improve their effectiveness.    â€¢ Critically discuss the factors that influence global vaccination policy, for existing vaccines as well as future vaccines.		1	denise.naniche@isglobal.org	2014-06-23 05:58:09	2019-08-14	2021-01-29 15:22:28	troped	romy	0		1 day pre-reading + 7 days online classes + 1 day online exam	School of Medicine  University of Barcelona  C/ Casanova, 143  08036 Barcelona  SPAIN				2014-06-23 11:14:03	Independent study hours: 49  Online classroom hours: 26 (2h exam included)    Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-05-31	2021-06-09	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Sessions will be combined lectures with participative activities designed to assist students in assimilating information. In-class activities will include structured questions and exercises to be resolved individually, in pairs or groups The result of the exercises will be shared and discussed with the class plenary.    Students will have required reading material to prepare in advance for each class. Those readings will be used to illustrate explanations and discussions in the classroom. Their content will also be used to prepare the exam questions.     Additionally, students will need to review the presentations and the notes taken from class in order to prepare for the exam.		<br>The students performance will be assessed individually. The final grade will be the result from:    1. A two-hour in content multiple-choice exam  (70% of final grade) covering all four learning objectives. Students need to reach at least 4 out of 10 in the exam to pass the course.    2. Active participation in class (30%).       Final grades will be given 15 days after the exam.    Re-sit: Students failing to reach a minimum of 5 grade (combining exam and participation)  will be asked to take a new exam within the following 2 weeks after communication of the grade.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English. TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>taxes 525â‚¬ fee plus approx. 90 â‚¬ university taxes	<br>There are no scholarships available for this course at the present time.	<br>We decided to change the main component of the student assessment from a paper submission to an examination. This was due to the fact that this course is usually scheduled at the end of the academic year in our master program, when most students are under pressure to finalize their Master Final Project (MFP). Preparing a paper for submission was considered by students a time management conflict and asked the type of assessment to be changed.	<br>This course has been consistently praised by students for being particularly well structured and step-wise developed. The presence of the coordinator in all sessions was also very well received.  Over the last five years, however, students expressed negative feedback about the teaching styles of some teachers. When that feedback was considered consistent, those teachers were replaced by new ones, without changing the objectives or the content. The last edition completed in May 2018 had a mean score of 4.7 out of 5 in the student feedback.	<br>The regular presence of the coordinator in the classroom, contributing to connect the different course content, even if when he or she is not the teacher, clearly offers a distinctive learning benefit for students.  Student feedback is key to detect teachers who are not fit for purpose.   Courses close to the end of the academic year must avoid the inclusion of the submission of papers as an important part of the student assessment	<br>  The course is divided into 13 two-hour sessions:     1. Introduction, history and current state of the art of vaccines   We start the course by travelling back a few centuries to the early stages of â€œvaccinologyâ€. The session will then focus on the history of the vaccines that have shaped public health through the 20th century. The session will also allow students to become familiar with scientific contributions of pioneers in the field of immunization. The session will then move into discussion of vaccines currently available and gaps and challenges in meeting global health needs of the 21st century.     2. How do vaccines work? Harnessing the innate and adaptive immune responses   This session introduces concepts of innate and adaptive immunity necessary for understanding how the immune system mounts an immune response and provides protection against pathogens. Since many vaccines are delivered at a very early age, we will also cover the development of fetal and infant immune systems and their response to vaccines. Students will be introduced to concepts of passive and active immunity as well as key differences in the immune response according to types of antigens present in pathogens and/or vaccines.     3. Long term immune protection and correlates of immunity   The concept of immunological memory both at the individual level and at the population level will be covered. Students will study the types of immunogens and immune responses, which give rise to long term protective immunity. In class discussion will focus on the successes and challenges in inducing long term immunity through vaccination. The second hour of the class introduces the concept of correlates of immunity or how vaccinologists define and measure protective immunity. Examples of traditional biological markers used as correlates of immunity as well as newer approaches will be used for class discussion.     4. Technical aspects of vaccine development: the preclinical phase and examples of malaria   This session will focus on the process of antigen discovery and selection of vaccine candidates. Students will learn the advantages and disadvantages of different immunogen delivery strategies including vectors, DNA, adjuvants and proteins. The extensive process of preclinical vaccine development will be detailed including the steps involved in in vitro and animal model testing of vaccine candidates prior to human clinical trials. Examples of preclinical vaccine development for existing and potential vaccines will be used for class discussion.     5. Steps in the development of a vaccine: from clinical trials to licensure   This session focus on the different phases of vaccine development prior to licensure. Students will learn the regulatory processes involved in licensing and commercializing a vaccine as well as mechanisms for ensuring quality of the final product. Examples of the steps involved in clinical development, licensing, certification and production of existing vaccines will be used for in class discussion.     6. Post-licensure evaluation of vaccine safety and effectiveness   This session delves into the issues of how adverse vaccine events are monitored and their impact on vaccine policy. The discussion will cover aspects of post licensure surveillance for low frequency adverse events as well as for vaccine safety in vulnerable populations. The second hour focus on post licensure evaluation of effectiveness of a vaccine.     7. Implementation and challenges of vaccine introduction   This session focus on the steps in introduction of a new vaccine. The session will cover the challenges in integrating a vaccine in national immunization programs. Factors such as the availability of site-specific data on disease burden as well as health system characteristics and policy issues and will be considered. The session introduces the various international bodies involved in promoting equity of access to vaccines as well as accelerating their uptake.     8. International policies and financing of vaccines   The first hour of the session introduces the concept of Global Health Public Goods (GHPG) which identifies a â€˜goodâ€™ or service as a global benefit which would not be produced or disseminated if left to market forces. The session also investigates the challenges related to the concept that no-one should be excluded from accessing the good. Vaccines are considered the paradigm of GHPG. The second hour helps the student to understand the role, interests, and power games of the institutions instrumental in managing vaccines as a global public health good. Historically, the World Health Organisation (WHO) has been the key player. However, in the last 2 decades, other key stakeholders have emerged, such as the GAVI Alliance, the Product Development Partnerships (PDPs) and the Bill & Melinda Gates Foundation. This session will give an overview of the complex scenario generated by the proliferation of new actors with overlapping vaccine agendas.     9. Vaccines in the community: acceptability, safety concerns and media responsibility   This session offers the student a logical framework to understand the controversial topics surrounding vaccine risk communication. Uncertainty about vaccine risks and benefits has spurred the need for vaccine risk communication. Often poorly understood adverse events are at the heart of a controversy where existing communication appears inadequate. The second hour of the session considers the ways in which concerns over vaccine safety have emerged and have been disseminated through popular media, legislative hearings, and Internet-based activism. As a case study, we review the controversy over the alleged connection between autism and the measles-mumps-rubella (MMR) vaccine.     10. From development to implementation: the meningitis and HPV stories   This session introduces the principal challenges and barriers to the development and implementation of two vaccines crucial to global health: human papilloma virus and meningitis vaccines. These case studies will draw on information learned in the course.     11. Challenges in vaccine development: the case of HIV The case of HIV vaccine research and development is discussed to illustrate the scientific and political challenges currently shaping the development of vaccines for major global diseases. As well as providing a broad outline of the history and challenges of the global effort to develop a preventive HIV vaccine, the session provides an overview of the current state of affairs in the path towards an AIDS vaccine. We focus on the challenges related to the development of global public goods in health, including global coordination, the challenges of securing the engagement of the pharmaceutical industry both in developed and developing countries, the need to involve people from most affected communities, the regulatory hurdles, and the fundamental need to ensure that national authorities, funders, and policy makers ensure that AIDS vaccine development be a critical public health priority.     12. Future Challenges in Vaccine Development and Application   This session ties together the information learned during the course. We discuss the challenges facing the development of new vaccines in the 21st century.     13. Final examination (2 hours)		Health economics				
Development and Application of Vaccines in Global Health	<br>  By the end of the course, students will be able to:    â€¢ Illustrate how vaccines work to provide individual and population immunity at an advanced level.     â€¢ Discuss the steps in the development of a safe, immunogenic and effective vaccine.    â€¢ Evaluate the challenges and obstacles of implementing immunization programs and strategies to improve their effectiveness.    â€¢ Critically discuss the factors that influence global vaccination policy, for existing vaccines as well as future vaccines.		1	denise.naniche@isglobal.org	2014-06-23 05:58:09	2019-08-14	2021-01-29 15:22:28	troped	romy	0		1 day pre-reading + 7 days online classes + 1 day online exam	School of Medicine  University of Barcelona  C/ Casanova, 143  08036 Barcelona  SPAIN				2014-06-23 11:14:03	Independent study hours: 49  Online classroom hours: 26 (2h exam included)    Online sessions in the mornings from 9:00 to 13:30 with 30 min break.    Total: 75 h	2021-05-31	2021-06-09	<br>Accredited in June 2014. Re-accredited in October 2018. This accreditation is valid until October 2023.	<br>Sessions will be combined lectures with participative activities designed to assist students in assimilating information. In-class activities will include structured questions and exercises to be resolved individually, in pairs or groups The result of the exercises will be shared and discussed with the class plenary.    Students will have required reading material to prepare in advance for each class. Those readings will be used to illustrate explanations and discussions in the classroom. Their content will also be used to prepare the exam questions.     Additionally, students will need to review the presentations and the notes taken from class in order to prepare for the exam.		<br>The students performance will be assessed individually. The final grade will be the result from:    1. A two-hour in content multiple-choice exam  (70% of final grade) covering all four learning objectives. Students need to reach at least 4 out of 10 in the exam to pass the course.    2. Active participation in class (30%).       Final grades will be given 15 days after the exam.    Re-sit: Students failing to reach a minimum of 5 grade (combining exam and participation)  will be asked to take a new exam within the following 2 weeks after communication of the grade.	<br>30 maximum students; 10 maximum tropEd students	<br>Students must have an advanced level of English. TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0; or equivalent.	<br>Students will be selected for this course based on a CV and letter of motivation.	<br>taxes 525â‚¬ fee plus approx. 90 â‚¬ university taxes	<br>There are no scholarships available for this course at the present time.	<br>We decided to change the main component of the student assessment from a paper submission to an examination. This was due to the fact that this course is usually scheduled at the end of the academic year in our master program, when most students are under pressure to finalize their Master Final Project (MFP). Preparing a paper for submission was considered by students a time management conflict and asked the type of assessment to be changed.	<br>This course has been consistently praised by students for being particularly well structured and step-wise developed. The presence of the coordinator in all sessions was also very well received.  Over the last five years, however, students expressed negative feedback about the teaching styles of some teachers. When that feedback was considered consistent, those teachers were replaced by new ones, without changing the objectives or the content. The last edition completed in May 2018 had a mean score of 4.7 out of 5 in the student feedback.	<br>The regular presence of the coordinator in the classroom, contributing to connect the different course content, even if when he or she is not the teacher, clearly offers a distinctive learning benefit for students.  Student feedback is key to detect teachers who are not fit for purpose.   Courses close to the end of the academic year must avoid the inclusion of the submission of papers as an important part of the student assessment	<br>  The course is divided into 13 two-hour sessions:     1. Introduction, history and current state of the art of vaccines   We start the course by travelling back a few centuries to the early stages of â€œvaccinologyâ€. The session will then focus on the history of the vaccines that have shaped public health through the 20th century. The session will also allow students to become familiar with scientific contributions of pioneers in the field of immunization. The session will then move into discussion of vaccines currently available and gaps and challenges in meeting global health needs of the 21st century.     2. How do vaccines work? Harnessing the innate and adaptive immune responses   This session introduces concepts of innate and adaptive immunity necessary for understanding how the immune system mounts an immune response and provides protection against pathogens. Since many vaccines are delivered at a very early age, we will also cover the development of fetal and infant immune systems and their response to vaccines. Students will be introduced to concepts of passive and active immunity as well as key differences in the immune response according to types of antigens present in pathogens and/or vaccines.     3. Long term immune protection and correlates of immunity   The concept of immunological memory both at the individual level and at the population level will be covered. Students will study the types of immunogens and immune responses, which give rise to long term protective immunity. In class discussion will focus on the successes and challenges in inducing long term immunity through vaccination. The second hour of the class introduces the concept of correlates of immunity or how vaccinologists define and measure protective immunity. Examples of traditional biological markers used as correlates of immunity as well as newer approaches will be used for class discussion.     4. Technical aspects of vaccine development: the preclinical phase and examples of malaria   This session will focus on the process of antigen discovery and selection of vaccine candidates. Students will learn the advantages and disadvantages of different immunogen delivery strategies including vectors, DNA, adjuvants and proteins. The extensive process of preclinical vaccine development will be detailed including the steps involved in in vitro and animal model testing of vaccine candidates prior to human clinical trials. Examples of preclinical vaccine development for existing and potential vaccines will be used for class discussion.     5. Steps in the development of a vaccine: from clinical trials to licensure   This session focus on the different phases of vaccine development prior to licensure. Students will learn the regulatory processes involved in licensing and commercializing a vaccine as well as mechanisms for ensuring quality of the final product. Examples of the steps involved in clinical development, licensing, certification and production of existing vaccines will be used for in class discussion.     6. Post-licensure evaluation of vaccine safety and effectiveness   This session delves into the issues of how adverse vaccine events are monitored and their impact on vaccine policy. The discussion will cover aspects of post licensure surveillance for low frequency adverse events as well as for vaccine safety in vulnerable populations. The second hour focus on post licensure evaluation of effectiveness of a vaccine.     7. Implementation and challenges of vaccine introduction   This session focus on the steps in introduction of a new vaccine. The session will cover the challenges in integrating a vaccine in national immunization programs. Factors such as the availability of site-specific data on disease burden as well as health system characteristics and policy issues and will be considered. The session introduces the various international bodies involved in promoting equity of access to vaccines as well as accelerating their uptake.     8. International policies and financing of vaccines   The first hour of the session introduces the concept of Global Health Public Goods (GHPG) which identifies a â€˜goodâ€™ or service as a global benefit which would not be produced or disseminated if left to market forces. The session also investigates the challenges related to the concept that no-one should be excluded from accessing the good. Vaccines are considered the paradigm of GHPG. The second hour helps the student to understand the role, interests, and power games of the institutions instrumental in managing vaccines as a global public health good. Historically, the World Health Organisation (WHO) has been the key player. However, in the last 2 decades, other key stakeholders have emerged, such as the GAVI Alliance, the Product Development Partnerships (PDPs) and the Bill & Melinda Gates Foundation. This session will give an overview of the complex scenario generated by the proliferation of new actors with overlapping vaccine agendas.     9. Vaccines in the community: acceptability, safety concerns and media responsibility   This session offers the student a logical framework to understand the controversial topics surrounding vaccine risk communication. Uncertainty about vaccine risks and benefits has spurred the need for vaccine risk communication. Often poorly understood adverse events are at the heart of a controversy where existing communication appears inadequate. The second hour of the session considers the ways in which concerns over vaccine safety have emerged and have been disseminated through popular media, legislative hearings, and Internet-based activism. As a case study, we review the controversy over the alleged connection between autism and the measles-mumps-rubella (MMR) vaccine.     10. From development to implementation: the meningitis and HPV stories   This session introduces the principal challenges and barriers to the development and implementation of two vaccines crucial to global health: human papilloma virus and meningitis vaccines. These case studies will draw on information learned in the course.     11. Challenges in vaccine development: the case of HIV The case of HIV vaccine research and development is discussed to illustrate the scientific and political challenges currently shaping the development of vaccines for major global diseases. As well as providing a broad outline of the history and challenges of the global effort to develop a preventive HIV vaccine, the session provides an overview of the current state of affairs in the path towards an AIDS vaccine. We focus on the challenges related to the development of global public goods in health, including global coordination, the challenges of securing the engagement of the pharmaceutical industry both in developed and developing countries, the need to involve people from most affected communities, the regulatory hurdles, and the fundamental need to ensure that national authorities, funders, and policy makers ensure that AIDS vaccine development be a critical public health priority.     12. Future Challenges in Vaccine Development and Application   This session ties together the information learned during the course. We discuss the challenges facing the development of new vaccines in the 21st century.     13. Final examination (2 hours)						
Models of behavioral change in public health	<br>At the end of the module the student should be able to    â€¢ Apply methods for the study of lifestyles and their behavioral components to promote healthy lifestyles.  â€¢ Analyze the role of social and behavioral factors in order to generate behavioral change interventions for various public health problems.   â€¢ Formulate interventions of self care, taking the populationâ€™s social characteristics and health profile into account.  â€¢ Assess the relationship among variables and outcomes in an intervention.		0	lmagana@insp.mx	2014-06-23 07:51:22	2014-06-23	2021-03-12 05:28:31	troped	troped	0	Mexico - Instituto Nacional de Salud PÃºblica, National Insitute of Public Health	10 weeks	INSP facilities in Cuernavaca, MÃ©xico	Marcela SÃ¡nchez Estrada	Spanish	advanced optional	2014-06-23 12:59:04	60 hours  4 hours per week in two sessions face to face work, and 2 self study hours	2014-09-24	2014-11-26	<br>Accredited in September 2008, re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Prior to each class session students will be required to review the material suggested by the instructor, with the aim of generating their own reflections and sharing them with their classmates.   Various work strategies will be utilized, such as:     Problem-Based Learning Technique. Will be used for the initial tackling of various behavior modification models applied to health problems. Work teams will be created with a maximum of 6 and a minimum of 3 students. A scenario related to the intake of sweetened beverages and its relation to obesity will be presented to each team, including individual, cultural and product access elements.   Students will analyze the elements presented, and will recognize the need to identify and become familiar with different behavior modification models and their application to this problem. These will be based on group discussions and the guidance of the expert.   Finally, they will develop an intervention proposal based (final paper) on the elements presented in the scenario and the theoretical concepts of one of the behavior modification models. The final paper will have specific characteristics and it will count for the studentâ€™s final grade (rubic of final paper).  Interventions proposals will be presented to the group for discussion and to a group of experts in nutrition and behavior modification for feedback and evaluation (rubric or presentation PBL)  Evaluation rubrics of final paper and presentation will be given to the students at the beginning of the course along with the didactic unit, for discussion.      Expository teaching techniques. Instructor and students will carry out presentations on various topics based on course material, in order to address the issues described and enrich them with additional material as well as the presentersâ€™ experience (rubic of teaching techniques)    Individual work. Students will be required to hand in reading summaries or mental maps at each class session. These activities promote the organization of ideas by students, support them in the systemization of learning and are a basis for participation in team and group work.		<br>The teaching/learning will be evaluated through the following criteria:    Individual work (mental maps summaries)                    20%  Expository teaching techniques (rubic)                         30%  Final paper  PBL Problem-Based Methodology   (rubric of final paper)                                                    40%  Presentation of the final paper   (rubric)                        10%        The PBL will count as the final paper and de presentation of it.   Evaluation rubrics will be given to the students at the beginning of the course with the didactic unit, for discussion.	<br>Minimum 8, maximum 30 students	<br>â€¢ Be enrolled in a Masterâ€™s program accredited by TROPEd or CEPH.  â€¢ Have a sufficient command of the Spanish language, as determined by an INSP exam.		426 EUR	none				<br>Topic I. Introduction to the field of Behavioral Sciences and its relation to Public Health.   - Behavioral sciences  and biopsychosocial approach  - Health psychology and its contributions to public health    Topic II. Basic concepts of Behavioral Sciences and models of behavior modification.   - Behavior and health, and behavior modification (main concepts)  - Behavior analysis and variables related  - Health belief model  - Reasoned action and planned behavior theories  - Social cognitive theory  - Transtheoretical model of health behavior change  -   Topic III. Application of behavior modification models to public health.   - Social representations.  - Ecological model.   - The problem of therapeutic adherence.    - Harm reduction theory  - Applications of health belief model, reasoned action and planned behavior theories, social cognitive theory and transtheoretical model of health behavior change to specific public health problems     Topic IV. Psychology and health promotion.   - Behavioral change in the sphere of health promotion.   - Community interventions.   - Social and psychological consumer marketing used for health programs.     Topic V. Social networks and their implications for health.  - Social networks and social support in health interventions	Mexico	Behavioral aspects (in gen.)	Face to face		2 ECTS credits	
Models of behavioral change in public health	<br>At the end of the module the student should be able to    â€¢ Apply methods for the study of lifestyles and their behavioral components to promote healthy lifestyles.  â€¢ Analyze the role of social and behavioral factors in order to generate behavioral change interventions for various public health problems.   â€¢ Formulate interventions of self care, taking the populationâ€™s social characteristics and health profile into account.  â€¢ Assess the relationship among variables and outcomes in an intervention.		0	lmagana@insp.mx	2014-06-23 07:51:22	2014-06-23	2021-03-12 05:28:31	troped	troped	0		10 weeks	INSP facilities in Cuernavaca, MÃ©xico				2014-06-23 12:59:04	60 hours  4 hours per week in two sessions face to face work, and 2 self study hours	2014-09-24	2014-11-26	<br>Accredited in September 2008, re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Prior to each class session students will be required to review the material suggested by the instructor, with the aim of generating their own reflections and sharing them with their classmates.   Various work strategies will be utilized, such as:     Problem-Based Learning Technique. Will be used for the initial tackling of various behavior modification models applied to health problems. Work teams will be created with a maximum of 6 and a minimum of 3 students. A scenario related to the intake of sweetened beverages and its relation to obesity will be presented to each team, including individual, cultural and product access elements.   Students will analyze the elements presented, and will recognize the need to identify and become familiar with different behavior modification models and their application to this problem. These will be based on group discussions and the guidance of the expert.   Finally, they will develop an intervention proposal based (final paper) on the elements presented in the scenario and the theoretical concepts of one of the behavior modification models. The final paper will have specific characteristics and it will count for the studentâ€™s final grade (rubic of final paper).  Interventions proposals will be presented to the group for discussion and to a group of experts in nutrition and behavior modification for feedback and evaluation (rubric or presentation PBL)  Evaluation rubrics of final paper and presentation will be given to the students at the beginning of the course along with the didactic unit, for discussion.      Expository teaching techniques. Instructor and students will carry out presentations on various topics based on course material, in order to address the issues described and enrich them with additional material as well as the presentersâ€™ experience (rubic of teaching techniques)    Individual work. Students will be required to hand in reading summaries or mental maps at each class session. These activities promote the organization of ideas by students, support them in the systemization of learning and are a basis for participation in team and group work.		<br>The teaching/learning will be evaluated through the following criteria:    Individual work (mental maps summaries)                    20%  Expository teaching techniques (rubic)                         30%  Final paper  PBL Problem-Based Methodology   (rubric of final paper)                                                    40%  Presentation of the final paper   (rubric)                        10%        The PBL will count as the final paper and de presentation of it.   Evaluation rubrics will be given to the students at the beginning of the course with the didactic unit, for discussion.	<br>Minimum 8, maximum 30 students	<br>â€¢ Be enrolled in a Masterâ€™s program accredited by TROPEd or CEPH.  â€¢ Have a sufficient command of the Spanish language, as determined by an INSP exam.		426 EUR	none				<br>Topic I. Introduction to the field of Behavioral Sciences and its relation to Public Health.   - Behavioral sciences  and biopsychosocial approach  - Health psychology and its contributions to public health    Topic II. Basic concepts of Behavioral Sciences and models of behavior modification.   - Behavior and health, and behavior modification (main concepts)  - Behavior analysis and variables related  - Health belief model  - Reasoned action and planned behavior theories  - Social cognitive theory  - Transtheoretical model of health behavior change  -   Topic III. Application of behavior modification models to public health.   - Social representations.  - Ecological model.   - The problem of therapeutic adherence.    - Harm reduction theory  - Applications of health belief model, reasoned action and planned behavior theories, social cognitive theory and transtheoretical model of health behavior change to specific public health problems     Topic IV. Psychology and health promotion.   - Behavioral change in the sphere of health promotion.   - Community interventions.   - Social and psychological consumer marketing used for health programs.     Topic V. Social networks and their implications for health.  - Social networks and social support in health interventions		Planning and programming (incl.. budgeting and evaluation)				
Models of behavioral change in public health	<br>At the end of the module the student should be able to    â€¢ Apply methods for the study of lifestyles and their behavioral components to promote healthy lifestyles.  â€¢ Analyze the role of social and behavioral factors in order to generate behavioral change interventions for various public health problems.   â€¢ Formulate interventions of self care, taking the populationâ€™s social characteristics and health profile into account.  â€¢ Assess the relationship among variables and outcomes in an intervention.		0	lmagana@insp.mx	2014-06-23 07:51:22	2014-06-23	2021-03-12 05:28:31	troped	troped	0		10 weeks	INSP facilities in Cuernavaca, MÃ©xico				2014-06-23 12:59:04	60 hours  4 hours per week in two sessions face to face work, and 2 self study hours	2014-09-24	2014-11-26	<br>Accredited in September 2008, re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Prior to each class session students will be required to review the material suggested by the instructor, with the aim of generating their own reflections and sharing them with their classmates.   Various work strategies will be utilized, such as:     Problem-Based Learning Technique. Will be used for the initial tackling of various behavior modification models applied to health problems. Work teams will be created with a maximum of 6 and a minimum of 3 students. A scenario related to the intake of sweetened beverages and its relation to obesity will be presented to each team, including individual, cultural and product access elements.   Students will analyze the elements presented, and will recognize the need to identify and become familiar with different behavior modification models and their application to this problem. These will be based on group discussions and the guidance of the expert.   Finally, they will develop an intervention proposal based (final paper) on the elements presented in the scenario and the theoretical concepts of one of the behavior modification models. The final paper will have specific characteristics and it will count for the studentâ€™s final grade (rubic of final paper).  Interventions proposals will be presented to the group for discussion and to a group of experts in nutrition and behavior modification for feedback and evaluation (rubric or presentation PBL)  Evaluation rubrics of final paper and presentation will be given to the students at the beginning of the course along with the didactic unit, for discussion.      Expository teaching techniques. Instructor and students will carry out presentations on various topics based on course material, in order to address the issues described and enrich them with additional material as well as the presentersâ€™ experience (rubic of teaching techniques)    Individual work. Students will be required to hand in reading summaries or mental maps at each class session. These activities promote the organization of ideas by students, support them in the systemization of learning and are a basis for participation in team and group work.		<br>The teaching/learning will be evaluated through the following criteria:    Individual work (mental maps summaries)                    20%  Expository teaching techniques (rubic)                         30%  Final paper  PBL Problem-Based Methodology   (rubric of final paper)                                                    40%  Presentation of the final paper   (rubric)                        10%        The PBL will count as the final paper and de presentation of it.   Evaluation rubrics will be given to the students at the beginning of the course with the didactic unit, for discussion.	<br>Minimum 8, maximum 30 students	<br>â€¢ Be enrolled in a Masterâ€™s program accredited by TROPEd or CEPH.  â€¢ Have a sufficient command of the Spanish language, as determined by an INSP exam.		426 EUR	none				<br>Topic I. Introduction to the field of Behavioral Sciences and its relation to Public Health.   - Behavioral sciences  and biopsychosocial approach  - Health psychology and its contributions to public health    Topic II. Basic concepts of Behavioral Sciences and models of behavior modification.   - Behavior and health, and behavior modification (main concepts)  - Behavior analysis and variables related  - Health belief model  - Reasoned action and planned behavior theories  - Social cognitive theory  - Transtheoretical model of health behavior change  -   Topic III. Application of behavior modification models to public health.   - Social representations.  - Ecological model.   - The problem of therapeutic adherence.    - Harm reduction theory  - Applications of health belief model, reasoned action and planned behavior theories, social cognitive theory and transtheoretical model of health behavior change to specific public health problems     Topic IV. Psychology and health promotion.   - Behavioral change in the sphere of health promotion.   - Community interventions.   - Social and psychological consumer marketing used for health programs.     Topic V. Social networks and their implications for health.  - Social networks and social support in health interventions		Team-work (incl. interdisciplinary, inter-professional)				
Models of behavioral change in public health	<br>At the end of the module the student should be able to    â€¢ Apply methods for the study of lifestyles and their behavioral components to promote healthy lifestyles.  â€¢ Analyze the role of social and behavioral factors in order to generate behavioral change interventions for various public health problems.   â€¢ Formulate interventions of self care, taking the populationâ€™s social characteristics and health profile into account.  â€¢ Assess the relationship among variables and outcomes in an intervention.		0	lmagana@insp.mx	2014-06-23 07:51:22	2014-06-23	2021-03-12 05:28:31	troped	troped	0		10 weeks	INSP facilities in Cuernavaca, MÃ©xico				2014-06-23 12:59:04	60 hours  4 hours per week in two sessions face to face work, and 2 self study hours	2014-09-24	2014-11-26	<br>Accredited in September 2008, re-accredited in June 2014. This accreditation is valid until June 2019.	<br>Prior to each class session students will be required to review the material suggested by the instructor, with the aim of generating their own reflections and sharing them with their classmates.   Various work strategies will be utilized, such as:     Problem-Based Learning Technique. Will be used for the initial tackling of various behavior modification models applied to health problems. Work teams will be created with a maximum of 6 and a minimum of 3 students. A scenario related to the intake of sweetened beverages and its relation to obesity will be presented to each team, including individual, cultural and product access elements.   Students will analyze the elements presented, and will recognize the need to identify and become familiar with different behavior modification models and their application to this problem. These will be based on group discussions and the guidance of the expert.   Finally, they will develop an intervention proposal based (final paper) on the elements presented in the scenario and the theoretical concepts of one of the behavior modification models. The final paper will have specific characteristics and it will count for the studentâ€™s final grade (rubic of final paper).  Interventions proposals will be presented to the group for discussion and to a group of experts in nutrition and behavior modification for feedback and evaluation (rubric or presentation PBL)  Evaluation rubrics of final paper and presentation will be given to the students at the beginning of the course along with the didactic unit, for discussion.      Expository teaching techniques. Instructor and students will carry out presentations on various topics based on course material, in order to address the issues described and enrich them with additional material as well as the presentersâ€™ experience (rubic of teaching techniques)    Individual work. Students will be required to hand in reading summaries or mental maps at each class session. These activities promote the organization of ideas by students, support them in the systemization of learning and are a basis for participation in team and group work.		<br>The teaching/learning will be evaluated through the following criteria:    Individual work (mental maps summaries)                    20%  Expository teaching techniques (rubic)                         30%  Final paper  PBL Problem-Based Methodology   (rubric of final paper)                                                    40%  Presentation of the final paper   (rubric)                        10%        The PBL will count as the final paper and de presentation of it.   Evaluation rubrics will be given to the students at the beginning of the course with the didactic unit, for discussion.	<br>Minimum 8, maximum 30 students	<br>â€¢ Be enrolled in a Masterâ€™s program accredited by TROPEd or CEPH.  â€¢ Have a sufficient command of the Spanish language, as determined by an INSP exam.		426 EUR	none				<br>Topic I. Introduction to the field of Behavioral Sciences and its relation to Public Health.   - Behavioral sciences  and biopsychosocial approach  - Health psychology and its contributions to public health    Topic II. Basic concepts of Behavioral Sciences and models of behavior modification.   - Behavior and health, and behavior modification (main concepts)  - Behavior analysis and variables related  - Health belief model  - Reasoned action and planned behavior theories  - Social cognitive theory  - Transtheoretical model of health behavior change  -   Topic III. Application of behavior modification models to public health.   - Social representations.  - Ecological model.   - The problem of therapeutic adherence.    - Harm reduction theory  - Applications of health belief model, reasoned action and planned behavior theories, social cognitive theory and transtheoretical model of health behavior change to specific public health problems     Topic IV. Psychology and health promotion.   - Behavioral change in the sphere of health promotion.   - Community interventions.   - Social and psychological consumer marketing used for health programs.     Topic V. Social networks and their implications for health.  - Social networks and social support in health interventions						
Sampling methods: developing sampling strategies for epidemiological studies	<br>This module aims at training students in the development of a sampling strategy and the selection of sample units for specific types of sampling methods.    More specifically, by the end of the module, students should be able to, accordingly to a research question and an appropriate study design to answer to that question:  - Critically select the type of sample to be drawn and justify their choice  - Develop a sampling strategy that includes: identification of basic sample units and means to effectively reach those basic sample units (e.g., sampling frames, selection of BSU)		0	mrfom@ihmt.unl.pt	2014-06-23 08:16:11	2016-01-30	2019-10-16 20:44:31	troped	troped	0	Portugal - Instituto de Higiene e Medicina Tropical , Universidade Nova de Lisboa	2 weeks , full time	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal	Prof. InÃªs Fronteira	English	advanced optional	2014-06-23 13:23:22	60 hours SIT  Contact: 20 hours (12 of Lectures, 8 Tutorials)  Self-study: 40 hours (20 private reading, 20 writing assessment)	2018-09-04	2018-09-15	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>Interactive method  The theory about type of samples and sampling principles are going to be reviewed in interactive lectures and the subject of designing sampling strategies, i.e., how to effectively reach those what we want to sample will be also covered (12h).   Problem based learning  After that, students are going to be divided into small groups (3 students per group).  Each group will be given an assignment consisting of a problem consisting of an introduction (background for the research question), a research question, the objectives of the study and the type of study to be conducted (e.g., RCT, Cohort, etc). Students will be asked to select the most appropriate type of sample to answer to research question and to justify their choice. Additionally they will have to identify, when applicable, the sampling frame, basic sample unit, and develop a strategy to select the BSU as a well as an implementation guide of the sampling strategy. Each group will have a different research question to work on and will have to prepare an oral presentation of their work. Groups will have tutorials  (8h) with the teacher to discuss and guide their choices. This presentation will be discussed in a plenary session with the other groups and with the teacher. The teacher will comment on the work developed and students from other groups are also expected to participate in the discussion.	<br>This module is part of the IHMT post graduate programmes in Epidemiology (MSc).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  Students will be assessed by   1 â€“ Group work â€“ the work developed by the group during tutorials, presentation and discussion will be assessed using a checklist that will be given to students when the group assignments are distributed. The assessment will be on the group, thus it is expected that all students will have the same grade. The grade of the group work will represent 40% of the student final grade and must be equal or above 10 (out of 20)  2. Individual written work (max 3500 words) â€“ after presentation and discussion of group work, students will be given an individual assignment consisting of an introduction, research question and objectives of the study and a study design. Students must choose and justify the choice of the type of sample, identify BSU, sampling frames etc. and develop an implementation plan. The assignment will be the same for all students and not necessarily similar to those developed by the groups. A checklist will be used to assess the written work and it will be presented to students at the same time of the individual written assignment. The grade of the written work will represent 60% of the final grade and must be equal or above 10 (out of 20)    If students do not reach 10 out of 20 as the final mark they will have to do a written re-sit 60 minute exam 4 weeks after the course.	<br>Maximum number of students: 20; Minimum 10	<br>Students should have prior knowledge on types of samples and their basic design and on computation of sample size.  Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  Students admitted to a Public Sciences related Masterâ€™s Degree Programme may join this course (e.g. tropEd  Network).	<br>Eligible students will be admitted on a first come first served basis	<br>200 EUR	Not available				<br>Students attending this course should have previous knowledge (definition and major features, advantages and disadvantages) on simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling.  In the first part of the course, concepts on sampling will be reviewed and will cover   1. Introduction to sampling:  1.1. What makes a good sample? Considerations about representativeness, external and internal validity;  1.2. Sampling and non-sampling errors: random errors, bias and confounders.  2. From designing a good sample to choosing sampling units:  2.1. Common sample designs in epidemiology and major features: simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling;  After reviewing the contents above mentioned, we will focus on how to design effective sampling strategies, i.e, how to go from the theoretical sampling procedure to really getting the basic sample units needed to answer the research question. Thus, we will focus on:  3. choice of sampling frames and sampling units according to a given type of sample, preparing field work (e.g., preparing manuals for guaranteeing that those collecting data are able to select the BSU with a minimum bias possible.	Portugal	Epidemiology	Face to face		2 ECTS credits	
Sampling methods: developing sampling strategies for epidemiological studies	<br>This module aims at training students in the development of a sampling strategy and the selection of sample units for specific types of sampling methods.    More specifically, by the end of the module, students should be able to, accordingly to a research question and an appropriate study design to answer to that question:  - Critically select the type of sample to be drawn and justify their choice  - Develop a sampling strategy that includes: identification of basic sample units and means to effectively reach those basic sample units (e.g., sampling frames, selection of BSU)		0	mrfom@ihmt.unl.pt	2014-06-23 08:16:11	2016-01-30	2019-10-16 20:44:31	troped	troped	0		2 weeks , full time	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2014-06-23 13:23:22	60 hours SIT  Contact: 20 hours (12 of Lectures, 8 Tutorials)  Self-study: 40 hours (20 private reading, 20 writing assessment)	2018-09-04	2018-09-15	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>Interactive method  The theory about type of samples and sampling principles are going to be reviewed in interactive lectures and the subject of designing sampling strategies, i.e., how to effectively reach those what we want to sample will be also covered (12h).   Problem based learning  After that, students are going to be divided into small groups (3 students per group).  Each group will be given an assignment consisting of a problem consisting of an introduction (background for the research question), a research question, the objectives of the study and the type of study to be conducted (e.g., RCT, Cohort, etc). Students will be asked to select the most appropriate type of sample to answer to research question and to justify their choice. Additionally they will have to identify, when applicable, the sampling frame, basic sample unit, and develop a strategy to select the BSU as a well as an implementation guide of the sampling strategy. Each group will have a different research question to work on and will have to prepare an oral presentation of their work. Groups will have tutorials  (8h) with the teacher to discuss and guide their choices. This presentation will be discussed in a plenary session with the other groups and with the teacher. The teacher will comment on the work developed and students from other groups are also expected to participate in the discussion.	<br>This module is part of the IHMT post graduate programmes in Epidemiology (MSc).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  Students will be assessed by   1 â€“ Group work â€“ the work developed by the group during tutorials, presentation and discussion will be assessed using a checklist that will be given to students when the group assignments are distributed. The assessment will be on the group, thus it is expected that all students will have the same grade. The grade of the group work will represent 40% of the student final grade and must be equal or above 10 (out of 20)  2. Individual written work (max 3500 words) â€“ after presentation and discussion of group work, students will be given an individual assignment consisting of an introduction, research question and objectives of the study and a study design. Students must choose and justify the choice of the type of sample, identify BSU, sampling frames etc. and develop an implementation plan. The assignment will be the same for all students and not necessarily similar to those developed by the groups. A checklist will be used to assess the written work and it will be presented to students at the same time of the individual written assignment. The grade of the written work will represent 60% of the final grade and must be equal or above 10 (out of 20)    If students do not reach 10 out of 20 as the final mark they will have to do a written re-sit 60 minute exam 4 weeks after the course.	<br>Maximum number of students: 20; Minimum 10	<br>Students should have prior knowledge on types of samples and their basic design and on computation of sample size.  Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  Students admitted to a Public Sciences related Masterâ€™s Degree Programme may join this course (e.g. tropEd  Network).	<br>Eligible students will be admitted on a first come first served basis	<br>200 EUR	Not available				<br>Students attending this course should have previous knowledge (definition and major features, advantages and disadvantages) on simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling.  In the first part of the course, concepts on sampling will be reviewed and will cover   1. Introduction to sampling:  1.1. What makes a good sample? Considerations about representativeness, external and internal validity;  1.2. Sampling and non-sampling errors: random errors, bias and confounders.  2. From designing a good sample to choosing sampling units:  2.1. Common sample designs in epidemiology and major features: simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling;  After reviewing the contents above mentioned, we will focus on how to design effective sampling strategies, i.e, how to go from the theoretical sampling procedure to really getting the basic sample units needed to answer the research question. Thus, we will focus on:  3. choice of sampling frames and sampling units according to a given type of sample, preparing field work (e.g., preparing manuals for guaranteeing that those collecting data are able to select the BSU with a minimum bias possible.		Research (in general)				
Sampling methods: developing sampling strategies for epidemiological studies	<br>This module aims at training students in the development of a sampling strategy and the selection of sample units for specific types of sampling methods.    More specifically, by the end of the module, students should be able to, accordingly to a research question and an appropriate study design to answer to that question:  - Critically select the type of sample to be drawn and justify their choice  - Develop a sampling strategy that includes: identification of basic sample units and means to effectively reach those basic sample units (e.g., sampling frames, selection of BSU)		0	mrfom@ihmt.unl.pt	2014-06-23 08:16:11	2016-01-30	2019-10-16 20:44:31	troped	troped	0		2 weeks , full time	Instituto de Higiene e Medicina Tropical (IHMT)  Universidade Nova de Lisboa  Rua da Junqueira NÂº 100  1349-008 Lisboa  Portugal				2014-06-23 13:23:22	60 hours SIT  Contact: 20 hours (12 of Lectures, 8 Tutorials)  Self-study: 40 hours (20 private reading, 20 writing assessment)	2018-09-04	2018-09-15	<br>Accredited in June 2014. This accreditation is valid until June 2019.	<br>Interactive method  The theory about type of samples and sampling principles are going to be reviewed in interactive lectures and the subject of designing sampling strategies, i.e., how to effectively reach those what we want to sample will be also covered (12h).   Problem based learning  After that, students are going to be divided into small groups (3 students per group).  Each group will be given an assignment consisting of a problem consisting of an introduction (background for the research question), a research question, the objectives of the study and the type of study to be conducted (e.g., RCT, Cohort, etc). Students will be asked to select the most appropriate type of sample to answer to research question and to justify their choice. Additionally they will have to identify, when applicable, the sampling frame, basic sample unit, and develop a strategy to select the BSU as a well as an implementation guide of the sampling strategy. Each group will have a different research question to work on and will have to prepare an oral presentation of their work. Groups will have tutorials  (8h) with the teacher to discuss and guide their choices. This presentation will be discussed in a plenary session with the other groups and with the teacher. The teacher will comment on the work developed and students from other groups are also expected to participate in the discussion.	<br>This module is part of the IHMT post graduate programmes in Epidemiology (MSc).	<br>If students do not attend at least two thirds of the lessons, they are automatically dismissed from the course without any refund.  Students will be assessed by   1 â€“ Group work â€“ the work developed by the group during tutorials, presentation and discussion will be assessed using a checklist that will be given to students when the group assignments are distributed. The assessment will be on the group, thus it is expected that all students will have the same grade. The grade of the group work will represent 40% of the student final grade and must be equal or above 10 (out of 20)  2. Individual written work (max 3500 words) â€“ after presentation and discussion of group work, students will be given an individual assignment consisting of an introduction, research question and objectives of the study and a study design. Students must choose and justify the choice of the type of sample, identify BSU, sampling frames etc. and develop an implementation plan. The assignment will be the same for all students and not necessarily similar to those developed by the groups. A checklist will be used to assess the written work and it will be presented to students at the same time of the individual written assignment. The grade of the written work will represent 60% of the final grade and must be equal or above 10 (out of 20)    If students do not reach 10 out of 20 as the final mark they will have to do a written re-sit 60 minute exam 4 weeks after the course.	<br>Maximum number of students: 20; Minimum 10	<br>Students should have prior knowledge on types of samples and their basic design and on computation of sample size.  Students should be proficient in English or Portuguese.   Level of English proficiency expected: TOEFL test score 213 computer-based or 550 paper-based or 79-80 internet-based or IELTS band 6.0.  Students admitted to a Public Sciences related Masterâ€™s Degree Programme may join this course (e.g. tropEd  Network).	<br>Eligible students will be admitted on a first come first served basis	<br>200 EUR	Not available				<br>Students attending this course should have previous knowledge (definition and major features, advantages and disadvantages) on simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling.  In the first part of the course, concepts on sampling will be reviewed and will cover   1. Introduction to sampling:  1.1. What makes a good sample? Considerations about representativeness, external and internal validity;  1.2. Sampling and non-sampling errors: random errors, bias and confounders.  2. From designing a good sample to choosing sampling units:  2.1. Common sample designs in epidemiology and major features: simple random sampling, stratified sampling, quota sampling, cluster sampling, systematic sampling, snowball sampling, respondent driven sampling;  After reviewing the contents above mentioned, we will focus on how to design effective sampling strategies, i.e, how to go from the theoretical sampling procedure to really getting the basic sample units needed to answer the research question. Thus, we will focus on:  3. choice of sampling frames and sampling units according to a given type of sample, preparing field work (e.g., preparing manuals for guaranteeing that those collecting data are able to select the BSU with a minimum bias possible.						
Social Determinants of Health from a Global Perspective	At the end of the course students will be able to:    1. Discuss the characteristics of the main determinants that influence the health of populations from different areas of the planet    2. Appraise the distribution of health and its determinants at global level and make relevant comparisons between regions and countries.    3. Analyze the key factors that explain the global health inequalities and their relevance in the design of policies and interventions to tackle their impact in the population.		1	nuria.casamitjana@isglobal.org	2014-12-08 03:26:22	2019-08-09	2020-07-01 09:41:07	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	2 weeks; 1 day pre-reading prior to beginning of the course is included.  The last date is the deadline to submit one of the assessment components that needs to be completed out of class at the end of the module	<br>Barcelona Institute for Global Health - University of Barcelona  C/ RossellÃ³, 132 (7th floor)  08036 Barcelona, Spain	Dr. Ildefonso HernÃ¡ndez Aguado	English	advanced optional	2018-06-21 16:50:10	3 ECTS, 75 h SIT    1. Hours of tutored projects and work (not face to face): 5 hours  2. Hours of independent study (not face to face and not tutored): 46 hours  3. Hour of face to face study: 24 hours  4. Total = 75 hours	2020-10-06	2020-10-15	<br>Accredited in November 2014. Re-accredited in June 2019 in Umea, Sweden.  This accreditation is valid until June 2024.	The course is organized in two-hour sessions. Sessions may involve short Power Point presentations given by the lecturer, but will focus more on discussion and debate of topics and reading material and student-led group work. The lecturers may provide short texts, video clips and other material in addition to essential reading material, which serve to enrich the classroom debates.		Students will be assessed both individually and in groups.     1) Individual micro-essay (50% of final grade): The students will prepare a micro-essay on health determinants. Choice of topic on social health determinants is open to the student with guidance from the course coordinators. The micro-essay should be uploaded to the Virtual Campus before 4 days after the end of the course.      The instructions for the students and the rubric for this component are available in Annex 1 and 2.     2) Group work (30% of final grade): This component will consider presentation and discussion of an assigned project. The last day of class the different groups will present their project and will submit a written report via the virtual campus.     3) Individual multiple-choice online test (20% of final grade): Questions will address essential reading materials and topics covered in class. The multiple-choice test should be completed at home and submitted before 5 days after the end of the course.    The different assignments compensate for the final grade.    Resit: Students who have not reached the minimum pass grade of 5 out of 10 will have a second opportunity to pass the module. Re-evaluation will involve a new micro-essay (60%) and an exam on the essential readings with 3 open questions requiring short text answers, max 200 words (40%).	Maximum of 35 students per course	English command for non-native speakers: English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	Based on CV (elements to consider: bachelor degree, working and volunteer experience) and motivation letter	525 â‚¬ + University taxes (90 Euro approx.)	<br>None available	There have been no changes in the objectives of the program. The content has been slightly modified to enhance the â€œadvanceâ€ aspect of the course, in parallel to the reinforcement of the fundamentals of GH determinants in the core course.  The learning methods have also been reviewed, to make it less lecture-based and more case on discussions and case analysis.   Finally, the assessment has been changed to eliminate student participation, following studentâ€™s feedback.	The course is evaluated every year using both an online confidential questionnaire (using both scoring and open-ended questions) and in-class oral feedback. The score of this course has been consistently between 4.2 and 4.6, out of 5.   Some of the sessions were graded less than 4 due to the low teaching skills of the teacher, who were replaced.   Most criticism from students concentrated on how classroom participation was assessed. Following studentâ€™s feedback, the assessment methods have been modified (see above).	This has been a well-received course from the beginning. However, it had to be revised to make it more advanced and to make sessions less lecture-based and more dynamic. In that sense, changes in the faculty were also needed, as some of the teachers could not adapt well.	Week 1:     â€¢ Session 1: Global health determinants and equity.   This session provides a brief overview of some of key introductory concepts that should be well established before continuing the module. Examples of unjust and preventable differences in health indicators within and between populations will be examined. Students will discuss the different levels of causality as to why individuals may be sick or healthy, or why some populations may be more prone to diseases than others. Class debate on G Roseâ€™s 1985 paper (see essential reading) and its relevance today in the Global Health arena.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 2: Conceptual framework of the social determinants of health and equality.   This session uses the example of tobacco smoking to build a model of the social determinants of health and equality. The globalisation of the tobacco epidemic, and differences in the prevalence of tobacco use among and between countries will be discussed to illustrate the multiple levels of causation. The WHO Framework Convention on Tobacco Control (WHO FCTC) will be analysed.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 3: Policy implications of the social determinants of health.   This session will take an in-depth look at some of the key challenges in implementing policies in defence of population health. Following on from session 2, using the example of tobacco smoking, Prof Hernandez-Aguado will provide an insiderâ€™s view of the implementation of the Smoking ban in Spain. Debate will focus on the development, implementation and evaluation of policies to improve the health of populations through action on the social determinants of health.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 4: Focus on Global Health Governance.   This session introduces some of the main actors in global health governance. Students will work in groups to explore influence of philanthropic organizations on the independence of multilateral institutions and agenda setting in the global health arena, and the role of Public-Private Partnerships in promoting global health. Organisation of group work for session 8.     Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 5: Employment and Health inequities: Theories and methods. A descriptive and analytical approach  This session will analyse the importance of efficient and fair employment on population health. A guest lecture will draw on experiences from research.  Lecturer: Joan Benach     â€¢ Session 6: Precarious employment: Theory, analysis, evidence, and policies  Continued from session 5.  Lecturer: Joan Benach       Week 2:     â€¢ Session7: Gender inequality. Group work Introduction  This first part of this session will take a closer look gender inequality and health. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. For the rest of the session students will work in groups of 5 to prepare a case study on the determinants of a specific health problem in a region of the world. Course coordinators will provide a selection of possible topics and assist in the formation of groups.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 8: Data sources and tools for exploring the global determinants of health.   Students are advised to bring a laptop computer to this session. This session will focus on sources of information, databases and other tools to explore global health determinants in practice. Information on the micro-essay component of the course evaluation will be provided and students will have the opportunity to explore the different sources of information relevant to their chosen topic for the micro essay and/or group work and can discuss with the course coordinators as required.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 9: Health in all policies. The â€œknow-doâ€ gap.  This first part of this session will look at the â€˜Health in all policiesâ€™ movement. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. The second part of the session will consider the need to contextualise knowledge from research to the social and economic realities of the different populations round the planet in order to reduce health inequities.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 10: Failing health systems. Group work  This first part of this session will explore the impact of political instability, failing health systems and the devastating consequences of war and conflict. Students will reflect on how the different health determinants discussed in earlier sessions can play a role in outbreaks of acute infectious diseases. Dr Parker will share personal experiences from emergency epidemic response to Cholera and Ebola, and the relevance of the social determinants of health and inequality. Any remaining time will be dedicated to continuing the group work.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 11 & 12: Presentations of Group Work and Course overview.  In this final session, groups will present their project to the class and there will be a short discussion of each topic. At the end of the session, students will consider the material covered throughout the course in light of the learning objectives presented on day 1, and will have the opportunity to provide feedback for future course improvements.  Lecturers: Lucy Anne Parker	Spain	Health Policy (incl. advocacy)	Face to face		3 ECTS credits	
Social Determinants of Health from a Global Perspective	At the end of the course students will be able to:    1. Discuss the characteristics of the main determinants that influence the health of populations from different areas of the planet    2. Appraise the distribution of health and its determinants at global level and make relevant comparisons between regions and countries.    3. Analyze the key factors that explain the global health inequalities and their relevance in the design of policies and interventions to tackle their impact in the population.		1	nuria.casamitjana@isglobal.org	2014-12-08 03:26:22	2019-08-09	2020-07-01 09:41:07	troped	troped	0		2 weeks; 1 day pre-reading prior to beginning of the course is included.  The last date is the deadline to submit one of the assessment components that needs to be completed out of class at the end of the module	<br>Barcelona Institute for Global Health - University of Barcelona  C/ RossellÃ³, 132 (7th floor)  08036 Barcelona, Spain	Dr. Lucy Anne Parker			2018-06-21 16:50:10	3 ECTS, 75 h SIT    1. Hours of tutored projects and work (not face to face): 5 hours  2. Hours of independent study (not face to face and not tutored): 46 hours  3. Hour of face to face study: 24 hours  4. Total = 75 hours	2020-10-06	2020-10-15	<br>Accredited in November 2014. Re-accredited in June 2019 in Umea, Sweden.  This accreditation is valid until June 2024.	The course is organized in two-hour sessions. Sessions may involve short Power Point presentations given by the lecturer, but will focus more on discussion and debate of topics and reading material and student-led group work. The lecturers may provide short texts, video clips and other material in addition to essential reading material, which serve to enrich the classroom debates.		Students will be assessed both individually and in groups.     1) Individual micro-essay (50% of final grade): The students will prepare a micro-essay on health determinants. Choice of topic on social health determinants is open to the student with guidance from the course coordinators. The micro-essay should be uploaded to the Virtual Campus before 4 days after the end of the course.      The instructions for the students and the rubric for this component are available in Annex 1 and 2.     2) Group work (30% of final grade): This component will consider presentation and discussion of an assigned project. The last day of class the different groups will present their project and will submit a written report via the virtual campus.     3) Individual multiple-choice online test (20% of final grade): Questions will address essential reading materials and topics covered in class. The multiple-choice test should be completed at home and submitted before 5 days after the end of the course.    The different assignments compensate for the final grade.    Resit: Students who have not reached the minimum pass grade of 5 out of 10 will have a second opportunity to pass the module. Re-evaluation will involve a new micro-essay (60%) and an exam on the essential readings with 3 open questions requiring short text answers, max 200 words (40%).	Maximum of 35 students per course	English command for non-native speakers: English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	Based on CV (elements to consider: bachelor degree, working and volunteer experience) and motivation letter	525 â‚¬ + University taxes (90 Euro approx.)	<br>None available	There have been no changes in the objectives of the program. The content has been slightly modified to enhance the â€œadvanceâ€ aspect of the course, in parallel to the reinforcement of the fundamentals of GH determinants in the core course.  The learning methods have also been reviewed, to make it less lecture-based and more case on discussions and case analysis.   Finally, the assessment has been changed to eliminate student participation, following studentâ€™s feedback.	The course is evaluated every year using both an online confidential questionnaire (using both scoring and open-ended questions) and in-class oral feedback. The score of this course has been consistently between 4.2 and 4.6, out of 5.   Some of the sessions were graded less than 4 due to the low teaching skills of the teacher, who were replaced.   Most criticism from students concentrated on how classroom participation was assessed. Following studentâ€™s feedback, the assessment methods have been modified (see above).	This has been a well-received course from the beginning. However, it had to be revised to make it more advanced and to make sessions less lecture-based and more dynamic. In that sense, changes in the faculty were also needed, as some of the teachers could not adapt well.	Week 1:     â€¢ Session 1: Global health determinants and equity.   This session provides a brief overview of some of key introductory concepts that should be well established before continuing the module. Examples of unjust and preventable differences in health indicators within and between populations will be examined. Students will discuss the different levels of causality as to why individuals may be sick or healthy, or why some populations may be more prone to diseases than others. Class debate on G Roseâ€™s 1985 paper (see essential reading) and its relevance today in the Global Health arena.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 2: Conceptual framework of the social determinants of health and equality.   This session uses the example of tobacco smoking to build a model of the social determinants of health and equality. The globalisation of the tobacco epidemic, and differences in the prevalence of tobacco use among and between countries will be discussed to illustrate the multiple levels of causation. The WHO Framework Convention on Tobacco Control (WHO FCTC) will be analysed.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 3: Policy implications of the social determinants of health.   This session will take an in-depth look at some of the key challenges in implementing policies in defence of population health. Following on from session 2, using the example of tobacco smoking, Prof Hernandez-Aguado will provide an insiderâ€™s view of the implementation of the Smoking ban in Spain. Debate will focus on the development, implementation and evaluation of policies to improve the health of populations through action on the social determinants of health.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 4: Focus on Global Health Governance.   This session introduces some of the main actors in global health governance. Students will work in groups to explore influence of philanthropic organizations on the independence of multilateral institutions and agenda setting in the global health arena, and the role of Public-Private Partnerships in promoting global health. Organisation of group work for session 8.     Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 5: Employment and Health inequities: Theories and methods. A descriptive and analytical approach  This session will analyse the importance of efficient and fair employment on population health. A guest lecture will draw on experiences from research.  Lecturer: Joan Benach     â€¢ Session 6: Precarious employment: Theory, analysis, evidence, and policies  Continued from session 5.  Lecturer: Joan Benach       Week 2:     â€¢ Session7: Gender inequality. Group work Introduction  This first part of this session will take a closer look gender inequality and health. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. For the rest of the session students will work in groups of 5 to prepare a case study on the determinants of a specific health problem in a region of the world. Course coordinators will provide a selection of possible topics and assist in the formation of groups.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 8: Data sources and tools for exploring the global determinants of health.   Students are advised to bring a laptop computer to this session. This session will focus on sources of information, databases and other tools to explore global health determinants in practice. Information on the micro-essay component of the course evaluation will be provided and students will have the opportunity to explore the different sources of information relevant to their chosen topic for the micro essay and/or group work and can discuss with the course coordinators as required.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 9: Health in all policies. The â€œknow-doâ€ gap.  This first part of this session will look at the â€˜Health in all policiesâ€™ movement. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. The second part of the session will consider the need to contextualise knowledge from research to the social and economic realities of the different populations round the planet in order to reduce health inequities.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 10: Failing health systems. Group work  This first part of this session will explore the impact of political instability, failing health systems and the devastating consequences of war and conflict. Students will reflect on how the different health determinants discussed in earlier sessions can play a role in outbreaks of acute infectious diseases. Dr Parker will share personal experiences from emergency epidemic response to Cholera and Ebola, and the relevance of the social determinants of health and inequality. Any remaining time will be dedicated to continuing the group work.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 11 & 12: Presentations of Group Work and Course overview.  In this final session, groups will present their project to the class and there will be a short discussion of each topic. At the end of the session, students will consider the material covered throughout the course in light of the learning objectives presented on day 1, and will have the opportunity to provide feedback for future course improvements.  Lecturers: Lucy Anne Parker		Health indicators				
Social Determinants of Health from a Global Perspective	At the end of the course students will be able to:    1. Discuss the characteristics of the main determinants that influence the health of populations from different areas of the planet    2. Appraise the distribution of health and its determinants at global level and make relevant comparisons between regions and countries.    3. Analyze the key factors that explain the global health inequalities and their relevance in the design of policies and interventions to tackle their impact in the population.		1	nuria.casamitjana@isglobal.org	2014-12-08 03:26:22	2019-08-09	2020-07-01 09:41:07	troped	troped	0		2 weeks; 1 day pre-reading prior to beginning of the course is included.  The last date is the deadline to submit one of the assessment components that needs to be completed out of class at the end of the module	<br>Barcelona Institute for Global Health - University of Barcelona  C/ RossellÃ³, 132 (7th floor)  08036 Barcelona, Spain				2018-06-21 16:50:10	3 ECTS, 75 h SIT    1. Hours of tutored projects and work (not face to face): 5 hours  2. Hours of independent study (not face to face and not tutored): 46 hours  3. Hour of face to face study: 24 hours  4. Total = 75 hours	2020-10-06	2020-10-15	<br>Accredited in November 2014. Re-accredited in June 2019 in Umea, Sweden.  This accreditation is valid until June 2024.	The course is organized in two-hour sessions. Sessions may involve short Power Point presentations given by the lecturer, but will focus more on discussion and debate of topics and reading material and student-led group work. The lecturers may provide short texts, video clips and other material in addition to essential reading material, which serve to enrich the classroom debates.		Students will be assessed both individually and in groups.     1) Individual micro-essay (50% of final grade): The students will prepare a micro-essay on health determinants. Choice of topic on social health determinants is open to the student with guidance from the course coordinators. The micro-essay should be uploaded to the Virtual Campus before 4 days after the end of the course.      The instructions for the students and the rubric for this component are available in Annex 1 and 2.     2) Group work (30% of final grade): This component will consider presentation and discussion of an assigned project. The last day of class the different groups will present their project and will submit a written report via the virtual campus.     3) Individual multiple-choice online test (20% of final grade): Questions will address essential reading materials and topics covered in class. The multiple-choice test should be completed at home and submitted before 5 days after the end of the course.    The different assignments compensate for the final grade.    Resit: Students who have not reached the minimum pass grade of 5 out of 10 will have a second opportunity to pass the module. Re-evaluation will involve a new micro-essay (60%) and an exam on the essential readings with 3 open questions requiring short text answers, max 200 words (40%).	Maximum of 35 students per course	English command for non-native speakers: English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	Based on CV (elements to consider: bachelor degree, working and volunteer experience) and motivation letter	525 â‚¬ + University taxes (90 Euro approx.)	<br>None available	There have been no changes in the objectives of the program. The content has been slightly modified to enhance the â€œadvanceâ€ aspect of the course, in parallel to the reinforcement of the fundamentals of GH determinants in the core course.  The learning methods have also been reviewed, to make it less lecture-based and more case on discussions and case analysis.   Finally, the assessment has been changed to eliminate student participation, following studentâ€™s feedback.	The course is evaluated every year using both an online confidential questionnaire (using both scoring and open-ended questions) and in-class oral feedback. The score of this course has been consistently between 4.2 and 4.6, out of 5.   Some of the sessions were graded less than 4 due to the low teaching skills of the teacher, who were replaced.   Most criticism from students concentrated on how classroom participation was assessed. Following studentâ€™s feedback, the assessment methods have been modified (see above).	This has been a well-received course from the beginning. However, it had to be revised to make it more advanced and to make sessions less lecture-based and more dynamic. In that sense, changes in the faculty were also needed, as some of the teachers could not adapt well.	Week 1:     â€¢ Session 1: Global health determinants and equity.   This session provides a brief overview of some of key introductory concepts that should be well established before continuing the module. Examples of unjust and preventable differences in health indicators within and between populations will be examined. Students will discuss the different levels of causality as to why individuals may be sick or healthy, or why some populations may be more prone to diseases than others. Class debate on G Roseâ€™s 1985 paper (see essential reading) and its relevance today in the Global Health arena.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 2: Conceptual framework of the social determinants of health and equality.   This session uses the example of tobacco smoking to build a model of the social determinants of health and equality. The globalisation of the tobacco epidemic, and differences in the prevalence of tobacco use among and between countries will be discussed to illustrate the multiple levels of causation. The WHO Framework Convention on Tobacco Control (WHO FCTC) will be analysed.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 3: Policy implications of the social determinants of health.   This session will take an in-depth look at some of the key challenges in implementing policies in defence of population health. Following on from session 2, using the example of tobacco smoking, Prof Hernandez-Aguado will provide an insiderâ€™s view of the implementation of the Smoking ban in Spain. Debate will focus on the development, implementation and evaluation of policies to improve the health of populations through action on the social determinants of health.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 4: Focus on Global Health Governance.   This session introduces some of the main actors in global health governance. Students will work in groups to explore influence of philanthropic organizations on the independence of multilateral institutions and agenda setting in the global health arena, and the role of Public-Private Partnerships in promoting global health. Organisation of group work for session 8.     Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 5: Employment and Health inequities: Theories and methods. A descriptive and analytical approach  This session will analyse the importance of efficient and fair employment on population health. A guest lecture will draw on experiences from research.  Lecturer: Joan Benach     â€¢ Session 6: Precarious employment: Theory, analysis, evidence, and policies  Continued from session 5.  Lecturer: Joan Benach       Week 2:     â€¢ Session7: Gender inequality. Group work Introduction  This first part of this session will take a closer look gender inequality and health. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. For the rest of the session students will work in groups of 5 to prepare a case study on the determinants of a specific health problem in a region of the world. Course coordinators will provide a selection of possible topics and assist in the formation of groups.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 8: Data sources and tools for exploring the global determinants of health.   Students are advised to bring a laptop computer to this session. This session will focus on sources of information, databases and other tools to explore global health determinants in practice. Information on the micro-essay component of the course evaluation will be provided and students will have the opportunity to explore the different sources of information relevant to their chosen topic for the micro essay and/or group work and can discuss with the course coordinators as required.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 9: Health in all policies. The â€œknow-doâ€ gap.  This first part of this session will look at the â€˜Health in all policiesâ€™ movement. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. The second part of the session will consider the need to contextualise knowledge from research to the social and economic realities of the different populations round the planet in order to reduce health inequities.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 10: Failing health systems. Group work  This first part of this session will explore the impact of political instability, failing health systems and the devastating consequences of war and conflict. Students will reflect on how the different health determinants discussed in earlier sessions can play a role in outbreaks of acute infectious diseases. Dr Parker will share personal experiences from emergency epidemic response to Cholera and Ebola, and the relevance of the social determinants of health and inequality. Any remaining time will be dedicated to continuing the group work.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 11 & 12: Presentations of Group Work and Course overview.  In this final session, groups will present their project to the class and there will be a short discussion of each topic. At the end of the session, students will consider the material covered throughout the course in light of the learning objectives presented on day 1, and will have the opportunity to provide feedback for future course improvements.  Lecturers: Lucy Anne Parker		Health systems				
Social Determinants of Health from a Global Perspective	At the end of the course students will be able to:    1. Discuss the characteristics of the main determinants that influence the health of populations from different areas of the planet    2. Appraise the distribution of health and its determinants at global level and make relevant comparisons between regions and countries.    3. Analyze the key factors that explain the global health inequalities and their relevance in the design of policies and interventions to tackle their impact in the population.		1	nuria.casamitjana@isglobal.org	2014-12-08 03:26:22	2019-08-09	2020-07-01 09:41:07	troped	troped	0		2 weeks; 1 day pre-reading prior to beginning of the course is included.  The last date is the deadline to submit one of the assessment components that needs to be completed out of class at the end of the module	<br>Barcelona Institute for Global Health - University of Barcelona  C/ RossellÃ³, 132 (7th floor)  08036 Barcelona, Spain				2018-06-21 16:50:10	3 ECTS, 75 h SIT    1. Hours of tutored projects and work (not face to face): 5 hours  2. Hours of independent study (not face to face and not tutored): 46 hours  3. Hour of face to face study: 24 hours  4. Total = 75 hours	2020-10-06	2020-10-15	<br>Accredited in November 2014. Re-accredited in June 2019 in Umea, Sweden.  This accreditation is valid until June 2024.	The course is organized in two-hour sessions. Sessions may involve short Power Point presentations given by the lecturer, but will focus more on discussion and debate of topics and reading material and student-led group work. The lecturers may provide short texts, video clips and other material in addition to essential reading material, which serve to enrich the classroom debates.		Students will be assessed both individually and in groups.     1) Individual micro-essay (50% of final grade): The students will prepare a micro-essay on health determinants. Choice of topic on social health determinants is open to the student with guidance from the course coordinators. The micro-essay should be uploaded to the Virtual Campus before 4 days after the end of the course.      The instructions for the students and the rubric for this component are available in Annex 1 and 2.     2) Group work (30% of final grade): This component will consider presentation and discussion of an assigned project. The last day of class the different groups will present their project and will submit a written report via the virtual campus.     3) Individual multiple-choice online test (20% of final grade): Questions will address essential reading materials and topics covered in class. The multiple-choice test should be completed at home and submitted before 5 days after the end of the course.    The different assignments compensate for the final grade.    Resit: Students who have not reached the minimum pass grade of 5 out of 10 will have a second opportunity to pass the module. Re-evaluation will involve a new micro-essay (60%) and an exam on the essential readings with 3 open questions requiring short text answers, max 200 words (40%).	Maximum of 35 students per course	English command for non-native speakers: English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	Based on CV (elements to consider: bachelor degree, working and volunteer experience) and motivation letter	525 â‚¬ + University taxes (90 Euro approx.)	<br>None available	There have been no changes in the objectives of the program. The content has been slightly modified to enhance the â€œadvanceâ€ aspect of the course, in parallel to the reinforcement of the fundamentals of GH determinants in the core course.  The learning methods have also been reviewed, to make it less lecture-based and more case on discussions and case analysis.   Finally, the assessment has been changed to eliminate student participation, following studentâ€™s feedback.	The course is evaluated every year using both an online confidential questionnaire (using both scoring and open-ended questions) and in-class oral feedback. The score of this course has been consistently between 4.2 and 4.6, out of 5.   Some of the sessions were graded less than 4 due to the low teaching skills of the teacher, who were replaced.   Most criticism from students concentrated on how classroom participation was assessed. Following studentâ€™s feedback, the assessment methods have been modified (see above).	This has been a well-received course from the beginning. However, it had to be revised to make it more advanced and to make sessions less lecture-based and more dynamic. In that sense, changes in the faculty were also needed, as some of the teachers could not adapt well.	Week 1:     â€¢ Session 1: Global health determinants and equity.   This session provides a brief overview of some of key introductory concepts that should be well established before continuing the module. Examples of unjust and preventable differences in health indicators within and between populations will be examined. Students will discuss the different levels of causality as to why individuals may be sick or healthy, or why some populations may be more prone to diseases than others. Class debate on G Roseâ€™s 1985 paper (see essential reading) and its relevance today in the Global Health arena.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 2: Conceptual framework of the social determinants of health and equality.   This session uses the example of tobacco smoking to build a model of the social determinants of health and equality. The globalisation of the tobacco epidemic, and differences in the prevalence of tobacco use among and between countries will be discussed to illustrate the multiple levels of causation. The WHO Framework Convention on Tobacco Control (WHO FCTC) will be analysed.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 3: Policy implications of the social determinants of health.   This session will take an in-depth look at some of the key challenges in implementing policies in defence of population health. Following on from session 2, using the example of tobacco smoking, Prof Hernandez-Aguado will provide an insiderâ€™s view of the implementation of the Smoking ban in Spain. Debate will focus on the development, implementation and evaluation of policies to improve the health of populations through action on the social determinants of health.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 4: Focus on Global Health Governance.   This session introduces some of the main actors in global health governance. Students will work in groups to explore influence of philanthropic organizations on the independence of multilateral institutions and agenda setting in the global health arena, and the role of Public-Private Partnerships in promoting global health. Organisation of group work for session 8.     Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 5: Employment and Health inequities: Theories and methods. A descriptive and analytical approach  This session will analyse the importance of efficient and fair employment on population health. A guest lecture will draw on experiences from research.  Lecturer: Joan Benach     â€¢ Session 6: Precarious employment: Theory, analysis, evidence, and policies  Continued from session 5.  Lecturer: Joan Benach       Week 2:     â€¢ Session7: Gender inequality. Group work Introduction  This first part of this session will take a closer look gender inequality and health. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. For the rest of the session students will work in groups of 5 to prepare a case study on the determinants of a specific health problem in a region of the world. Course coordinators will provide a selection of possible topics and assist in the formation of groups.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 8: Data sources and tools for exploring the global determinants of health.   Students are advised to bring a laptop computer to this session. This session will focus on sources of information, databases and other tools to explore global health determinants in practice. Information on the micro-essay component of the course evaluation will be provided and students will have the opportunity to explore the different sources of information relevant to their chosen topic for the micro essay and/or group work and can discuss with the course coordinators as required.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 9: Health in all policies. The â€œknow-doâ€ gap.  This first part of this session will look at the â€˜Health in all policiesâ€™ movement. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. The second part of the session will consider the need to contextualise knowledge from research to the social and economic realities of the different populations round the planet in order to reduce health inequities.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 10: Failing health systems. Group work  This first part of this session will explore the impact of political instability, failing health systems and the devastating consequences of war and conflict. Students will reflect on how the different health determinants discussed in earlier sessions can play a role in outbreaks of acute infectious diseases. Dr Parker will share personal experiences from emergency epidemic response to Cholera and Ebola, and the relevance of the social determinants of health and inequality. Any remaining time will be dedicated to continuing the group work.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 11 & 12: Presentations of Group Work and Course overview.  In this final session, groups will present their project to the class and there will be a short discussion of each topic. At the end of the session, students will consider the material covered throughout the course in light of the learning objectives presented on day 1, and will have the opportunity to provide feedback for future course improvements.  Lecturers: Lucy Anne Parker		socio economic status				
Social Determinants of Health from a Global Perspective	At the end of the course students will be able to:    1. Discuss the characteristics of the main determinants that influence the health of populations from different areas of the planet    2. Appraise the distribution of health and its determinants at global level and make relevant comparisons between regions and countries.    3. Analyze the key factors that explain the global health inequalities and their relevance in the design of policies and interventions to tackle their impact in the population.		1	nuria.casamitjana@isglobal.org	2014-12-08 03:26:22	2019-08-09	2020-07-01 09:41:07	troped	troped	0		2 weeks; 1 day pre-reading prior to beginning of the course is included.  The last date is the deadline to submit one of the assessment components that needs to be completed out of class at the end of the module	<br>Barcelona Institute for Global Health - University of Barcelona  C/ RossellÃ³, 132 (7th floor)  08036 Barcelona, Spain				2018-06-21 16:50:10	3 ECTS, 75 h SIT    1. Hours of tutored projects and work (not face to face): 5 hours  2. Hours of independent study (not face to face and not tutored): 46 hours  3. Hour of face to face study: 24 hours  4. Total = 75 hours	2020-10-06	2020-10-15	<br>Accredited in November 2014. Re-accredited in June 2019 in Umea, Sweden.  This accreditation is valid until June 2024.	The course is organized in two-hour sessions. Sessions may involve short Power Point presentations given by the lecturer, but will focus more on discussion and debate of topics and reading material and student-led group work. The lecturers may provide short texts, video clips and other material in addition to essential reading material, which serve to enrich the classroom debates.		Students will be assessed both individually and in groups.     1) Individual micro-essay (50% of final grade): The students will prepare a micro-essay on health determinants. Choice of topic on social health determinants is open to the student with guidance from the course coordinators. The micro-essay should be uploaded to the Virtual Campus before 4 days after the end of the course.      The instructions for the students and the rubric for this component are available in Annex 1 and 2.     2) Group work (30% of final grade): This component will consider presentation and discussion of an assigned project. The last day of class the different groups will present their project and will submit a written report via the virtual campus.     3) Individual multiple-choice online test (20% of final grade): Questions will address essential reading materials and topics covered in class. The multiple-choice test should be completed at home and submitted before 5 days after the end of the course.    The different assignments compensate for the final grade.    Resit: Students who have not reached the minimum pass grade of 5 out of 10 will have a second opportunity to pass the module. Re-evaluation will involve a new micro-essay (60%) and an exam on the essential readings with 3 open questions requiring short text answers, max 200 words (40%).	Maximum of 35 students per course	English command for non-native speakers: English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	Based on CV (elements to consider: bachelor degree, working and volunteer experience) and motivation letter	525 â‚¬ + University taxes (90 Euro approx.)	<br>None available	There have been no changes in the objectives of the program. The content has been slightly modified to enhance the â€œadvanceâ€ aspect of the course, in parallel to the reinforcement of the fundamentals of GH determinants in the core course.  The learning methods have also been reviewed, to make it less lecture-based and more case on discussions and case analysis.   Finally, the assessment has been changed to eliminate student participation, following studentâ€™s feedback.	The course is evaluated every year using both an online confidential questionnaire (using both scoring and open-ended questions) and in-class oral feedback. The score of this course has been consistently between 4.2 and 4.6, out of 5.   Some of the sessions were graded less than 4 due to the low teaching skills of the teacher, who were replaced.   Most criticism from students concentrated on how classroom participation was assessed. Following studentâ€™s feedback, the assessment methods have been modified (see above).	This has been a well-received course from the beginning. However, it had to be revised to make it more advanced and to make sessions less lecture-based and more dynamic. In that sense, changes in the faculty were also needed, as some of the teachers could not adapt well.	Week 1:     â€¢ Session 1: Global health determinants and equity.   This session provides a brief overview of some of key introductory concepts that should be well established before continuing the module. Examples of unjust and preventable differences in health indicators within and between populations will be examined. Students will discuss the different levels of causality as to why individuals may be sick or healthy, or why some populations may be more prone to diseases than others. Class debate on G Roseâ€™s 1985 paper (see essential reading) and its relevance today in the Global Health arena.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 2: Conceptual framework of the social determinants of health and equality.   This session uses the example of tobacco smoking to build a model of the social determinants of health and equality. The globalisation of the tobacco epidemic, and differences in the prevalence of tobacco use among and between countries will be discussed to illustrate the multiple levels of causation. The WHO Framework Convention on Tobacco Control (WHO FCTC) will be analysed.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 3: Policy implications of the social determinants of health.   This session will take an in-depth look at some of the key challenges in implementing policies in defence of population health. Following on from session 2, using the example of tobacco smoking, Prof Hernandez-Aguado will provide an insiderâ€™s view of the implementation of the Smoking ban in Spain. Debate will focus on the development, implementation and evaluation of policies to improve the health of populations through action on the social determinants of health.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 4: Focus on Global Health Governance.   This session introduces some of the main actors in global health governance. Students will work in groups to explore influence of philanthropic organizations on the independence of multilateral institutions and agenda setting in the global health arena, and the role of Public-Private Partnerships in promoting global health. Organisation of group work for session 8.     Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 5: Employment and Health inequities: Theories and methods. A descriptive and analytical approach  This session will analyse the importance of efficient and fair employment on population health. A guest lecture will draw on experiences from research.  Lecturer: Joan Benach     â€¢ Session 6: Precarious employment: Theory, analysis, evidence, and policies  Continued from session 5.  Lecturer: Joan Benach       Week 2:     â€¢ Session7: Gender inequality. Group work Introduction  This first part of this session will take a closer look gender inequality and health. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. For the rest of the session students will work in groups of 5 to prepare a case study on the determinants of a specific health problem in a region of the world. Course coordinators will provide a selection of possible topics and assist in the formation of groups.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 8: Data sources and tools for exploring the global determinants of health.   Students are advised to bring a laptop computer to this session. This session will focus on sources of information, databases and other tools to explore global health determinants in practice. Information on the micro-essay component of the course evaluation will be provided and students will have the opportunity to explore the different sources of information relevant to their chosen topic for the micro essay and/or group work and can discuss with the course coordinators as required.   Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 9: Health in all policies. The â€œknow-doâ€ gap.  This first part of this session will look at the â€˜Health in all policiesâ€™ movement. Students should be familiar with the appropriate article from the obligatory reading material in order to participate fully. The second part of the session will consider the need to contextualise knowledge from research to the social and economic realities of the different populations round the planet in order to reduce health inequities.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Session 10: Failing health systems. Group work  This first part of this session will explore the impact of political instability, failing health systems and the devastating consequences of war and conflict. Students will reflect on how the different health determinants discussed in earlier sessions can play a role in outbreaks of acute infectious diseases. Dr Parker will share personal experiences from emergency epidemic response to Cholera and Ebola, and the relevance of the social determinants of health and inequality. Any remaining time will be dedicated to continuing the group work.  Lecturers: Ildefonso HernÃ¡ndez Aguado & Lucy Anne Parker     â€¢ Sessions 11 & 12: Presentations of Group Work and Course overview.  In this final session, groups will present their project to the class and there will be a short discussion of each topic. At the end of the session, students will consider the material covered throughout the course in light of the learning objectives presented on day 1, and will have the opportunity to provide feedback for future course improvements.  Lecturers: Lucy Anne Parker						
International Governance and Politics of Global Health	<br>At the end of the module students should be able to:    1. Explain the evolution, the normative framework and the political agenda of an international institution or actor in the fields of health development aid and global health governance.    2. Critically discuss the principles of (the right to health) in nowadays world and how they relate to international agreements and treaties.    3. Analyze changes and trends in international politics and aid for development agenda, including financial and management implications for global health organizations and programs (e.g. UN institutions, bilateral donors, NGOs, PPPs, emergent stakeholdersâ€¦).		1	nuria.casamitjana@isglobal.org	2014-12-20 13:54:38	2019-08-14	2020-07-01 09:42:51	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	Face to face sessions from Monday to Thursday from 9:00 to 11:00 Students are asked to read recommended materials before face-to-face sessions	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain	Joan Tallada	English	advanced optional	2014-12-20 20:06:54	<br>4 ECTS, 100 SIT  Hours of independent study (not face to face and not tutored): 70 h  Lectures and other classroom activities: 30 h (15 sessions x 2 h, includes 2h exam)  Total: 100 h    33.3 hours per week.	2021-01-25	2021-02-04	<br>Accredited in December 2014. Reaccredited in June 2019, in UmeÃ¥. This accreditation is valid until June 2024.	<br>Theoretical-practical sessions, with presentations by professors, debate and class discussion.   - Sessions include group and individual oral and written exercises for the student to familiarize with the content.  - Each session provides specific essential reading to be familiar with the fundamentals of the topic and for evaluation activities.   - Essential reading is a crucial individual activity to ensure standard knowledge and understanding of basic concepts, principles and tools.   - Additional reading is an individual but optional activity depending on the interests and specialization of the student.		<br>Students in the course will be evaluated individually and using the following assessment tools:    - Level of studentsâ€™ participation in classroom (10%):   â€¢ 6 or less: minimum contribution, disruptive, or no participation  â€¢ 8: responds constructively to questions  â€¢ 10: perceptive questions, active constructive and educational interaction with colleagues and professor.    - Review of readings: written short exercises. (30%).     - Final exam (2h). Theoretical questions on a simulated case. (60%).    Resit: Complete and exhaustive exam including theoretical and practical questions (2 h).	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Based on CV and motivation letter	<br>700 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>This course offers a panorama of the working and recent trends of international relations and the international legal system. The course examines the current changing international, economic, social, political and institutional context that is deeply transforming the agenda of major global health actors and the usual ways of developing international cooperation programs and initiatives.    Session 1. Globalization, cooperation and conflict in the contemporaneous international society.   - Order and anarchy in the international society.  - The globalization process.  - Regionalism in the international society.  - Power in international relations.  - International actors and authorities.    Session 2. Security and Global Health in the contemporaneous international society.   - The evolution of concept of international security.  - Global governance of global threats.  - Health inequities in a globalized world.  - The Global Dimension of Health and the Global Health Security.    Session 3. Introduction to Global Health Law.   - Key methods, processes, instruments and international law mechanisms.  - Health as object of international cooperation and regulation.  - The Origins of Global Health Law.  - The United Nations and the International Governance of Global Health.    Session 4. International institutions of Global Health.   - The creation of World Health Organization.  - Governing Structure of World Health Organization.  - The World Health Organization Reform Agenda.  - Old and New Institutions of Global Health    Session 5. Content and Scope of Global Health Law.   - The normative competence of the World Health Organization.  - The Framework Convention on Tobacco Control.  - The International Health Regulations.  - Pandemic Influenza Preparedness Framework.  - The Global Code of Practice on the International Recruitment of Health Personnel.    Session 6. Public-private partnerships (PPP) in global health.   - The new formula of public-private partnerships in global health.  - Typologies and legal approach.  - Financial and operational activity of PPP in global health.  - The Global Fund to Fight AIDS, Tuberculosis and Malaria.  - Others PPP in global health.    Session 7. The Right to Health and the Human Rights System.   - The international protection of Human Rights  - Treaties and international instruments on the Right to Health  - Scope of the Right to Health in International Law: international and European standard.  - International mechanisms of verification.    Session 8. Global Health and International Trade.   - From the international trade regime to the multilateral trade regime and aspects related to trade.  - Principles that govern international trade.  - Trade agreements and international technical standards.    Session 9. Pharmaceutical Patents and Global Health.   - International regulation of intellectual property and its relationship to public health.  - The agreement on Trade-Related Intellectual Property Rights, TRIPS plus and TRIPS extra.  - WHO action in the area of intellectual property and public health.    Session 10. Politics and Global Health Diplomacy.   - Health and foreign policy.  - The actors, stakeholders and interest groups involved in global health governance and diplomacy.   - The dynamics of global health negotiations.    Session 11. International cooperation and aid in Global Health (I); actors and architecture of the aid system.   - Evolution of the development doctrines.  - Structure and scope of the international cooperation and aid system.  - The United Nations agencies; relevant roles and mechanisms for international cooperation programs  - New donors and traditional donors in Global Health; the role of public and private sectors, philanthropy organizations and NGOs.  - Relevant funding mechanisms.    Session 12. International cooperation and aid in Global Health (II); Global Health agendas and priorities in the field of international aid.   - Major factors influencing the transformation of the international aid and development agenda.  - The diversity of Global Health policies and agendas.  - The European Union policy in Global Health    Session 13. Trends and challenges of aid in a changing international environment.   - The redistribution of global power and wealth  - The gap between economic growth and health status   - The problem of equity in access to human development and health in middle income countries and low income countries   - Global governance for health: opportunities and challenges.     Session 14. International financing of aid for health.   - The impact of the global economic crisis in aid.  - Financial flows in aid for development and the Global Health sector.  - Fiscal space, international finance tax and domestic budgets for health  - The dilemma to cooperate with middle-income countries.	Spain	Actors / stakeholders	Face to face		4 ECTS credits	
International Governance and Politics of Global Health	<br>At the end of the module students should be able to:    1. Explain the evolution, the normative framework and the political agenda of an international institution or actor in the fields of health development aid and global health governance.    2. Critically discuss the principles of (the right to health) in nowadays world and how they relate to international agreements and treaties.    3. Analyze changes and trends in international politics and aid for development agenda, including financial and management implications for global health organizations and programs (e.g. UN institutions, bilateral donors, NGOs, PPPs, emergent stakeholdersâ€¦).		1	nuria.casamitjana@isglobal.org	2014-12-20 13:54:38	2019-08-14	2020-07-01 09:42:51	troped	troped	0		Face to face sessions from Monday to Thursday from 9:00 to 11:00 Students are asked to read recommended materials before face-to-face sessions	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain	Pablo Pareja 			2014-12-20 20:06:54	<br>4 ECTS, 100 SIT  Hours of independent study (not face to face and not tutored): 70 h  Lectures and other classroom activities: 30 h (15 sessions x 2 h, includes 2h exam)  Total: 100 h    33.3 hours per week.	2021-01-25	2021-02-04	<br>Accredited in December 2014. Reaccredited in June 2019, in UmeÃ¥. This accreditation is valid until June 2024.	<br>Theoretical-practical sessions, with presentations by professors, debate and class discussion.   - Sessions include group and individual oral and written exercises for the student to familiarize with the content.  - Each session provides specific essential reading to be familiar with the fundamentals of the topic and for evaluation activities.   - Essential reading is a crucial individual activity to ensure standard knowledge and understanding of basic concepts, principles and tools.   - Additional reading is an individual but optional activity depending on the interests and specialization of the student.		<br>Students in the course will be evaluated individually and using the following assessment tools:    - Level of studentsâ€™ participation in classroom (10%):   â€¢ 6 or less: minimum contribution, disruptive, or no participation  â€¢ 8: responds constructively to questions  â€¢ 10: perceptive questions, active constructive and educational interaction with colleagues and professor.    - Review of readings: written short exercises. (30%).     - Final exam (2h). Theoretical questions on a simulated case. (60%).    Resit: Complete and exhaustive exam including theoretical and practical questions (2 h).	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Based on CV and motivation letter	<br>700 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>This course offers a panorama of the working and recent trends of international relations and the international legal system. The course examines the current changing international, economic, social, political and institutional context that is deeply transforming the agenda of major global health actors and the usual ways of developing international cooperation programs and initiatives.    Session 1. Globalization, cooperation and conflict in the contemporaneous international society.   - Order and anarchy in the international society.  - The globalization process.  - Regionalism in the international society.  - Power in international relations.  - International actors and authorities.    Session 2. Security and Global Health in the contemporaneous international society.   - The evolution of concept of international security.  - Global governance of global threats.  - Health inequities in a globalized world.  - The Global Dimension of Health and the Global Health Security.    Session 3. Introduction to Global Health Law.   - Key methods, processes, instruments and international law mechanisms.  - Health as object of international cooperation and regulation.  - The Origins of Global Health Law.  - The United Nations and the International Governance of Global Health.    Session 4. International institutions of Global Health.   - The creation of World Health Organization.  - Governing Structure of World Health Organization.  - The World Health Organization Reform Agenda.  - Old and New Institutions of Global Health    Session 5. Content and Scope of Global Health Law.   - The normative competence of the World Health Organization.  - The Framework Convention on Tobacco Control.  - The International Health Regulations.  - Pandemic Influenza Preparedness Framework.  - The Global Code of Practice on the International Recruitment of Health Personnel.    Session 6. Public-private partnerships (PPP) in global health.   - The new formula of public-private partnerships in global health.  - Typologies and legal approach.  - Financial and operational activity of PPP in global health.  - The Global Fund to Fight AIDS, Tuberculosis and Malaria.  - Others PPP in global health.    Session 7. The Right to Health and the Human Rights System.   - The international protection of Human Rights  - Treaties and international instruments on the Right to Health  - Scope of the Right to Health in International Law: international and European standard.  - International mechanisms of verification.    Session 8. Global Health and International Trade.   - From the international trade regime to the multilateral trade regime and aspects related to trade.  - Principles that govern international trade.  - Trade agreements and international technical standards.    Session 9. Pharmaceutical Patents and Global Health.   - International regulation of intellectual property and its relationship to public health.  - The agreement on Trade-Related Intellectual Property Rights, TRIPS plus and TRIPS extra.  - WHO action in the area of intellectual property and public health.    Session 10. Politics and Global Health Diplomacy.   - Health and foreign policy.  - The actors, stakeholders and interest groups involved in global health governance and diplomacy.   - The dynamics of global health negotiations.    Session 11. International cooperation and aid in Global Health (I); actors and architecture of the aid system.   - Evolution of the development doctrines.  - Structure and scope of the international cooperation and aid system.  - The United Nations agencies; relevant roles and mechanisms for international cooperation programs  - New donors and traditional donors in Global Health; the role of public and private sectors, philanthropy organizations and NGOs.  - Relevant funding mechanisms.    Session 12. International cooperation and aid in Global Health (II); Global Health agendas and priorities in the field of international aid.   - Major factors influencing the transformation of the international aid and development agenda.  - The diversity of Global Health policies and agendas.  - The European Union policy in Global Health    Session 13. Trends and challenges of aid in a changing international environment.   - The redistribution of global power and wealth  - The gap between economic growth and health status   - The problem of equity in access to human development and health in middle income countries and low income countries   - Global governance for health: opportunities and challenges.     Session 14. International financing of aid for health.   - The impact of the global economic crisis in aid.  - Financial flows in aid for development and the Global Health sector.  - Fiscal space, international finance tax and domestic budgets for health  - The dilemma to cooperate with middle-income countries.		Globalisation				
International Governance and Politics of Global Health	<br>At the end of the module students should be able to:    1. Explain the evolution, the normative framework and the political agenda of an international institution or actor in the fields of health development aid and global health governance.    2. Critically discuss the principles of (the right to health) in nowadays world and how they relate to international agreements and treaties.    3. Analyze changes and trends in international politics and aid for development agenda, including financial and management implications for global health organizations and programs (e.g. UN institutions, bilateral donors, NGOs, PPPs, emergent stakeholdersâ€¦).		1	nuria.casamitjana@isglobal.org	2014-12-20 13:54:38	2019-08-14	2020-07-01 09:42:51	troped	troped	0		Face to face sessions from Monday to Thursday from 9:00 to 11:00 Students are asked to read recommended materials before face-to-face sessions	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain				2014-12-20 20:06:54	<br>4 ECTS, 100 SIT  Hours of independent study (not face to face and not tutored): 70 h  Lectures and other classroom activities: 30 h (15 sessions x 2 h, includes 2h exam)  Total: 100 h    33.3 hours per week.	2021-01-25	2021-02-04	<br>Accredited in December 2014. Reaccredited in June 2019, in UmeÃ¥. This accreditation is valid until June 2024.	<br>Theoretical-practical sessions, with presentations by professors, debate and class discussion.   - Sessions include group and individual oral and written exercises for the student to familiarize with the content.  - Each session provides specific essential reading to be familiar with the fundamentals of the topic and for evaluation activities.   - Essential reading is a crucial individual activity to ensure standard knowledge and understanding of basic concepts, principles and tools.   - Additional reading is an individual but optional activity depending on the interests and specialization of the student.		<br>Students in the course will be evaluated individually and using the following assessment tools:    - Level of studentsâ€™ participation in classroom (10%):   â€¢ 6 or less: minimum contribution, disruptive, or no participation  â€¢ 8: responds constructively to questions  â€¢ 10: perceptive questions, active constructive and educational interaction with colleagues and professor.    - Review of readings: written short exercises. (30%).     - Final exam (2h). Theoretical questions on a simulated case. (60%).    Resit: Complete and exhaustive exam including theoretical and practical questions (2 h).	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Based on CV and motivation letter	<br>700 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>This course offers a panorama of the working and recent trends of international relations and the international legal system. The course examines the current changing international, economic, social, political and institutional context that is deeply transforming the agenda of major global health actors and the usual ways of developing international cooperation programs and initiatives.    Session 1. Globalization, cooperation and conflict in the contemporaneous international society.   - Order and anarchy in the international society.  - The globalization process.  - Regionalism in the international society.  - Power in international relations.  - International actors and authorities.    Session 2. Security and Global Health in the contemporaneous international society.   - The evolution of concept of international security.  - Global governance of global threats.  - Health inequities in a globalized world.  - The Global Dimension of Health and the Global Health Security.    Session 3. Introduction to Global Health Law.   - Key methods, processes, instruments and international law mechanisms.  - Health as object of international cooperation and regulation.  - The Origins of Global Health Law.  - The United Nations and the International Governance of Global Health.    Session 4. International institutions of Global Health.   - The creation of World Health Organization.  - Governing Structure of World Health Organization.  - The World Health Organization Reform Agenda.  - Old and New Institutions of Global Health    Session 5. Content and Scope of Global Health Law.   - The normative competence of the World Health Organization.  - The Framework Convention on Tobacco Control.  - The International Health Regulations.  - Pandemic Influenza Preparedness Framework.  - The Global Code of Practice on the International Recruitment of Health Personnel.    Session 6. Public-private partnerships (PPP) in global health.   - The new formula of public-private partnerships in global health.  - Typologies and legal approach.  - Financial and operational activity of PPP in global health.  - The Global Fund to Fight AIDS, Tuberculosis and Malaria.  - Others PPP in global health.    Session 7. The Right to Health and the Human Rights System.   - The international protection of Human Rights  - Treaties and international instruments on the Right to Health  - Scope of the Right to Health in International Law: international and European standard.  - International mechanisms of verification.    Session 8. Global Health and International Trade.   - From the international trade regime to the multilateral trade regime and aspects related to trade.  - Principles that govern international trade.  - Trade agreements and international technical standards.    Session 9. Pharmaceutical Patents and Global Health.   - International regulation of intellectual property and its relationship to public health.  - The agreement on Trade-Related Intellectual Property Rights, TRIPS plus and TRIPS extra.  - WHO action in the area of intellectual property and public health.    Session 10. Politics and Global Health Diplomacy.   - Health and foreign policy.  - The actors, stakeholders and interest groups involved in global health governance and diplomacy.   - The dynamics of global health negotiations.    Session 11. International cooperation and aid in Global Health (I); actors and architecture of the aid system.   - Evolution of the development doctrines.  - Structure and scope of the international cooperation and aid system.  - The United Nations agencies; relevant roles and mechanisms for international cooperation programs  - New donors and traditional donors in Global Health; the role of public and private sectors, philanthropy organizations and NGOs.  - Relevant funding mechanisms.    Session 12. International cooperation and aid in Global Health (II); Global Health agendas and priorities in the field of international aid.   - Major factors influencing the transformation of the international aid and development agenda.  - The diversity of Global Health policies and agendas.  - The European Union policy in Global Health    Session 13. Trends and challenges of aid in a changing international environment.   - The redistribution of global power and wealth  - The gap between economic growth and health status   - The problem of equity in access to human development and health in middle income countries and low income countries   - Global governance for health: opportunities and challenges.     Session 14. International financing of aid for health.   - The impact of the global economic crisis in aid.  - Financial flows in aid for development and the Global Health sector.  - Fiscal space, international finance tax and domestic budgets for health  - The dilemma to cooperate with middle-income countries.		Governance				
International Governance and Politics of Global Health	<br>At the end of the module students should be able to:    1. Explain the evolution, the normative framework and the political agenda of an international institution or actor in the fields of health development aid and global health governance.    2. Critically discuss the principles of (the right to health) in nowadays world and how they relate to international agreements and treaties.    3. Analyze changes and trends in international politics and aid for development agenda, including financial and management implications for global health organizations and programs (e.g. UN institutions, bilateral donors, NGOs, PPPs, emergent stakeholdersâ€¦).		1	nuria.casamitjana@isglobal.org	2014-12-20 13:54:38	2019-08-14	2020-07-01 09:42:51	troped	troped	0		Face to face sessions from Monday to Thursday from 9:00 to 11:00 Students are asked to read recommended materials before face-to-face sessions	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain				2014-12-20 20:06:54	<br>4 ECTS, 100 SIT  Hours of independent study (not face to face and not tutored): 70 h  Lectures and other classroom activities: 30 h (15 sessions x 2 h, includes 2h exam)  Total: 100 h    33.3 hours per week.	2021-01-25	2021-02-04	<br>Accredited in December 2014. Reaccredited in June 2019, in UmeÃ¥. This accreditation is valid until June 2024.	<br>Theoretical-practical sessions, with presentations by professors, debate and class discussion.   - Sessions include group and individual oral and written exercises for the student to familiarize with the content.  - Each session provides specific essential reading to be familiar with the fundamentals of the topic and for evaluation activities.   - Essential reading is a crucial individual activity to ensure standard knowledge and understanding of basic concepts, principles and tools.   - Additional reading is an individual but optional activity depending on the interests and specialization of the student.		<br>Students in the course will be evaluated individually and using the following assessment tools:    - Level of studentsâ€™ participation in classroom (10%):   â€¢ 6 or less: minimum contribution, disruptive, or no participation  â€¢ 8: responds constructively to questions  â€¢ 10: perceptive questions, active constructive and educational interaction with colleagues and professor.    - Review of readings: written short exercises. (30%).     - Final exam (2h). Theoretical questions on a simulated case. (60%).    Resit: Complete and exhaustive exam including theoretical and practical questions (2 h).	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Based on CV and motivation letter	<br>700 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>This course offers a panorama of the working and recent trends of international relations and the international legal system. The course examines the current changing international, economic, social, political and institutional context that is deeply transforming the agenda of major global health actors and the usual ways of developing international cooperation programs and initiatives.    Session 1. Globalization, cooperation and conflict in the contemporaneous international society.   - Order and anarchy in the international society.  - The globalization process.  - Regionalism in the international society.  - Power in international relations.  - International actors and authorities.    Session 2. Security and Global Health in the contemporaneous international society.   - The evolution of concept of international security.  - Global governance of global threats.  - Health inequities in a globalized world.  - The Global Dimension of Health and the Global Health Security.    Session 3. Introduction to Global Health Law.   - Key methods, processes, instruments and international law mechanisms.  - Health as object of international cooperation and regulation.  - The Origins of Global Health Law.  - The United Nations and the International Governance of Global Health.    Session 4. International institutions of Global Health.   - The creation of World Health Organization.  - Governing Structure of World Health Organization.  - The World Health Organization Reform Agenda.  - Old and New Institutions of Global Health    Session 5. Content and Scope of Global Health Law.   - The normative competence of the World Health Organization.  - The Framework Convention on Tobacco Control.  - The International Health Regulations.  - Pandemic Influenza Preparedness Framework.  - The Global Code of Practice on the International Recruitment of Health Personnel.    Session 6. Public-private partnerships (PPP) in global health.   - The new formula of public-private partnerships in global health.  - Typologies and legal approach.  - Financial and operational activity of PPP in global health.  - The Global Fund to Fight AIDS, Tuberculosis and Malaria.  - Others PPP in global health.    Session 7. The Right to Health and the Human Rights System.   - The international protection of Human Rights  - Treaties and international instruments on the Right to Health  - Scope of the Right to Health in International Law: international and European standard.  - International mechanisms of verification.    Session 8. Global Health and International Trade.   - From the international trade regime to the multilateral trade regime and aspects related to trade.  - Principles that govern international trade.  - Trade agreements and international technical standards.    Session 9. Pharmaceutical Patents and Global Health.   - International regulation of intellectual property and its relationship to public health.  - The agreement on Trade-Related Intellectual Property Rights, TRIPS plus and TRIPS extra.  - WHO action in the area of intellectual property and public health.    Session 10. Politics and Global Health Diplomacy.   - Health and foreign policy.  - The actors, stakeholders and interest groups involved in global health governance and diplomacy.   - The dynamics of global health negotiations.    Session 11. International cooperation and aid in Global Health (I); actors and architecture of the aid system.   - Evolution of the development doctrines.  - Structure and scope of the international cooperation and aid system.  - The United Nations agencies; relevant roles and mechanisms for international cooperation programs  - New donors and traditional donors in Global Health; the role of public and private sectors, philanthropy organizations and NGOs.  - Relevant funding mechanisms.    Session 12. International cooperation and aid in Global Health (II); Global Health agendas and priorities in the field of international aid.   - Major factors influencing the transformation of the international aid and development agenda.  - The diversity of Global Health policies and agendas.  - The European Union policy in Global Health    Session 13. Trends and challenges of aid in a changing international environment.   - The redistribution of global power and wealth  - The gap between economic growth and health status   - The problem of equity in access to human development and health in middle income countries and low income countries   - Global governance for health: opportunities and challenges.     Session 14. International financing of aid for health.   - The impact of the global economic crisis in aid.  - Financial flows in aid for development and the Global Health sector.  - Fiscal space, international finance tax and domestic budgets for health  - The dilemma to cooperate with middle-income countries.		Health legislation				
International Governance and Politics of Global Health	<br>At the end of the module students should be able to:    1. Explain the evolution, the normative framework and the political agenda of an international institution or actor in the fields of health development aid and global health governance.    2. Critically discuss the principles of (the right to health) in nowadays world and how they relate to international agreements and treaties.    3. Analyze changes and trends in international politics and aid for development agenda, including financial and management implications for global health organizations and programs (e.g. UN institutions, bilateral donors, NGOs, PPPs, emergent stakeholdersâ€¦).		1	nuria.casamitjana@isglobal.org	2014-12-20 13:54:38	2019-08-14	2020-07-01 09:42:51	troped	troped	0		Face to face sessions from Monday to Thursday from 9:00 to 11:00 Students are asked to read recommended materials before face-to-face sessions	<br>University of Barcelona  Faculty of Medicine  C/ Casanova, 143  08036 Barcelona, Spain				2014-12-20 20:06:54	<br>4 ECTS, 100 SIT  Hours of independent study (not face to face and not tutored): 70 h  Lectures and other classroom activities: 30 h (15 sessions x 2 h, includes 2h exam)  Total: 100 h    33.3 hours per week.	2021-01-25	2021-02-04	<br>Accredited in December 2014. Reaccredited in June 2019, in UmeÃ¥. This accreditation is valid until June 2024.	<br>Theoretical-practical sessions, with presentations by professors, debate and class discussion.   - Sessions include group and individual oral and written exercises for the student to familiarize with the content.  - Each session provides specific essential reading to be familiar with the fundamentals of the topic and for evaluation activities.   - Essential reading is a crucial individual activity to ensure standard knowledge and understanding of basic concepts, principles and tools.   - Additional reading is an individual but optional activity depending on the interests and specialization of the student.		<br>Students in the course will be evaluated individually and using the following assessment tools:    - Level of studentsâ€™ participation in classroom (10%):   â€¢ 6 or less: minimum contribution, disruptive, or no participation  â€¢ 8: responds constructively to questions  â€¢ 10: perceptive questions, active constructive and educational interaction with colleagues and professor.    - Review of readings: written short exercises. (30%).     - Final exam (2h). Theoretical questions on a simulated case. (60%).    Resit: Complete and exhaustive exam including theoretical and practical questions (2 h).	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Based on CV and motivation letter	<br>700 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>This course offers a panorama of the working and recent trends of international relations and the international legal system. The course examines the current changing international, economic, social, political and institutional context that is deeply transforming the agenda of major global health actors and the usual ways of developing international cooperation programs and initiatives.    Session 1. Globalization, cooperation and conflict in the contemporaneous international society.   - Order and anarchy in the international society.  - The globalization process.  - Regionalism in the international society.  - Power in international relations.  - International actors and authorities.    Session 2. Security and Global Health in the contemporaneous international society.   - The evolution of concept of international security.  - Global governance of global threats.  - Health inequities in a globalized world.  - The Global Dimension of Health and the Global Health Security.    Session 3. Introduction to Global Health Law.   - Key methods, processes, instruments and international law mechanisms.  - Health as object of international cooperation and regulation.  - The Origins of Global Health Law.  - The United Nations and the International Governance of Global Health.    Session 4. International institutions of Global Health.   - The creation of World Health Organization.  - Governing Structure of World Health Organization.  - The World Health Organization Reform Agenda.  - Old and New Institutions of Global Health    Session 5. Content and Scope of Global Health Law.   - The normative competence of the World Health Organization.  - The Framework Convention on Tobacco Control.  - The International Health Regulations.  - Pandemic Influenza Preparedness Framework.  - The Global Code of Practice on the International Recruitment of Health Personnel.    Session 6. Public-private partnerships (PPP) in global health.   - The new formula of public-private partnerships in global health.  - Typologies and legal approach.  - Financial and operational activity of PPP in global health.  - The Global Fund to Fight AIDS, Tuberculosis and Malaria.  - Others PPP in global health.    Session 7. The Right to Health and the Human Rights System.   - The international protection of Human Rights  - Treaties and international instruments on the Right to Health  - Scope of the Right to Health in International Law: international and European standard.  - International mechanisms of verification.    Session 8. Global Health and International Trade.   - From the international trade regime to the multilateral trade regime and aspects related to trade.  - Principles that govern international trade.  - Trade agreements and international technical standards.    Session 9. Pharmaceutical Patents and Global Health.   - International regulation of intellectual property and its relationship to public health.  - The agreement on Trade-Related Intellectual Property Rights, TRIPS plus and TRIPS extra.  - WHO action in the area of intellectual property and public health.    Session 10. Politics and Global Health Diplomacy.   - Health and foreign policy.  - The actors, stakeholders and interest groups involved in global health governance and diplomacy.   - The dynamics of global health negotiations.    Session 11. International cooperation and aid in Global Health (I); actors and architecture of the aid system.   - Evolution of the development doctrines.  - Structure and scope of the international cooperation and aid system.  - The United Nations agencies; relevant roles and mechanisms for international cooperation programs  - New donors and traditional donors in Global Health; the role of public and private sectors, philanthropy organizations and NGOs.  - Relevant funding mechanisms.    Session 12. International cooperation and aid in Global Health (II); Global Health agendas and priorities in the field of international aid.   - Major factors influencing the transformation of the international aid and development agenda.  - The diversity of Global Health policies and agendas.  - The European Union policy in Global Health    Session 13. Trends and challenges of aid in a changing international environment.   - The redistribution of global power and wealth  - The gap between economic growth and health status   - The problem of equity in access to human development and health in middle income countries and low income countries   - Global governance for health: opportunities and challenges.     Session 14. International financing of aid for health.   - The impact of the global economic crisis in aid.  - Financial flows in aid for development and the Global Health sector.  - Fiscal space, international finance tax and domestic budgets for health  - The dilemma to cooperate with middle-income countries.						
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch	Barbara BÃ¼rkin	English	advanced optional	2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation	Switzerland	Advocacy	Blended-learning		6 ECTS credits	
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0		The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch	Prof. Suzanne Suggs, UniversitÃ  della Svizzera italiana			2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation		Communication (oral, written)				
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0		The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation		Governance				
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0		The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation		Health Policy (incl. advocacy)				
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0		The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation		Human Resources				
Social Marketing and Communication	<br>After successfully completing the module, students will be able to:  â— Apply key social marketing concepts, principles and ethical considerations   â—      Practise the various planning steps in social marketing   â— Conduct audience, segmentation and context analyses   â—      Design a social marketing strategy, including positioning / branding, product pricing, placement and promotion (channels and messages) and partnership strategies		1	courses@swisstph.ch	2015-02-18 19:14:10	2018-03-16	2020-09-15 15:35:29	troped	troped	0		The course covers a period of 11 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 04 December 2020 Preparation phase (self-directed): 21 December 2020 - 29 January 2021 On-campus phase: 01 - 05 February 2021 Post campus phase (self-directed): 8 February - 2 April	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:14:53	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2020-12-21	2021-04-02	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCo) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write a social marketing plan on a chosen problem.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to write a summary of one of the requested articles (max. 3 pages) and a presentation that summarizes the main points and lessons learned from the article. The article summary has to be uploaded to the LMS latest one week prior to the on-campus phase, the presentation has to be brought to the on-campus phase (Passing grade: 60%; this counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark)    Following the on-campus period of the module, students will write a social marketing plan on a chosen problem that is      caused by (at least in part) or perpetuated by human      behaviour, and human      behaviour that can be changed. They have to address eight benchmarks that have been discussed during the on-campus week. Word limit: 3â€™750 words (passing grade: 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“      is possible,      the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â— A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  â—   Each of the assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	<br>Major changes will be made in the assessments: The written exam will take place not longer weeks after the on-campus phase, but on the last day of the on-campus phase. The pre-assignment consists not only of a written paper, but also of a presentation in the classroom. The assignment after the on-campus phase is now focusing on a social marketing plan.	<br>Throughout the years this module is highly appreciated by the students (overall rating: 4.5 out of 5). Students like most the high competence of the coordinator, her experience in different cultural backgrounds and the dynamic and interactive format during the classroom sessions.   They also appreciate the practical tools exercised and discussed.	<br>We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>The following topics will be covered:    â— Introduction to social marketing, definitions and relevance   â— Planning and benchmarks   â— Context analysis and formative research   â— Audience analysis and segmentation   â— Product, Place, Price, Policy and Partnerships   â— Positioning, Promotion and Communication   â— Behaviour change technique(s) selection   â— Theory of change and evaluation						
Health Policy and Systems Analysis	<br>After successfully completing the module, students will be able to:      â— Critically analyse the concepts of disease and risk factor patterns in relation to concepts of priority health problems and policies (assignment 3)  â— Critically reflect how societies organise themselves in achieving collective health goals (assignment 3)  â— Describe how different actors interact in the policy and implementation processes to contribute to policy outcomes (assignment 1 and 2)  â— Analyse how health systems respond and adapt to health policies (assignment 1, 2 and 3)  â— Evaluate how health policies can shape â€” and be shaped by â€” health systems and the broader determinants of health (assignment 2 and 3)		1	courses@swisstph.ch	2015-02-18 19:26:55	2018-03-16	2020-09-15 15:16:04	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 30 April 2021 Preparation phase (self-directed): 17 May - 25 June 2021 On-campus phase: 28 June - 02 July 2021 Post campus phase (self-directed): 5 July - 27 August 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch	Barbara BÃ¼rkin	English	advanced optional	2017-09-27 03:09:26	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-05-17	2021-08-27	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCO) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write      an analysis of a health system of a LMIC.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.   Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	Major changes will be made in the assessments: The written exam will take place no longer weeks after the on-campus phase, but on the last day of the on-campus phase. Furthermore one of the main facilitators has been replaced (due to retirement).	Students like most the case studies used during on-campus teaching. Complaints about a facilitator from WHO were addressed in inviting others to address the specific topics. Another complaint addressed the weak feedback from one facilitator â€“ this was discussed and could be improved.	We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	Switzerland	Health Policy (incl. advocacy)	Blended-learning		6 ECTS credits	
Health Policy and Systems Analysis	<br>After successfully completing the module, students will be able to:      â— Critically analyse the concepts of disease and risk factor patterns in relation to concepts of priority health problems and policies (assignment 3)  â— Critically reflect how societies organise themselves in achieving collective health goals (assignment 3)  â— Describe how different actors interact in the policy and implementation processes to contribute to policy outcomes (assignment 1 and 2)  â— Analyse how health systems respond and adapt to health policies (assignment 1, 2 and 3)  â— Evaluate how health policies can shape â€” and be shaped by â€” health systems and the broader determinants of health (assignment 2 and 3)		1	courses@swisstph.ch	2015-02-18 19:26:55	2018-03-16	2020-09-15 15:16:04	troped	troped	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 30 April 2021 Preparation phase (self-directed): 17 May - 25 June 2021 On-campus phase: 28 June - 02 July 2021 Post campus phase (self-directed): 5 July - 27 August 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch	Prof. Fabrizio Tedosi			2017-09-27 03:09:26	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-05-17	2021-08-27	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCO) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write      an analysis of a health system of a LMIC.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.   Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	Major changes will be made in the assessments: The written exam will take place no longer weeks after the on-campus phase, but on the last day of the on-campus phase. Furthermore one of the main facilitators has been replaced (due to retirement).	Students like most the case studies used during on-campus teaching. Complaints about a facilitator from WHO were addressed in inviting others to address the specific topics. Another complaint addressed the weak feedback from one facilitator â€“ this was discussed and could be improved.	We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).		Health systems				
Health Policy and Systems Analysis	<br>After successfully completing the module, students will be able to:      â— Critically analyse the concepts of disease and risk factor patterns in relation to concepts of priority health problems and policies (assignment 3)  â— Critically reflect how societies organise themselves in achieving collective health goals (assignment 3)  â— Describe how different actors interact in the policy and implementation processes to contribute to policy outcomes (assignment 1 and 2)  â— Analyse how health systems respond and adapt to health policies (assignment 1, 2 and 3)  â— Evaluate how health policies can shape â€” and be shaped by â€” health systems and the broader determinants of health (assignment 2 and 3)		1	courses@swisstph.ch	2015-02-18 19:26:55	2018-03-16	2020-09-15 15:16:04	troped	troped	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 30 April 2021 Preparation phase (self-directed): 17 May - 25 June 2021 On-campus phase: 28 June - 02 July 2021 Post campus phase (self-directed): 5 July - 27 August 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:09:26	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-05-17	2021-08-27	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCO) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write      an analysis of a health system of a LMIC.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.   Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	Major changes will be made in the assessments: The written exam will take place no longer weeks after the on-campus phase, but on the last day of the on-campus phase. Furthermore one of the main facilitators has been replaced (due to retirement).	Students like most the case studies used during on-campus teaching. Complaints about a facilitator from WHO were addressed in inviting others to address the specific topics. Another complaint addressed the weak feedback from one facilitator â€“ this was discussed and could be improved.	We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).		Planning and programming (incl.. budgeting and evaluation)				
Health Policy and Systems Analysis	<br>After successfully completing the module, students will be able to:      â— Critically analyse the concepts of disease and risk factor patterns in relation to concepts of priority health problems and policies (assignment 3)  â— Critically reflect how societies organise themselves in achieving collective health goals (assignment 3)  â— Describe how different actors interact in the policy and implementation processes to contribute to policy outcomes (assignment 1 and 2)  â— Analyse how health systems respond and adapt to health policies (assignment 1, 2 and 3)  â— Evaluate how health policies can shape â€” and be shaped by â€” health systems and the broader determinants of health (assignment 2 and 3)		1	courses@swisstph.ch	2015-02-18 19:26:55	2018-03-16	2020-09-15 15:16:04	troped	troped	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time. Application deadline: 30 April 2021 Preparation phase (self-directed): 17 May - 25 June 2021 On-campus phase: 28 June - 02 July 2021 Post campus phase (self-directed): 5 July - 27 August 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch				2017-09-27 03:09:26	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-05-17	2021-08-27	<br>Accredited in February 2015. Reaccreditation GA Rabat (EC TelCO) June 2020. This accreditation is valid until June 2025.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â— Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    â— Post-campus phase: consists of 100 hours of independent study; students have to write      an analysis of a health system of a LMIC.  â— In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Facilitators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours) week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.   Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none	Major changes will be made in the assessments: The written exam will take place no longer weeks after the on-campus phase, but on the last day of the on-campus phase. Furthermore one of the main facilitators has been replaced (due to retirement).	Students like most the case studies used during on-campus teaching. Complaints about a facilitator from WHO were addressed in inviting others to address the specific topics. Another complaint addressed the weak feedback from one facilitator â€“ this was discussed and could be improved.	We respond to the students complaints of a written exam months after the on-campus phase and have integrated this exam into the course week.	<br>During the preparation period, students get several readings to prepare for the on-campus week. In addition they get seven questions related to the content of the readings and have to prepare one presentation slide per questions as their answer. This assignment has to be submitted by 25 July 2020, midnight latest, passing grade 60%. (This counts for 20% of the total mark).    On the last day of the course students have a 2-hours written exam with short answer questions, based on cases during the on-campus phase (passing grade: 60%; this counts for 30% of total mark).    Following the on-campus period of the module, students will write an analysis of the health system of a LMIC, using the tools and approaches presented during the on-campus week. They have to focus on at least one of the following aspects: Burden of Disease, availability and accessibility of health services, quality of health services, financing. Furthermore they have to recommend a policy for implementation addressing the analysed challenges. Word limit: 3â€™500 words (passing grade 60%; this counts for 50% of the total mark).    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â— A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â— A re-submission of the assignment following the on-campus week â€“ if failed â€“ is possible, the timeframe has to be negotiated with the course coordinator within two months after being informed of the failure.    â—      A re-assessment of the preparatory assignment has to be submitted three weeks after the on-campus week.  â— A failure in the written exam can be re-sit after consultation with the coordinators (distance-based re-exam might be possible).  Each of the three assignments can be resit only once; in case of a resit or resubmission students will get the pass mark (60%).						
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0	Spain - Barcelona Institute for Global Health - University of Barcelona	3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute	Silvia Ãlvarez	English	advanced optional	2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)	Spain	Health in emergencies	Distance-based		3 ECTS credits	
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0		3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute				2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)		Humanitarian setting				
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0		3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute				2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)		Sanitation				
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0		3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute				2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)		Vulnerable groups (in general)				
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0		3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute				2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)		Water				
Responses to Humanitarian Crises and Global Health	<br>At the end of the course students should be able to:    1) Differentiate the diverse types of medical humanitarian crises and emergencies related to large-scale displacement and refugees and its links with global health.   2) Apply basic notions of epidemiology to identify emergency thresholds.  3) Apply basic concepts of design, organization and deployment of medical and relief actions to assist internally displaced people and refugees.		1	Silvia.ALVAREZ@barcelona.msf.org	2015-03-03 14:56:20	2019-08-14	2021-01-29 15:21:16	troped	romy	0		3 weeks 2020-03-13 to 2020-04-03  Preparation phase: 2020-03-13 to 2020-03-26   Online Format: 2020-03-27 to 2020-04-03	If not in the application institute				2019-09-26 09:31:36	<br>3 ECTS, 75 SIT  Hours of independent study (not online and not tutored): 51 h: 30 hours for pre-reading and 21 to prepare the case study.   Lectures and other classroom activities: 24 h (12 sessions x 2 h, include the time for the online multiple choice test and the group work oral presentations; see below for details).  Total: 75 h    Hours 1st and 2nd week: 42  Hours 3rd week: 33	2021-04-14	2021-04-22	<br>Accredited in February 2015. Re-accredited in September 2019 in London. This accreditation is valid until September 2024.	<br>â€¢ During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire. During that phase, students can ask questions to the course coordinator through and interact with each other through the virtual campus.     â€¢ Once the sessions have started, the students will need to use their independent time outside the classroom to concentrate on the development of the case studies.     â€¢ The lecturing time is organized in two-hour sessions. Sessions will include Power Point presentations given by the lecturer, plus discussions on the topics covered. The lecturers may also use short documents, video clips or news pieces to enrich the discussions.  â€¢ Three of the sessions will be based on practical exercises.		<br>Students in the course will be evaluated individually and group-based using the following assessment tools    The grading system is numeric, 0-10. Passing requires a minimum of 5. The scores of the two assessment components compensate each other in the final grade.     The final grade will be calculated considering the following two elements: Individual multiple-choice exam will represent 20% of the final grade, and group work will represent 60% of the final grade.     â€¢ Competency Self-Assessment Questionnaire (20% of the grade)  During the preparation phase (1.5 weeks) students will spend 30 hrs on reading literature, assessing themselves with the Competency Self-Assessment Questionnaire.     â€¢ Group work on a case study (80% of the grade)   Students will be divided into 6 groups by the coordinator. Each group will be assigned 1 out of 3 case studies about a humanitarian crisis â€“ hence, each case study will be covered by two groups. The work will consist of answering 8 questions about the case study. The 8 questions will be different for each group working on the same case study.     The findings will need to be submitted in a written document of between 3,500 and 4,000 words (excluding graphs, tables,  references and annexes) by midnight of the day before the last day of the course and be presented orally (10 minute-presentation plus 5 minutes for Q&A) in the last session of the course. The written work will represent 50% of this component and the online oral presentation the other 50%.    Students that fail will be given the opportunity to individually develop and submit a written work based on a new case study within 15 days since ordinary grades are communicated.	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	<br>The overall approach and content of the course is the same. Objectives have been rephrased to concentrate and simplify them.  The content remains the same.  The methodology has been partially modified to include more practical exercises.  The evaluation has been modified to eliminate the assessment of studentsâ€™ participation (see below) and to include an individual online multiple choice test.	<br>The course has been very well evaluated by the students, who praise the hands-on experience and deep knowledge of the Faculty, all of them MSF members. It is also one of the most sought-after Barcelona courses among tropEd students.  Main criticism related to the fact that the course is entirely taught by MSF members. While students appreciate their capacity, they expressed their interest to know other major NGOs or stakeholders. In that sense, complementary seminars are planned to showcase the perspective of other actors in the field.   On the other hand, the fact that MSF staff is always subject to emergency calls to go to the field, there are often last-minute changes in the faculty, although the content is ultimately covered.  Finally, like in other courses, students objected the use of participation as a grade assessment, what has been eliminated.	<br>â€¢ Students highly appreciate courses offered by faculty with extensive hands-one experience in the topic.  â€¢ MSF action-oriented approach combined with reflection and self-criticism as humanitarian player is also greatly valued by students.  â€¢ The program should make efforts to offer students the perspective of other major stakeholders engaged in humanitarian aid for health.	<br>â€¢ Introduction to Humanitarian emergencies, the displacement and the place of refuge. The 10 priorities   â€¢ Medical and Health Care to refugees and displaced population   â€¢ Pediatric care to refugees and displaced population   â€¢ Water Hygiene and Sanitation for refugees and displaced population I  â€¢ Water Hygiene and Sanitation for refugees and displaced population II (Practical Exercise)  â€¢ Refugee Camps Management I & II  â€¢ Security: Knowing your context in Refugee Camps I  â€¢ Security: Knowing your context in Refugee Camps II (Practical Exercise)  â€¢ Medical Assistance in Post-Emergency Phase    â€¢ Shelter and Site Planning (Part I)   â€¢ Shelter and Site Planning (Part II) (Practical Exercise)						
The links between Globalization, Womens Health and Childrens Health in Developing Countries	<br>At the end of the course the participants should be able to:  1. Understand and discuss the distinctive characteristics of the current era of globalization and engage in the debate concerning its benefits and adverse impacts on the health of  women and children in  developing countries.  2. Appraise existing evidence that demonstrates the links between globalization and population health, particularly as measured by the changing patterns of burden of diseases for women and children;  3. Evaluate existing evidence that demonstrates the links between climate change and womens and childrens health, including their nutritional status;   4. Explain how global governance processes outside of the health sector, such as those relating to international migration policy, increasingly affect the health outcomes of women and children;   5. Explain the relationship between womenâ€™s and childrenâ€™s health and health care provision in the context of global food and pharmaceutical trade legislation;   6. Understand and discuss the impacts of global health policies on financing reforms promoted by the World Health Organization, such as  the universal coverage for health services for the developing countries policy;   7. Explore how access to good quality womens and childrens health care services can  promote human rights, including sexual and reproductive rights;  8. Critically analyze government policy and design interventions to mitigate the negative impacts of globalization on womenâ€™s and childrenâ€™s health in  developing countries.		0	sawilopo@yahoo.com	2015-03-30 03:45:55	2015-03-30	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	2 weeks	Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Dr. Siswanto Agus Wilopo, SU, MSc, ScD 	English	advanced optional	2015-03-30 09:56:26	90 hours, consisting of lectures for 45 hours, independent study for 20 hours, and group work and presentation for 25 hours.	2015-12-01	2015-12-12	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>The course uses a combination of theoretical teaching methods  and case study analysis to expose participants to both the theory and practice of public health interventions in order to address womenâ€™s and childrenâ€™s health.    The course  involves a combination of interactive lectures (45 hours), self-study (20 hours) and guided group work (25 hours).     The group work component comprises structured exercises, based on specific case studies proposed by the lecturers and participants on the contemporary issues of globalization in developing countries, including Indonesia.     Group work is always guided by the course facilitatorsâ€™ instructions. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among course participants.     Participants will work individually on selected case studies that have been selected during group discussion (group work). Each student will select one case study for the assignment.	<br>These modules have been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>Attending all lectures is mandatory. Participants are expected to engage actively in all class discussions and group work.     After each lecture course participants will receive  assignments.    There is a closed-book (unseen) written exam (3 hours duration) at the end of the course, including short essay questions covering all content.    The final grade will be based on:   â€¢ 20% participation in class discussion;   â€¢ 30% individual work on  assignments;  and   â€¢ 50% written exam.  If a student fails (below 60% score), another exam will be conducted within 2 weeks as a take home exam.	<br>The maximum number of students that may enrol in this class is 20 students and the maximum number of tropEd students is 5 students.	<br>Student should be familiar with public health policy and programs for women and children, especially for  developing countries (i.e.: targets of the Millennium Development Goals and Sustainable Development Goals). Course participants should understand the concepts of public health promotion and prevention, as well as international and national public health legislation and regulation. Students who have completed a core MPH course (i.e.: health promotion and education, health policy and management) will be admitted automatically to this course. Applicants who are not enrolled in the MPH at the UGM should first submit their academic transcript to be considered for admission into this course. The course coordinators will review the studentâ€™s eligibility based on their prior academic performance.    All students must have an English TOEFL test score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend the short course.	<br>The tuition fee is 300 Euros, excluding  living costs.	<br>Negotiations are currently underway to  support participants from developing countries, i.e.: UNFPA and USAID.				<br>The course module addresses the impacts of globalization on womens and childrens health. It will present both the positive and negative impacts of globalization on womens and childrens health, including the unequal distribution of some of the effects of globalization among different groups of women and children. The course will demonstrate the need for a rights based approach to development, global health diplomacy, as well as gender-equity-oriented macroeconomic, trade, and labor market policies.        Lectures and class exercises in this course will cover  the following topics:  â€¢ What is globalization and what are the key debates about globalization relating to the health sector?  â€¢ What is the relationship between economic growth and health status  in the era of globalization?  â€¢ Public health and globalization:  o the health status of women and children globally;  o womens and childrens  health status and human development;  o the concept of -social determinants of health-, focusing on those determinants pertaining to   womens and childrens health status in  developing countries; and   o the impacts of globalization on the  social determinants of health of women and children in developing countries.  â€¢ The consequences of globalization on the health of women and children in relation to:  o communicable diseases;  o lifestyle and behaviour changes;  o environmental threats;  o household income; and  o marginalized and vulnerable populations.  â€¢ Monitoring the impacts of globalization on the health status of women and children.    â€¢ Health systems and globalization:   o health care systems as a social determinant of health;   o policy makers and policy making at the global level; and   o the global health  care system funding architecture.  â€¢ International responses to globalization through global health policies and legislation by:   o international financial and trade  institutions (i.e.: IMF, World Bank, ADB, WTO.)  o international health and development institutions  (i.e. WHO, UNAIDS, UNICEF, UNFPA, UNDP)  â€¢ Globalization and the implementation of a rights based approach to development, global health diplomacy, gender-equity-oriented macroeconomic, trade, and labor market policies in relation to womenâ€™s and childrenâ€™s health.  â€¢ The role of regional, national and local policy makers to respond the positive and negative impacts of globalization, including the scope for cooperation and collaboration	Indonesia	Burden of Disease	Face to face		3 ECTS credits	
The links between Globalization, Womens Health and Childrens Health in Developing Countries	<br>At the end of the course the participants should be able to:  1. Understand and discuss the distinctive characteristics of the current era of globalization and engage in the debate concerning its benefits and adverse impacts on the health of  women and children in  developing countries.  2. Appraise existing evidence that demonstrates the links between globalization and population health, particularly as measured by the changing patterns of burden of diseases for women and children;  3. Evaluate existing evidence that demonstrates the links between climate change and womens and childrens health, including their nutritional status;   4. Explain how global governance processes outside of the health sector, such as those relating to international migration policy, increasingly affect the health outcomes of women and children;   5. Explain the relationship between womenâ€™s and childrenâ€™s health and health care provision in the context of global food and pharmaceutical trade legislation;   6. Understand and discuss the impacts of global health policies on financing reforms promoted by the World Health Organization, such as  the universal coverage for health services for the developing countries policy;   7. Explore how access to good quality womens and childrens health care services can  promote human rights, including sexual and reproductive rights;  8. Critically analyze government policy and design interventions to mitigate the negative impacts of globalization on womenâ€™s and childrenâ€™s health in  developing countries.		0	sawilopo@yahoo.com	2015-03-30 03:45:55	2015-03-30	2017-10-10 17:22:46	troped	troped	0		2 weeks	Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Prof. Mohammad Hakimi, Ph.D.			2015-03-30 09:56:26	90 hours, consisting of lectures for 45 hours, independent study for 20 hours, and group work and presentation for 25 hours.	2015-12-01	2015-12-12	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>The course uses a combination of theoretical teaching methods  and case study analysis to expose participants to both the theory and practice of public health interventions in order to address womenâ€™s and childrenâ€™s health.    The course  involves a combination of interactive lectures (45 hours), self-study (20 hours) and guided group work (25 hours).     The group work component comprises structured exercises, based on specific case studies proposed by the lecturers and participants on the contemporary issues of globalization in developing countries, including Indonesia.     Group work is always guided by the course facilitatorsâ€™ instructions. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among course participants.     Participants will work individually on selected case studies that have been selected during group discussion (group work). Each student will select one case study for the assignment.	<br>These modules have been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>Attending all lectures is mandatory. Participants are expected to engage actively in all class discussions and group work.     After each lecture course participants will receive  assignments.    There is a closed-book (unseen) written exam (3 hours duration) at the end of the course, including short essay questions covering all content.    The final grade will be based on:   â€¢ 20% participation in class discussion;   â€¢ 30% individual work on  assignments;  and   â€¢ 50% written exam.  If a student fails (below 60% score), another exam will be conducted within 2 weeks as a take home exam.	<br>The maximum number of students that may enrol in this class is 20 students and the maximum number of tropEd students is 5 students.	<br>Student should be familiar with public health policy and programs for women and children, especially for  developing countries (i.e.: targets of the Millennium Development Goals and Sustainable Development Goals). Course participants should understand the concepts of public health promotion and prevention, as well as international and national public health legislation and regulation. Students who have completed a core MPH course (i.e.: health promotion and education, health policy and management) will be admitted automatically to this course. Applicants who are not enrolled in the MPH at the UGM should first submit their academic transcript to be considered for admission into this course. The course coordinators will review the studentâ€™s eligibility based on their prior academic performance.    All students must have an English TOEFL test score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend the short course.	<br>The tuition fee is 300 Euros, excluding  living costs.	<br>Negotiations are currently underway to  support participants from developing countries, i.e.: UNFPA and USAID.				<br>The course module addresses the impacts of globalization on womens and childrens health. It will present both the positive and negative impacts of globalization on womens and childrens health, including the unequal distribution of some of the effects of globalization among different groups of women and children. The course will demonstrate the need for a rights based approach to development, global health diplomacy, as well as gender-equity-oriented macroeconomic, trade, and labor market policies.        Lectures and class exercises in this course will cover  the following topics:  â€¢ What is globalization and what are the key debates about globalization relating to the health sector?  â€¢ What is the relationship between economic growth and health status  in the era of globalization?  â€¢ Public health and globalization:  o the health status of women and children globally;  o womens and childrens  health status and human development;  o the concept of -social determinants of health-, focusing on those determinants pertaining to   womens and childrens health status in  developing countries; and   o the impacts of globalization on the  social determinants of health of women and children in developing countries.  â€¢ The consequences of globalization on the health of women and children in relation to:  o communicable diseases;  o lifestyle and behaviour changes;  o environmental threats;  o household income; and  o marginalized and vulnerable populations.  â€¢ Monitoring the impacts of globalization on the health status of women and children.    â€¢ Health systems and globalization:   o health care systems as a social determinant of health;   o policy makers and policy making at the global level; and   o the global health  care system funding architecture.  â€¢ International responses to globalization through global health policies and legislation by:   o international financial and trade  institutions (i.e.: IMF, World Bank, ADB, WTO.)  o international health and development institutions  (i.e. WHO, UNAIDS, UNICEF, UNFPA, UNDP)  â€¢ Globalization and the implementation of a rights based approach to development, global health diplomacy, gender-equity-oriented macroeconomic, trade, and labor market policies in relation to womenâ€™s and childrenâ€™s health.  â€¢ The role of regional, national and local policy makers to respond the positive and negative impacts of globalization, including the scope for cooperation and collaboration		Globalisation				
The links between Globalization, Womens Health and Childrens Health in Developing Countries	<br>At the end of the course the participants should be able to:  1. Understand and discuss the distinctive characteristics of the current era of globalization and engage in the debate concerning its benefits and adverse impacts on the health of  women and children in  developing countries.  2. Appraise existing evidence that demonstrates the links between globalization and population health, particularly as measured by the changing patterns of burden of diseases for women and children;  3. Evaluate existing evidence that demonstrates the links between climate change and womens and childrens health, including their nutritional status;   4. Explain how global governance processes outside of the health sector, such as those relating to international migration policy, increasingly affect the health outcomes of women and children;   5. Explain the relationship between womenâ€™s and childrenâ€™s health and health care provision in the context of global food and pharmaceutical trade legislation;   6. Understand and discuss the impacts of global health policies on financing reforms promoted by the World Health Organization, such as  the universal coverage for health services for the developing countries policy;   7. Explore how access to good quality womens and childrens health care services can  promote human rights, including sexual and reproductive rights;  8. Critically analyze government policy and design interventions to mitigate the negative impacts of globalization on womenâ€™s and childrenâ€™s health in  developing countries.		0	sawilopo@yahoo.com	2015-03-30 03:45:55	2015-03-30	2017-10-10 17:22:46	troped	troped	0		2 weeks	Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:56:26	90 hours, consisting of lectures for 45 hours, independent study for 20 hours, and group work and presentation for 25 hours.	2015-12-01	2015-12-12	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>The course uses a combination of theoretical teaching methods  and case study analysis to expose participants to both the theory and practice of public health interventions in order to address womenâ€™s and childrenâ€™s health.    The course  involves a combination of interactive lectures (45 hours), self-study (20 hours) and guided group work (25 hours).     The group work component comprises structured exercises, based on specific case studies proposed by the lecturers and participants on the contemporary issues of globalization in developing countries, including Indonesia.     Group work is always guided by the course facilitatorsâ€™ instructions. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among course participants.     Participants will work individually on selected case studies that have been selected during group discussion (group work). Each student will select one case study for the assignment.	<br>These modules have been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>Attending all lectures is mandatory. Participants are expected to engage actively in all class discussions and group work.     After each lecture course participants will receive  assignments.    There is a closed-book (unseen) written exam (3 hours duration) at the end of the course, including short essay questions covering all content.    The final grade will be based on:   â€¢ 20% participation in class discussion;   â€¢ 30% individual work on  assignments;  and   â€¢ 50% written exam.  If a student fails (below 60% score), another exam will be conducted within 2 weeks as a take home exam.	<br>The maximum number of students that may enrol in this class is 20 students and the maximum number of tropEd students is 5 students.	<br>Student should be familiar with public health policy and programs for women and children, especially for  developing countries (i.e.: targets of the Millennium Development Goals and Sustainable Development Goals). Course participants should understand the concepts of public health promotion and prevention, as well as international and national public health legislation and regulation. Students who have completed a core MPH course (i.e.: health promotion and education, health policy and management) will be admitted automatically to this course. Applicants who are not enrolled in the MPH at the UGM should first submit their academic transcript to be considered for admission into this course. The course coordinators will review the studentâ€™s eligibility based on their prior academic performance.    All students must have an English TOEFL test score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend the short course.	<br>The tuition fee is 300 Euros, excluding  living costs.	<br>Negotiations are currently underway to  support participants from developing countries, i.e.: UNFPA and USAID.				<br>The course module addresses the impacts of globalization on womens and childrens health. It will present both the positive and negative impacts of globalization on womens and childrens health, including the unequal distribution of some of the effects of globalization among different groups of women and children. The course will demonstrate the need for a rights based approach to development, global health diplomacy, as well as gender-equity-oriented macroeconomic, trade, and labor market policies.        Lectures and class exercises in this course will cover  the following topics:  â€¢ What is globalization and what are the key debates about globalization relating to the health sector?  â€¢ What is the relationship between economic growth and health status  in the era of globalization?  â€¢ Public health and globalization:  o the health status of women and children globally;  o womens and childrens  health status and human development;  o the concept of -social determinants of health-, focusing on those determinants pertaining to   womens and childrens health status in  developing countries; and   o the impacts of globalization on the  social determinants of health of women and children in developing countries.  â€¢ The consequences of globalization on the health of women and children in relation to:  o communicable diseases;  o lifestyle and behaviour changes;  o environmental threats;  o household income; and  o marginalized and vulnerable populations.  â€¢ Monitoring the impacts of globalization on the health status of women and children.    â€¢ Health systems and globalization:   o health care systems as a social determinant of health;   o policy makers and policy making at the global level; and   o the global health  care system funding architecture.  â€¢ International responses to globalization through global health policies and legislation by:   o international financial and trade  institutions (i.e.: IMF, World Bank, ADB, WTO.)  o international health and development institutions  (i.e. WHO, UNAIDS, UNICEF, UNFPA, UNDP)  â€¢ Globalization and the implementation of a rights based approach to development, global health diplomacy, gender-equity-oriented macroeconomic, trade, and labor market policies in relation to womenâ€™s and childrenâ€™s health.  â€¢ The role of regional, national and local policy makers to respond the positive and negative impacts of globalization, including the scope for cooperation and collaboration		Health Policy (incl. advocacy)				
The links between Globalization, Womens Health and Childrens Health in Developing Countries	<br>At the end of the course the participants should be able to:  1. Understand and discuss the distinctive characteristics of the current era of globalization and engage in the debate concerning its benefits and adverse impacts on the health of  women and children in  developing countries.  2. Appraise existing evidence that demonstrates the links between globalization and population health, particularly as measured by the changing patterns of burden of diseases for women and children;  3. Evaluate existing evidence that demonstrates the links between climate change and womens and childrens health, including their nutritional status;   4. Explain how global governance processes outside of the health sector, such as those relating to international migration policy, increasingly affect the health outcomes of women and children;   5. Explain the relationship between womenâ€™s and childrenâ€™s health and health care provision in the context of global food and pharmaceutical trade legislation;   6. Understand and discuss the impacts of global health policies on financing reforms promoted by the World Health Organization, such as  the universal coverage for health services for the developing countries policy;   7. Explore how access to good quality womens and childrens health care services can  promote human rights, including sexual and reproductive rights;  8. Critically analyze government policy and design interventions to mitigate the negative impacts of globalization on womenâ€™s and childrenâ€™s health in  developing countries.		0	sawilopo@yahoo.com	2015-03-30 03:45:55	2015-03-30	2017-10-10 17:22:46	troped	troped	0		2 weeks	Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:56:26	90 hours, consisting of lectures for 45 hours, independent study for 20 hours, and group work and presentation for 25 hours.	2015-12-01	2015-12-12	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>The course uses a combination of theoretical teaching methods  and case study analysis to expose participants to both the theory and practice of public health interventions in order to address womenâ€™s and childrenâ€™s health.    The course  involves a combination of interactive lectures (45 hours), self-study (20 hours) and guided group work (25 hours).     The group work component comprises structured exercises, based on specific case studies proposed by the lecturers and participants on the contemporary issues of globalization in developing countries, including Indonesia.     Group work is always guided by the course facilitatorsâ€™ instructions. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among course participants.     Participants will work individually on selected case studies that have been selected during group discussion (group work). Each student will select one case study for the assignment.	<br>These modules have been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>Attending all lectures is mandatory. Participants are expected to engage actively in all class discussions and group work.     After each lecture course participants will receive  assignments.    There is a closed-book (unseen) written exam (3 hours duration) at the end of the course, including short essay questions covering all content.    The final grade will be based on:   â€¢ 20% participation in class discussion;   â€¢ 30% individual work on  assignments;  and   â€¢ 50% written exam.  If a student fails (below 60% score), another exam will be conducted within 2 weeks as a take home exam.	<br>The maximum number of students that may enrol in this class is 20 students and the maximum number of tropEd students is 5 students.	<br>Student should be familiar with public health policy and programs for women and children, especially for  developing countries (i.e.: targets of the Millennium Development Goals and Sustainable Development Goals). Course participants should understand the concepts of public health promotion and prevention, as well as international and national public health legislation and regulation. Students who have completed a core MPH course (i.e.: health promotion and education, health policy and management) will be admitted automatically to this course. Applicants who are not enrolled in the MPH at the UGM should first submit their academic transcript to be considered for admission into this course. The course coordinators will review the studentâ€™s eligibility based on their prior academic performance.    All students must have an English TOEFL test score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend the short course.	<br>The tuition fee is 300 Euros, excluding  living costs.	<br>Negotiations are currently underway to  support participants from developing countries, i.e.: UNFPA and USAID.				<br>The course module addresses the impacts of globalization on womens and childrens health. It will present both the positive and negative impacts of globalization on womens and childrens health, including the unequal distribution of some of the effects of globalization among different groups of women and children. The course will demonstrate the need for a rights based approach to development, global health diplomacy, as well as gender-equity-oriented macroeconomic, trade, and labor market policies.        Lectures and class exercises in this course will cover  the following topics:  â€¢ What is globalization and what are the key debates about globalization relating to the health sector?  â€¢ What is the relationship between economic growth and health status  in the era of globalization?  â€¢ Public health and globalization:  o the health status of women and children globally;  o womens and childrens  health status and human development;  o the concept of -social determinants of health-, focusing on those determinants pertaining to   womens and childrens health status in  developing countries; and   o the impacts of globalization on the  social determinants of health of women and children in developing countries.  â€¢ The consequences of globalization on the health of women and children in relation to:  o communicable diseases;  o lifestyle and behaviour changes;  o environmental threats;  o household income; and  o marginalized and vulnerable populations.  â€¢ Monitoring the impacts of globalization on the health status of women and children.    â€¢ Health systems and globalization:   o health care systems as a social determinant of health;   o policy makers and policy making at the global level; and   o the global health  care system funding architecture.  â€¢ International responses to globalization through global health policies and legislation by:   o international financial and trade  institutions (i.e.: IMF, World Bank, ADB, WTO.)  o international health and development institutions  (i.e. WHO, UNAIDS, UNICEF, UNFPA, UNDP)  â€¢ Globalization and the implementation of a rights based approach to development, global health diplomacy, gender-equity-oriented macroeconomic, trade, and labor market policies in relation to womenâ€™s and childrenâ€™s health.  â€¢ The role of regional, national and local policy makers to respond the positive and negative impacts of globalization, including the scope for cooperation and collaboration		International / global				
The links between Globalization, Womens Health and Childrens Health in Developing Countries	<br>At the end of the course the participants should be able to:  1. Understand and discuss the distinctive characteristics of the current era of globalization and engage in the debate concerning its benefits and adverse impacts on the health of  women and children in  developing countries.  2. Appraise existing evidence that demonstrates the links between globalization and population health, particularly as measured by the changing patterns of burden of diseases for women and children;  3. Evaluate existing evidence that demonstrates the links between climate change and womens and childrens health, including their nutritional status;   4. Explain how global governance processes outside of the health sector, such as those relating to international migration policy, increasingly affect the health outcomes of women and children;   5. Explain the relationship between womenâ€™s and childrenâ€™s health and health care provision in the context of global food and pharmaceutical trade legislation;   6. Understand and discuss the impacts of global health policies on financing reforms promoted by the World Health Organization, such as  the universal coverage for health services for the developing countries policy;   7. Explore how access to good quality womens and childrens health care services can  promote human rights, including sexual and reproductive rights;  8. Critically analyze government policy and design interventions to mitigate the negative impacts of globalization on womenâ€™s and childrenâ€™s health in  developing countries.		0	sawilopo@yahoo.com	2015-03-30 03:45:55	2015-03-30	2017-10-10 17:22:46	troped	troped	0		2 weeks	Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:56:26	90 hours, consisting of lectures for 45 hours, independent study for 20 hours, and group work and presentation for 25 hours.	2015-12-01	2015-12-12	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>The course uses a combination of theoretical teaching methods  and case study analysis to expose participants to both the theory and practice of public health interventions in order to address womenâ€™s and childrenâ€™s health.    The course  involves a combination of interactive lectures (45 hours), self-study (20 hours) and guided group work (25 hours).     The group work component comprises structured exercises, based on specific case studies proposed by the lecturers and participants on the contemporary issues of globalization in developing countries, including Indonesia.     Group work is always guided by the course facilitatorsâ€™ instructions. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among course participants.     Participants will work individually on selected case studies that have been selected during group discussion (group work). Each student will select one case study for the assignment.	<br>These modules have been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>Attending all lectures is mandatory. Participants are expected to engage actively in all class discussions and group work.     After each lecture course participants will receive  assignments.    There is a closed-book (unseen) written exam (3 hours duration) at the end of the course, including short essay questions covering all content.    The final grade will be based on:   â€¢ 20% participation in class discussion;   â€¢ 30% individual work on  assignments;  and   â€¢ 50% written exam.  If a student fails (below 60% score), another exam will be conducted within 2 weeks as a take home exam.	<br>The maximum number of students that may enrol in this class is 20 students and the maximum number of tropEd students is 5 students.	<br>Student should be familiar with public health policy and programs for women and children, especially for  developing countries (i.e.: targets of the Millennium Development Goals and Sustainable Development Goals). Course participants should understand the concepts of public health promotion and prevention, as well as international and national public health legislation and regulation. Students who have completed a core MPH course (i.e.: health promotion and education, health policy and management) will be admitted automatically to this course. Applicants who are not enrolled in the MPH at the UGM should first submit their academic transcript to be considered for admission into this course. The course coordinators will review the studentâ€™s eligibility based on their prior academic performance.    All students must have an English TOEFL test score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend the short course.	<br>The tuition fee is 300 Euros, excluding  living costs.	<br>Negotiations are currently underway to  support participants from developing countries, i.e.: UNFPA and USAID.				<br>The course module addresses the impacts of globalization on womens and childrens health. It will present both the positive and negative impacts of globalization on womens and childrens health, including the unequal distribution of some of the effects of globalization among different groups of women and children. The course will demonstrate the need for a rights based approach to development, global health diplomacy, as well as gender-equity-oriented macroeconomic, trade, and labor market policies.        Lectures and class exercises in this course will cover  the following topics:  â€¢ What is globalization and what are the key debates about globalization relating to the health sector?  â€¢ What is the relationship between economic growth and health status  in the era of globalization?  â€¢ Public health and globalization:  o the health status of women and children globally;  o womens and childrens  health status and human development;  o the concept of -social determinants of health-, focusing on those determinants pertaining to   womens and childrens health status in  developing countries; and   o the impacts of globalization on the  social determinants of health of women and children in developing countries.  â€¢ The consequences of globalization on the health of women and children in relation to:  o communicable diseases;  o lifestyle and behaviour changes;  o environmental threats;  o household income; and  o marginalized and vulnerable populations.  â€¢ Monitoring the impacts of globalization on the health status of women and children.    â€¢ Health systems and globalization:   o health care systems as a social determinant of health;   o policy makers and policy making at the global level; and   o the global health  care system funding architecture.  â€¢ International responses to globalization through global health policies and legislation by:   o international financial and trade  institutions (i.e.: IMF, World Bank, ADB, WTO.)  o international health and development institutions  (i.e. WHO, UNAIDS, UNICEF, UNFPA, UNDP)  â€¢ Globalization and the implementation of a rights based approach to development, global health diplomacy, gender-equity-oriented macroeconomic, trade, and labor market policies in relation to womenâ€™s and childrenâ€™s health.  â€¢ The role of regional, national and local policy makers to respond the positive and negative impacts of globalization, including the scope for cooperation and collaboration						
Surveillance to measure the burden of non-communicable diseases (NCDs)	<br> At the end of this course students should be able to:  â€¢ describe the burden of NCDs (chronic diseases);  â€¢ describe the concept and use of NCDs surveillance;   â€¢ design NCDs surveillance;  â€¢ construct data collection instruments to measure NCDs;  â€¢ estimate epidemiological rates of NCDs;  â€¢ collect morbidity and mortality NCD data;  â€¢ calculate the burden of NCDs measures (i.e.: DALYs);  â€¢ evaluate NCD data quality;and  â€¢ use epidemiology data to measure the burden of NCDs.		0	sawilopo@yahoo.com	2015-03-30 03:57:16	2017-02-10	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	Number of weeks: 4 weeks, (pre-reading:  1 weeks, face-to-face:  2 weeks, final assignments:  1 weeks)	<br>Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Dr. Siswanto Agus Wilopo, SU, MSc, ScD 	English	advanced optional	2015-03-30 09:58:59	150 hours  Contact hours: 80 (50 hours in class face-to-face, 30 hours facilitated practice and seminar), Self-directed learning : 45 hours, Pre-test: 1 hour, Midterms:1 hours, Examination:3 hours, Writing Final Paper:20 hours	2017-07-17	2017-08-03	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 4 hours in the morning and 1 hour in the afternoon for 10 working days).     Tutorials and exercises in the computer laboratory will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper.  This paper should be submitted 7 days after lectures have ended. Students should use the SAGE data sets and present the analysis in no more than 3,500 words. The topic of the final paper will be discussed between student and facilitator.    The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper:  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students arerequired to have completed of core Public Health courses on epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student having responsibility for conducting burden of disease / NCDs surveillance in their country.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>The course covers following topics:  1. NCDs profiling including the number, rates and causes of deaths from NCDs and trends in NCD mortality; the prevalence of selected risk factors; and information describing current national responses to NCDs prevention and control.   2. Understanding the asic concepts and goals of epidemiological surveillance, including the difference between communicable diseases and NDCs.  3. Understanding the STEPS approach of the WHO, i.e. the focus on obtaining core data on the established risk factors that determine major disease burdens.   4. Describing the STEPS Instrument, covering the three different levels or (steps) of risk factor assessment: Step 1 (questionnaire), Step 2 (physical measurements), and Step 3 (biochemical measurements).  5. Describing instruments for data collection on morbidity and mortality, including a verbal autopsy for adult mortality.  6. Describing the procedures of data collection for NCDs surveillance and the use of electronic equipment ( i.e. smart phones),  7. Managing data for NCDs surveillance (using SAGE data sets), including:  o create a data dictionary that includes, at a minimum: variable names, variable descriptions or labels, variable types, response options and allowable values; and  o data cleaning (identifying errors, including duplications, missing data, miscodes, and outliers; and the use statistical software to correct the errors).  8. Creating an analysis plan for existing data sets (using SAGE data sets),  including   o research question(s) and/or hypotheses, dataset(s) to be used, inclusion/exclusion criteria, and variables to be used in the main analysis;   o calculate the epidemiologic measures (morbidity and mortality) for estimating burden of disease;  o statistical methods and software to be used and table shells to prepare for: univariable analysis, bivariable analysis, calculating measures of association; and  o assessing for confounding and effect measure modification.  9. Evaluating  NCDs surveillance in developing countries, including:   a. capacity for NCDs surveillance;  b. evidence of political will for NCDs surveillance;  c. existing NCDs data collection systems;  d. internal and external data needs;  e. evidence of how NCDs surveillance data are being used; and  f. leaders and technical experts responsible for NCDs-related activities.	Indonesia	Burden of Disease	Face to face		5 ECTS credits	
Surveillance to measure the burden of non-communicable diseases (NCDs)	<br> At the end of this course students should be able to:  â€¢ describe the burden of NCDs (chronic diseases);  â€¢ describe the concept and use of NCDs surveillance;   â€¢ design NCDs surveillance;  â€¢ construct data collection instruments to measure NCDs;  â€¢ estimate epidemiological rates of NCDs;  â€¢ collect morbidity and mortality NCD data;  â€¢ calculate the burden of NCDs measures (i.e.: DALYs);  â€¢ evaluate NCD data quality;and  â€¢ use epidemiology data to measure the burden of NCDs.		0	sawilopo@yahoo.com	2015-03-30 03:57:16	2017-02-10	2017-10-10 17:22:46	troped	troped	0		Number of weeks: 4 weeks, (pre-reading:  1 weeks, face-to-face:  2 weeks, final assignments:  1 weeks)	<br>Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:58:59	150 hours  Contact hours: 80 (50 hours in class face-to-face, 30 hours facilitated practice and seminar), Self-directed learning : 45 hours, Pre-test: 1 hour, Midterms:1 hours, Examination:3 hours, Writing Final Paper:20 hours	2017-07-17	2017-08-03	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 4 hours in the morning and 1 hour in the afternoon for 10 working days).     Tutorials and exercises in the computer laboratory will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper.  This paper should be submitted 7 days after lectures have ended. Students should use the SAGE data sets and present the analysis in no more than 3,500 words. The topic of the final paper will be discussed between student and facilitator.    The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper:  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students arerequired to have completed of core Public Health courses on epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student having responsibility for conducting burden of disease / NCDs surveillance in their country.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>The course covers following topics:  1. NCDs profiling including the number, rates and causes of deaths from NCDs and trends in NCD mortality; the prevalence of selected risk factors; and information describing current national responses to NCDs prevention and control.   2. Understanding the asic concepts and goals of epidemiological surveillance, including the difference between communicable diseases and NDCs.  3. Understanding the STEPS approach of the WHO, i.e. the focus on obtaining core data on the established risk factors that determine major disease burdens.   4. Describing the STEPS Instrument, covering the three different levels or (steps) of risk factor assessment: Step 1 (questionnaire), Step 2 (physical measurements), and Step 3 (biochemical measurements).  5. Describing instruments for data collection on morbidity and mortality, including a verbal autopsy for adult mortality.  6. Describing the procedures of data collection for NCDs surveillance and the use of electronic equipment ( i.e. smart phones),  7. Managing data for NCDs surveillance (using SAGE data sets), including:  o create a data dictionary that includes, at a minimum: variable names, variable descriptions or labels, variable types, response options and allowable values; and  o data cleaning (identifying errors, including duplications, missing data, miscodes, and outliers; and the use statistical software to correct the errors).  8. Creating an analysis plan for existing data sets (using SAGE data sets),  including   o research question(s) and/or hypotheses, dataset(s) to be used, inclusion/exclusion criteria, and variables to be used in the main analysis;   o calculate the epidemiologic measures (morbidity and mortality) for estimating burden of disease;  o statistical methods and software to be used and table shells to prepare for: univariable analysis, bivariable analysis, calculating measures of association; and  o assessing for confounding and effect measure modification.  9. Evaluating  NCDs surveillance in developing countries, including:   a. capacity for NCDs surveillance;  b. evidence of political will for NCDs surveillance;  c. existing NCDs data collection systems;  d. internal and external data needs;  e. evidence of how NCDs surveillance data are being used; and  f. leaders and technical experts responsible for NCDs-related activities.		Non-communicable diseases (in general)				
Surveillance to measure the burden of non-communicable diseases (NCDs)	<br> At the end of this course students should be able to:  â€¢ describe the burden of NCDs (chronic diseases);  â€¢ describe the concept and use of NCDs surveillance;   â€¢ design NCDs surveillance;  â€¢ construct data collection instruments to measure NCDs;  â€¢ estimate epidemiological rates of NCDs;  â€¢ collect morbidity and mortality NCD data;  â€¢ calculate the burden of NCDs measures (i.e.: DALYs);  â€¢ evaluate NCD data quality;and  â€¢ use epidemiology data to measure the burden of NCDs.		0	sawilopo@yahoo.com	2015-03-30 03:57:16	2017-02-10	2017-10-10 17:22:46	troped	troped	0		Number of weeks: 4 weeks, (pre-reading:  1 weeks, face-to-face:  2 weeks, final assignments:  1 weeks)	<br>Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:58:59	150 hours  Contact hours: 80 (50 hours in class face-to-face, 30 hours facilitated practice and seminar), Self-directed learning : 45 hours, Pre-test: 1 hour, Midterms:1 hours, Examination:3 hours, Writing Final Paper:20 hours	2017-07-17	2017-08-03	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 4 hours in the morning and 1 hour in the afternoon for 10 working days).     Tutorials and exercises in the computer laboratory will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper.  This paper should be submitted 7 days after lectures have ended. Students should use the SAGE data sets and present the analysis in no more than 3,500 words. The topic of the final paper will be discussed between student and facilitator.    The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper:  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students arerequired to have completed of core Public Health courses on epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student having responsibility for conducting burden of disease / NCDs surveillance in their country.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>The course covers following topics:  1. NCDs profiling including the number, rates and causes of deaths from NCDs and trends in NCD mortality; the prevalence of selected risk factors; and information describing current national responses to NCDs prevention and control.   2. Understanding the asic concepts and goals of epidemiological surveillance, including the difference between communicable diseases and NDCs.  3. Understanding the STEPS approach of the WHO, i.e. the focus on obtaining core data on the established risk factors that determine major disease burdens.   4. Describing the STEPS Instrument, covering the three different levels or (steps) of risk factor assessment: Step 1 (questionnaire), Step 2 (physical measurements), and Step 3 (biochemical measurements).  5. Describing instruments for data collection on morbidity and mortality, including a verbal autopsy for adult mortality.  6. Describing the procedures of data collection for NCDs surveillance and the use of electronic equipment ( i.e. smart phones),  7. Managing data for NCDs surveillance (using SAGE data sets), including:  o create a data dictionary that includes, at a minimum: variable names, variable descriptions or labels, variable types, response options and allowable values; and  o data cleaning (identifying errors, including duplications, missing data, miscodes, and outliers; and the use statistical software to correct the errors).  8. Creating an analysis plan for existing data sets (using SAGE data sets),  including   o research question(s) and/or hypotheses, dataset(s) to be used, inclusion/exclusion criteria, and variables to be used in the main analysis;   o calculate the epidemiologic measures (morbidity and mortality) for estimating burden of disease;  o statistical methods and software to be used and table shells to prepare for: univariable analysis, bivariable analysis, calculating measures of association; and  o assessing for confounding and effect measure modification.  9. Evaluating  NCDs surveillance in developing countries, including:   a. capacity for NCDs surveillance;  b. evidence of political will for NCDs surveillance;  c. existing NCDs data collection systems;  d. internal and external data needs;  e. evidence of how NCDs surveillance data are being used; and  f. leaders and technical experts responsible for NCDs-related activities.		Surveillance				
Surveillance to measure the burden of non-communicable diseases (NCDs)	<br> At the end of this course students should be able to:  â€¢ describe the burden of NCDs (chronic diseases);  â€¢ describe the concept and use of NCDs surveillance;   â€¢ design NCDs surveillance;  â€¢ construct data collection instruments to measure NCDs;  â€¢ estimate epidemiological rates of NCDs;  â€¢ collect morbidity and mortality NCD data;  â€¢ calculate the burden of NCDs measures (i.e.: DALYs);  â€¢ evaluate NCD data quality;and  â€¢ use epidemiology data to measure the burden of NCDs.		0	sawilopo@yahoo.com	2015-03-30 03:57:16	2017-02-10	2017-10-10 17:22:46	troped	troped	0		Number of weeks: 4 weeks, (pre-reading:  1 weeks, face-to-face:  2 weeks, final assignments:  1 weeks)	<br>Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-03-30 09:58:59	150 hours  Contact hours: 80 (50 hours in class face-to-face, 30 hours facilitated practice and seminar), Self-directed learning : 45 hours, Pre-test: 1 hour, Midterms:1 hours, Examination:3 hours, Writing Final Paper:20 hours	2017-07-17	2017-08-03	<br>Accredited in March 2015. This accreditation is valid until March 2020.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 4 hours in the morning and 1 hour in the afternoon for 10 working days).     Tutorials and exercises in the computer laboratory will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper.  This paper should be submitted 7 days after lectures have ended. Students should use the SAGE data sets and present the analysis in no more than 3,500 words. The topic of the final paper will be discussed between student and facilitator.    The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper:  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students arerequired to have completed of core Public Health courses on epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student having responsibility for conducting burden of disease / NCDs surveillance in their country.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>The course covers following topics:  1. NCDs profiling including the number, rates and causes of deaths from NCDs and trends in NCD mortality; the prevalence of selected risk factors; and information describing current national responses to NCDs prevention and control.   2. Understanding the asic concepts and goals of epidemiological surveillance, including the difference between communicable diseases and NDCs.  3. Understanding the STEPS approach of the WHO, i.e. the focus on obtaining core data on the established risk factors that determine major disease burdens.   4. Describing the STEPS Instrument, covering the three different levels or (steps) of risk factor assessment: Step 1 (questionnaire), Step 2 (physical measurements), and Step 3 (biochemical measurements).  5. Describing instruments for data collection on morbidity and mortality, including a verbal autopsy for adult mortality.  6. Describing the procedures of data collection for NCDs surveillance and the use of electronic equipment ( i.e. smart phones),  7. Managing data for NCDs surveillance (using SAGE data sets), including:  o create a data dictionary that includes, at a minimum: variable names, variable descriptions or labels, variable types, response options and allowable values; and  o data cleaning (identifying errors, including duplications, missing data, miscodes, and outliers; and the use statistical software to correct the errors).  8. Creating an analysis plan for existing data sets (using SAGE data sets),  including   o research question(s) and/or hypotheses, dataset(s) to be used, inclusion/exclusion criteria, and variables to be used in the main analysis;   o calculate the epidemiologic measures (morbidity and mortality) for estimating burden of disease;  o statistical methods and software to be used and table shells to prepare for: univariable analysis, bivariable analysis, calculating measures of association; and  o assessing for confounding and effect measure modification.  9. Evaluating  NCDs surveillance in developing countries, including:   a. capacity for NCDs surveillance;  b. evidence of political will for NCDs surveillance;  c. existing NCDs data collection systems;  d. internal and external data needs;  e. evidence of how NCDs surveillance data are being used; and  f. leaders and technical experts responsible for NCDs-related activities.						
Data Analysis for Demographic Health Survey (DHS) using STATA: a workflow of programing for big data sets	<br>  In this course, students will learn how to design and manage a â€˜workflow of data analysisâ€™, a process for managing all aspects of data analysis for demographic and health survey (DHS) data. Most developing countries regularly conduct DHSs and the results and datasets are made available in the public domain, including the Indonesian DHS (IDHS). A workflow of data analysis is an essential productivity tool for data analysts, enabling them to create an effective strategy for designing and undertaking data analysis. By the end of the course  participants should be able to:  1. design and implement efficient workflows for both individual and team projects utilising DHS data sets,  2. plan, document, and organise their work;  3. perform data set cleaning;   4. create, rename, label, construct, and verify variables relevant to each research question;  5. perform and evaluate results of statistical analyses using a multivariable approach and statistical modelling;  6. produce replicable results of analysis using sets of programmes in the form of â€˜do filesâ€™ in STATA;  7. construct an effective data archive system to store raw data and analyses ;    8. create graphs and tables ready for publication in scientific journals, including multivariable modelling; and  9. interpret and describe graphs and tables in a narrative form, for presentation in the â€˜Resultsâ€™ section of scientific articles.		0	sawilopo@yahoo.com	2015-08-01 11:28:07	2015-07-20	2017-10-10 17:22:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	4 weeks	<br>  Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Althaf Setyawan, MPH	English	advanced optional	2015-08-01 16:36:28	<br>  The module has a Student Investment Time (SIT) of 150 hours, consisting of 40 hours of lectures, 40 hours of class exercises, 30 hours of independent study, and 40 hours of group work and presentations.	2015-10-05	2015-10-30	<br>  Accredited in EC phone conference in July 2015. This accreditation is valid until July 2020.	<br>  The course uses a combination of theoretical teaching and guided exercises using case studies from DHS data sets of a certain country (namely the Indonesia Demographic Health Survey or IDHS). The aim is to expose participants to both the theory and practice of data analysis using DHS data.     The course involves a combinationof interactive lectures (40 hours), class exercises (40 hours), self-study (30 hours), and facilitated group work and presentations (40 hours).      The lectures will be delivered over 1 sessions every day for 2 hours duration (during the morning) and class exercises will be conducted over 2 hours per day (during the afternoon) over 20 working days.  For the rest of the days students will work independently and/or with their group.     The group work comprises structured exercises on the specific research question proposed by the participants on the demographic and health situation in their country of origin. Group work is always guided by teaching assistants. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among the participants, lecturers and teaching assistants.    Participants will work individually or in groups of 3 to 4 students on research questions proposed from the current descriptive reports of IDHS. The group work and presentations will be conducted in the fourth week of the course.	<br>  This module has been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>  Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work. To measure participant activity the teaching assistant (TA) will record studentâ€™s involvement on the class discussion.     There is no written exam at the end of the course, but each participant is required to submit two short pieced of writing as part of a draft research article i.e. the â€˜Methodâ€™ and â€˜Resultsâ€™ sections.     The final grade will be based on:  â€¢ 20% attendance and active participation in class exercises and class discussions,  â€¢ 30% individual works on the â€˜Methodâ€™ section of which is 50% non-computing activities, and   â€¢ 50% individual work on the â€˜Resultsâ€™ section of which is approximately 75% computing activities.  If student fails (below 60% score), another paper is required to be submitted within 2 weeks after the grade is announced by course coordinator.	<br>  The maximum number of students that may enrol in this course is 20 students and the maximum number of TropEd students is 5 students.	<br>  Students should have an English TOEFL score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.     Students should have knowledge on advance statistical methods, such as multivariable analysis from previous courses at the masters level from a university recognized by the Indonesian Ministry of Research and Education.     Student should also be familiar with DHS data from  developing countries collected by MACRO Inc. USA, to enable them to have some research questions formulated before commencing this course.    Basic knowledge of statistical software, preferably STATA, is required in this course.     Since we will use word processing software for report writing, a basic understandings of the Microsoft Office suite of programs or similar will be required. We will also introduce computer software commonly used for data analysis other than STATA.	<br>  Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend short course.	<br>  The tuition fee is 500 euro; excluding living costs.	<br>Negotiations are currently underway to support participants from developing countries, i.e.: UNFPA and USAID.				<br>  The course will consist of lectures and class exercises that cover:  â€¢ Understanding DHS data sets using examples from the IDHS, including sampling, questionnaires, and  methods of the data collection.  â€¢ Structure of programming to enable more  efficient workflows for individual projects and team projects using DHS data sets.  â€¢ Planning, organizing and documenting the workflow of data analysis for DHS data.  â€¢ Writing and debugging `do-filesâ€˜ using STATA software.  â€¢ Automation programming using  `do-filesâ€˜ and other computer languages.  â€¢ Labelling, creating new variables, and cleaning DHS data.  â€¢  Analysing DHS data using bivariate and multivariable methods.  â€¢ Writing the â€˜research methodâ€™ section of a research article for submission to a scientific journal.  â€¢ Presenting results in tables and graphs ready for publication using IDHS data.  â€¢ Interpreting and describing graphs and tables in narrative form for submission in the â€˜Resultsâ€™ section of a journal article.	Indonesia	Demography	Face to face		5 ECTS credits	
Data Analysis for Demographic Health Survey (DHS) using STATA: a workflow of programing for big data sets	<br>  In this course, students will learn how to design and manage a â€˜workflow of data analysisâ€™, a process for managing all aspects of data analysis for demographic and health survey (DHS) data. Most developing countries regularly conduct DHSs and the results and datasets are made available in the public domain, including the Indonesian DHS (IDHS). A workflow of data analysis is an essential productivity tool for data analysts, enabling them to create an effective strategy for designing and undertaking data analysis. By the end of the course  participants should be able to:  1. design and implement efficient workflows for both individual and team projects utilising DHS data sets,  2. plan, document, and organise their work;  3. perform data set cleaning;   4. create, rename, label, construct, and verify variables relevant to each research question;  5. perform and evaluate results of statistical analyses using a multivariable approach and statistical modelling;  6. produce replicable results of analysis using sets of programmes in the form of â€˜do filesâ€™ in STATA;  7. construct an effective data archive system to store raw data and analyses ;    8. create graphs and tables ready for publication in scientific journals, including multivariable modelling; and  9. interpret and describe graphs and tables in a narrative form, for presentation in the â€˜Resultsâ€™ section of scientific articles.		0	sawilopo@yahoo.com	2015-08-01 11:28:07	2015-07-20	2017-10-10 17:22:46	troped	troped	0		4 weeks	<br>  Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Prof. Siswanto Agus Wilopo			2015-08-01 16:36:28	<br>  The module has a Student Investment Time (SIT) of 150 hours, consisting of 40 hours of lectures, 40 hours of class exercises, 30 hours of independent study, and 40 hours of group work and presentations.	2015-10-05	2015-10-30	<br>  Accredited in EC phone conference in July 2015. This accreditation is valid until July 2020.	<br>  The course uses a combination of theoretical teaching and guided exercises using case studies from DHS data sets of a certain country (namely the Indonesia Demographic Health Survey or IDHS). The aim is to expose participants to both the theory and practice of data analysis using DHS data.     The course involves a combinationof interactive lectures (40 hours), class exercises (40 hours), self-study (30 hours), and facilitated group work and presentations (40 hours).      The lectures will be delivered over 1 sessions every day for 2 hours duration (during the morning) and class exercises will be conducted over 2 hours per day (during the afternoon) over 20 working days.  For the rest of the days students will work independently and/or with their group.     The group work comprises structured exercises on the specific research question proposed by the participants on the demographic and health situation in their country of origin. Group work is always guided by teaching assistants. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among the participants, lecturers and teaching assistants.    Participants will work individually or in groups of 3 to 4 students on research questions proposed from the current descriptive reports of IDHS. The group work and presentations will be conducted in the fourth week of the course.	<br>  This module has been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>  Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work. To measure participant activity the teaching assistant (TA) will record studentâ€™s involvement on the class discussion.     There is no written exam at the end of the course, but each participant is required to submit two short pieced of writing as part of a draft research article i.e. the â€˜Methodâ€™ and â€˜Resultsâ€™ sections.     The final grade will be based on:  â€¢ 20% attendance and active participation in class exercises and class discussions,  â€¢ 30% individual works on the â€˜Methodâ€™ section of which is 50% non-computing activities, and   â€¢ 50% individual work on the â€˜Resultsâ€™ section of which is approximately 75% computing activities.  If student fails (below 60% score), another paper is required to be submitted within 2 weeks after the grade is announced by course coordinator.	<br>  The maximum number of students that may enrol in this course is 20 students and the maximum number of TropEd students is 5 students.	<br>  Students should have an English TOEFL score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.     Students should have knowledge on advance statistical methods, such as multivariable analysis from previous courses at the masters level from a university recognized by the Indonesian Ministry of Research and Education.     Student should also be familiar with DHS data from  developing countries collected by MACRO Inc. USA, to enable them to have some research questions formulated before commencing this course.    Basic knowledge of statistical software, preferably STATA, is required in this course.     Since we will use word processing software for report writing, a basic understandings of the Microsoft Office suite of programs or similar will be required. We will also introduce computer software commonly used for data analysis other than STATA.	<br>  Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend short course.	<br>  The tuition fee is 500 euro; excluding living costs.	<br>Negotiations are currently underway to support participants from developing countries, i.e.: UNFPA and USAID.				<br>  The course will consist of lectures and class exercises that cover:  â€¢ Understanding DHS data sets using examples from the IDHS, including sampling, questionnaires, and  methods of the data collection.  â€¢ Structure of programming to enable more  efficient workflows for individual projects and team projects using DHS data sets.  â€¢ Planning, organizing and documenting the workflow of data analysis for DHS data.  â€¢ Writing and debugging `do-filesâ€˜ using STATA software.  â€¢ Automation programming using  `do-filesâ€˜ and other computer languages.  â€¢ Labelling, creating new variables, and cleaning DHS data.  â€¢  Analysing DHS data using bivariate and multivariable methods.  â€¢ Writing the â€˜research methodâ€™ section of a research article for submission to a scientific journal.  â€¢ Presenting results in tables and graphs ready for publication using IDHS data.  â€¢ Interpreting and describing graphs and tables in narrative form for submission in the â€˜Resultsâ€™ section of a journal article.		Quantitative methods				
Data Analysis for Demographic Health Survey (DHS) using STATA: a workflow of programing for big data sets	<br>  In this course, students will learn how to design and manage a â€˜workflow of data analysisâ€™, a process for managing all aspects of data analysis for demographic and health survey (DHS) data. Most developing countries regularly conduct DHSs and the results and datasets are made available in the public domain, including the Indonesian DHS (IDHS). A workflow of data analysis is an essential productivity tool for data analysts, enabling them to create an effective strategy for designing and undertaking data analysis. By the end of the course  participants should be able to:  1. design and implement efficient workflows for both individual and team projects utilising DHS data sets,  2. plan, document, and organise their work;  3. perform data set cleaning;   4. create, rename, label, construct, and verify variables relevant to each research question;  5. perform and evaluate results of statistical analyses using a multivariable approach and statistical modelling;  6. produce replicable results of analysis using sets of programmes in the form of â€˜do filesâ€™ in STATA;  7. construct an effective data archive system to store raw data and analyses ;    8. create graphs and tables ready for publication in scientific journals, including multivariable modelling; and  9. interpret and describe graphs and tables in a narrative form, for presentation in the â€˜Resultsâ€™ section of scientific articles.		0	sawilopo@yahoo.com	2015-08-01 11:28:07	2015-07-20	2017-10-10 17:22:46	troped	troped	0		4 weeks	<br>  Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-08-01 16:36:28	<br>  The module has a Student Investment Time (SIT) of 150 hours, consisting of 40 hours of lectures, 40 hours of class exercises, 30 hours of independent study, and 40 hours of group work and presentations.	2015-10-05	2015-10-30	<br>  Accredited in EC phone conference in July 2015. This accreditation is valid until July 2020.	<br>  The course uses a combination of theoretical teaching and guided exercises using case studies from DHS data sets of a certain country (namely the Indonesia Demographic Health Survey or IDHS). The aim is to expose participants to both the theory and practice of data analysis using DHS data.     The course involves a combinationof interactive lectures (40 hours), class exercises (40 hours), self-study (30 hours), and facilitated group work and presentations (40 hours).      The lectures will be delivered over 1 sessions every day for 2 hours duration (during the morning) and class exercises will be conducted over 2 hours per day (during the afternoon) over 20 working days.  For the rest of the days students will work independently and/or with their group.     The group work comprises structured exercises on the specific research question proposed by the participants on the demographic and health situation in their country of origin. Group work is always guided by teaching assistants. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among the participants, lecturers and teaching assistants.    Participants will work individually or in groups of 3 to 4 students on research questions proposed from the current descriptive reports of IDHS. The group work and presentations will be conducted in the fourth week of the course.	<br>  This module has been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>  Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work. To measure participant activity the teaching assistant (TA) will record studentâ€™s involvement on the class discussion.     There is no written exam at the end of the course, but each participant is required to submit two short pieced of writing as part of a draft research article i.e. the â€˜Methodâ€™ and â€˜Resultsâ€™ sections.     The final grade will be based on:  â€¢ 20% attendance and active participation in class exercises and class discussions,  â€¢ 30% individual works on the â€˜Methodâ€™ section of which is 50% non-computing activities, and   â€¢ 50% individual work on the â€˜Resultsâ€™ section of which is approximately 75% computing activities.  If student fails (below 60% score), another paper is required to be submitted within 2 weeks after the grade is announced by course coordinator.	<br>  The maximum number of students that may enrol in this course is 20 students and the maximum number of TropEd students is 5 students.	<br>  Students should have an English TOEFL score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.     Students should have knowledge on advance statistical methods, such as multivariable analysis from previous courses at the masters level from a university recognized by the Indonesian Ministry of Research and Education.     Student should also be familiar with DHS data from  developing countries collected by MACRO Inc. USA, to enable them to have some research questions formulated before commencing this course.    Basic knowledge of statistical software, preferably STATA, is required in this course.     Since we will use word processing software for report writing, a basic understandings of the Microsoft Office suite of programs or similar will be required. We will also introduce computer software commonly used for data analysis other than STATA.	<br>  Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend short course.	<br>  The tuition fee is 500 euro; excluding living costs.	<br>Negotiations are currently underway to support participants from developing countries, i.e.: UNFPA and USAID.				<br>  The course will consist of lectures and class exercises that cover:  â€¢ Understanding DHS data sets using examples from the IDHS, including sampling, questionnaires, and  methods of the data collection.  â€¢ Structure of programming to enable more  efficient workflows for individual projects and team projects using DHS data sets.  â€¢ Planning, organizing and documenting the workflow of data analysis for DHS data.  â€¢ Writing and debugging `do-filesâ€˜ using STATA software.  â€¢ Automation programming using  `do-filesâ€˜ and other computer languages.  â€¢ Labelling, creating new variables, and cleaning DHS data.  â€¢  Analysing DHS data using bivariate and multivariable methods.  â€¢ Writing the â€˜research methodâ€™ section of a research article for submission to a scientific journal.  â€¢ Presenting results in tables and graphs ready for publication using IDHS data.  â€¢ Interpreting and describing graphs and tables in narrative form for submission in the â€˜Resultsâ€™ section of a journal article.		Research (in general)				
Data Analysis for Demographic Health Survey (DHS) using STATA: a workflow of programing for big data sets	<br>  In this course, students will learn how to design and manage a â€˜workflow of data analysisâ€™, a process for managing all aspects of data analysis for demographic and health survey (DHS) data. Most developing countries regularly conduct DHSs and the results and datasets are made available in the public domain, including the Indonesian DHS (IDHS). A workflow of data analysis is an essential productivity tool for data analysts, enabling them to create an effective strategy for designing and undertaking data analysis. By the end of the course  participants should be able to:  1. design and implement efficient workflows for both individual and team projects utilising DHS data sets,  2. plan, document, and organise their work;  3. perform data set cleaning;   4. create, rename, label, construct, and verify variables relevant to each research question;  5. perform and evaluate results of statistical analyses using a multivariable approach and statistical modelling;  6. produce replicable results of analysis using sets of programmes in the form of â€˜do filesâ€™ in STATA;  7. construct an effective data archive system to store raw data and analyses ;    8. create graphs and tables ready for publication in scientific journals, including multivariable modelling; and  9. interpret and describe graphs and tables in a narrative form, for presentation in the â€˜Resultsâ€™ section of scientific articles.		0	sawilopo@yahoo.com	2015-08-01 11:28:07	2015-07-20	2017-10-10 17:22:46	troped	troped	0		4 weeks	<br>  Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-08-01 16:36:28	<br>  The module has a Student Investment Time (SIT) of 150 hours, consisting of 40 hours of lectures, 40 hours of class exercises, 30 hours of independent study, and 40 hours of group work and presentations.	2015-10-05	2015-10-30	<br>  Accredited in EC phone conference in July 2015. This accreditation is valid until July 2020.	<br>  The course uses a combination of theoretical teaching and guided exercises using case studies from DHS data sets of a certain country (namely the Indonesia Demographic Health Survey or IDHS). The aim is to expose participants to both the theory and practice of data analysis using DHS data.     The course involves a combinationof interactive lectures (40 hours), class exercises (40 hours), self-study (30 hours), and facilitated group work and presentations (40 hours).      The lectures will be delivered over 1 sessions every day for 2 hours duration (during the morning) and class exercises will be conducted over 2 hours per day (during the afternoon) over 20 working days.  For the rest of the days students will work independently and/or with their group.     The group work comprises structured exercises on the specific research question proposed by the participants on the demographic and health situation in their country of origin. Group work is always guided by teaching assistants. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among the participants, lecturers and teaching assistants.    Participants will work individually or in groups of 3 to 4 students on research questions proposed from the current descriptive reports of IDHS. The group work and presentations will be conducted in the fourth week of the course.	<br>  This module has been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>  Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work. To measure participant activity the teaching assistant (TA) will record studentâ€™s involvement on the class discussion.     There is no written exam at the end of the course, but each participant is required to submit two short pieced of writing as part of a draft research article i.e. the â€˜Methodâ€™ and â€˜Resultsâ€™ sections.     The final grade will be based on:  â€¢ 20% attendance and active participation in class exercises and class discussions,  â€¢ 30% individual works on the â€˜Methodâ€™ section of which is 50% non-computing activities, and   â€¢ 50% individual work on the â€˜Resultsâ€™ section of which is approximately 75% computing activities.  If student fails (below 60% score), another paper is required to be submitted within 2 weeks after the grade is announced by course coordinator.	<br>  The maximum number of students that may enrol in this course is 20 students and the maximum number of TropEd students is 5 students.	<br>  Students should have an English TOEFL score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.     Students should have knowledge on advance statistical methods, such as multivariable analysis from previous courses at the masters level from a university recognized by the Indonesian Ministry of Research and Education.     Student should also be familiar with DHS data from  developing countries collected by MACRO Inc. USA, to enable them to have some research questions formulated before commencing this course.    Basic knowledge of statistical software, preferably STATA, is required in this course.     Since we will use word processing software for report writing, a basic understandings of the Microsoft Office suite of programs or similar will be required. We will also introduce computer software commonly used for data analysis other than STATA.	<br>  Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend short course.	<br>  The tuition fee is 500 euro; excluding living costs.	<br>Negotiations are currently underway to support participants from developing countries, i.e.: UNFPA and USAID.				<br>  The course will consist of lectures and class exercises that cover:  â€¢ Understanding DHS data sets using examples from the IDHS, including sampling, questionnaires, and  methods of the data collection.  â€¢ Structure of programming to enable more  efficient workflows for individual projects and team projects using DHS data sets.  â€¢ Planning, organizing and documenting the workflow of data analysis for DHS data.  â€¢ Writing and debugging `do-filesâ€˜ using STATA software.  â€¢ Automation programming using  `do-filesâ€˜ and other computer languages.  â€¢ Labelling, creating new variables, and cleaning DHS data.  â€¢  Analysing DHS data using bivariate and multivariable methods.  â€¢ Writing the â€˜research methodâ€™ section of a research article for submission to a scientific journal.  â€¢ Presenting results in tables and graphs ready for publication using IDHS data.  â€¢ Interpreting and describing graphs and tables in narrative form for submission in the â€˜Resultsâ€™ section of a journal article.		Statistics (incl.. risk assessment)				
Data Analysis for Demographic Health Survey (DHS) using STATA: a workflow of programing for big data sets	<br>  In this course, students will learn how to design and manage a â€˜workflow of data analysisâ€™, a process for managing all aspects of data analysis for demographic and health survey (DHS) data. Most developing countries regularly conduct DHSs and the results and datasets are made available in the public domain, including the Indonesian DHS (IDHS). A workflow of data analysis is an essential productivity tool for data analysts, enabling them to create an effective strategy for designing and undertaking data analysis. By the end of the course  participants should be able to:  1. design and implement efficient workflows for both individual and team projects utilising DHS data sets,  2. plan, document, and organise their work;  3. perform data set cleaning;   4. create, rename, label, construct, and verify variables relevant to each research question;  5. perform and evaluate results of statistical analyses using a multivariable approach and statistical modelling;  6. produce replicable results of analysis using sets of programmes in the form of â€˜do filesâ€™ in STATA;  7. construct an effective data archive system to store raw data and analyses ;    8. create graphs and tables ready for publication in scientific journals, including multivariable modelling; and  9. interpret and describe graphs and tables in a narrative form, for presentation in the â€˜Resultsâ€™ section of scientific articles.		0	sawilopo@yahoo.com	2015-08-01 11:28:07	2015-07-20	2017-10-10 17:22:46	troped	troped	0		4 weeks	<br>  Faculty of Medicine, Universitas Gadjah Mada,  Jl. Farmako 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2015-08-01 16:36:28	<br>  The module has a Student Investment Time (SIT) of 150 hours, consisting of 40 hours of lectures, 40 hours of class exercises, 30 hours of independent study, and 40 hours of group work and presentations.	2015-10-05	2015-10-30	<br>  Accredited in EC phone conference in July 2015. This accreditation is valid until July 2020.	<br>  The course uses a combination of theoretical teaching and guided exercises using case studies from DHS data sets of a certain country (namely the Indonesia Demographic Health Survey or IDHS). The aim is to expose participants to both the theory and practice of data analysis using DHS data.     The course involves a combinationof interactive lectures (40 hours), class exercises (40 hours), self-study (30 hours), and facilitated group work and presentations (40 hours).      The lectures will be delivered over 1 sessions every day for 2 hours duration (during the morning) and class exercises will be conducted over 2 hours per day (during the afternoon) over 20 working days.  For the rest of the days students will work independently and/or with their group.     The group work comprises structured exercises on the specific research question proposed by the participants on the demographic and health situation in their country of origin. Group work is always guided by teaching assistants. The objective of such an approach is to facilitate knowledge acquisition through continuous exchange among the participants, lecturers and teaching assistants.    Participants will work individually or in groups of 3 to 4 students on research questions proposed from the current descriptive reports of IDHS. The group work and presentations will be conducted in the fourth week of the course.	<br>  This module has been used for one batch of short courses for Doctorate Students (Masters and Ph.D) in the Department of Public Health, Gadjah Mada University, Indonesia for the past two years.	<br>  Class attendance is mandatory. Participants are expected to contribute actively to class discussions and group work. To measure participant activity the teaching assistant (TA) will record studentâ€™s involvement on the class discussion.     There is no written exam at the end of the course, but each participant is required to submit two short pieced of writing as part of a draft research article i.e. the â€˜Methodâ€™ and â€˜Resultsâ€™ sections.     The final grade will be based on:  â€¢ 20% attendance and active participation in class exercises and class discussions,  â€¢ 30% individual works on the â€˜Methodâ€™ section of which is 50% non-computing activities, and   â€¢ 50% individual work on the â€˜Resultsâ€™ section of which is approximately 75% computing activities.  If student fails (below 60% score), another paper is required to be submitted within 2 weeks after the grade is announced by course coordinator.	<br>  The maximum number of students that may enrol in this course is 20 students and the maximum number of TropEd students is 5 students.	<br>  Students should have an English TOEFL score of 500 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.     Students should have knowledge on advance statistical methods, such as multivariable analysis from previous courses at the masters level from a university recognized by the Indonesian Ministry of Research and Education.     Student should also be familiar with DHS data from  developing countries collected by MACRO Inc. USA, to enable them to have some research questions formulated before commencing this course.    Basic knowledge of statistical software, preferably STATA, is required in this course.     Since we will use word processing software for report writing, a basic understandings of the Microsoft Office suite of programs or similar will be required. We will also introduce computer software commonly used for data analysis other than STATA.	<br>  Students should submit their CVs, which will be reviewed by the selection team according to prerequisites stated above, and should be able to obtain a visa from their nearest Indonesian embassy in order to attend short course.	<br>  The tuition fee is 500 euro; excluding living costs.	<br>Negotiations are currently underway to support participants from developing countries, i.e.: UNFPA and USAID.				<br>  The course will consist of lectures and class exercises that cover:  â€¢ Understanding DHS data sets using examples from the IDHS, including sampling, questionnaires, and  methods of the data collection.  â€¢ Structure of programming to enable more  efficient workflows for individual projects and team projects using DHS data sets.  â€¢ Planning, organizing and documenting the workflow of data analysis for DHS data.  â€¢ Writing and debugging `do-filesâ€˜ using STATA software.  â€¢ Automation programming using  `do-filesâ€˜ and other computer languages.  â€¢ Labelling, creating new variables, and cleaning DHS data.  â€¢  Analysing DHS data using bivariate and multivariable methods.  â€¢ Writing the â€˜research methodâ€™ section of a research article for submission to a scientific journal.  â€¢ Presenting results in tables and graphs ready for publication using IDHS data.  â€¢ Interpreting and describing graphs and tables in narrative form for submission in the â€˜Resultsâ€™ section of a journal article.						
Health Economics Perspectives for Global Health Professionals	<br>At the end of the course, students should be able to:  1. Apply key economic concepts to health and healthcare;     2. Critically assess the use of economic analysis applied to decision-making in health and healthcare markets, and     3. Critically assess the use of economic evaluation methods applied to healthcare interventions.		1	nuria.casamitjana@isglobal.org	2015-09-14 06:05:28	2019-08-14	2020-07-01 09:41:50	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	2021-01-05 to 2021-01-18  It includes two days of pre-readings.	<br>Barcelona Institute for Global Health â€“ University of Barcelona  School of Medicine and Health Sciences  Campus ClÃ­nic August Pi i Sunyer  Casanova, 143  08036 Barcelona      TropEd representative:  NÃºria Casamitjana (nuria.casamitjana@isglobal.org)	Dr. Elisa Sicuri	English	advanced optional	2015-09-14 10:30:52	<br> 75 hours SIT    Hours of tutored projects and work (not face to face): 8h  Reading and preparing for classes and case study exam: 35 h  Hours of face to face study: 32h	2021-01-11	2021-01-21	<br>Accredited in September 2015, Basel and reaccredited in online GA, June 2020. This accreditation is valid until June 2025.	<br>Class sessions combined theoretical explanations and analysis based on a case study. Each part of the case study will illustrate a problem that needs to be addressed by the students with the help of the teachers. At the end of each session teachers will summarize the theoretical explanations and practical tools that lie under each solution, as well as offering other examples to help understand and critically use them.		<br>The assessment procedure includes one exam and three assignments. Two of the assignments are group-based and one is individual.    a) The exam will be close book and consist of 20 multiple-choice questions related to session contents applied to the case study presented during the course. The exam represents 55% of the grade. A 10 will be given when the 20 questions are answered correctly.    Students need to have a minimum of 4 out of 10 in the exam in order to pass the course.       b) Assignments: Students will be asked to complete 3 assignments (2 group-based, one individual) along the sessions. Successfully completion of each exercise will represent 15% of the grade. In total, this section represents 45% of the grade.    No minimum grade is required for this second part.    Note: Please see Annex 1 and 2 for examples of Assignment instructions and Assessment Rubric.     Evaluation grades will be communicated within 15 days after the exam day.    Students with a final weighted grade of	<br>Maximum of 35 students. No limitations for tropEd students.	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	The course has not changed since it was first accredited except for 3 aspects:    â€¢ The name has been modified from â€œHealth Economicsâ€ to â€œHealth Economics Perspectives for Global Health Professionalsâ€. The name change was advised by the fact that the content of the course focuses on the use of Health Economics tools for GH Professionals to design, implement and evaluate their interventions and not on doing Health Economics research. The previous name was in that sense misleading for some prospective candidates.   â€¢ The exam type has been changed from open-book, open-ended examination to close-book, multiple-choice examination. This is due to the fact that the open-ended examination led to frequent disagreements between students and coordinators about the grades.    â€¢ Face-to-face sessions have been increased by 4 hours, from 28 to 32.	The students have repeatedly assessed this course as overall positive, with an average score of 3.7 out of 5. Main areas of improvement suggested us the inclusion of more in-class exercises and examples, and more time to solve doubts and answer questions. Responding to this the course has been extended to one more day (4 more hours in class)		<br>  Session 1: Introduction to the Economics of Health: Key concepts I     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of opportunity cost and production possibilities frontier. The first session will focus on using those concepts in exercises and case studies.     Session 2: Key Concepts II     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of marginal cost and marginal utility, and effectiveness and efficiency to be used in the classroom. Students will be then asked to apply the concepts learnt from sessions I and II to an exercise to be developed at home.     Session 3: Key concepts III     The first part of the third session will be devoted to correct the homework exercise from sessions I and II. In the second part we will apply the concepts of supply and demand, and elasticity, that students are requested to get familiarized with in advance to the class.     Sessions 4: Market forms & imperfections     In the fourth session we will analyse market forms, the necessary conditions for perfect competition and its failures. Students are requested to understand the basic concepts in advance.    Session 5 & 6: Market interventions    In the sessions we will address interventions to correct market distortions and failures, taking drug price regulation and its alternatives as example. Students will be asked to present a previously prepared mini-essay on solutions to market failure in the drug market.    Session 7 & 8: Economic evaluation of interventions in global health: rationale, methods and tools I     a. Presentation of the case study  b. The role of the economic evaluation of health and healthcare interventions and its foundations in economic theory   b. Description and discussion of cost-effectiveness, cost-utility, cost-minimization and cost-benefit  c. Costing interventions: key concepts     Based on the case study and on other selected examples, this session will focus on the importance of the economic evaluation of interventions to complement clinical and epidemiological evidence. The main approaches used in economic evaluation will be presented and strengths and limits of every approach will be highlighted and discussed. This session will also discuss estimates of health intervention costs both from the health system and the household perspectives. Students will learn about the relevance of economic evaluation in health and healthcare and will be able to choose the best methods to be use across different contexts.       Session 9: Economic evaluation of interventions in global health: rationale, methods and tools II   a. Main models, parameters and sensitivity analysis for cost-effectiveness analysis  b. Relevance and interpretation of probabilistic analysis  c. Useful representation of results: tornado diagrams and acceptability curves  During this session details of the cost-effectiveness analysis are presented. Students will learn how to interpret the main elements of a cost-effectiveness analysis.     Session 10: Economic evaluation of interventions in global health: rationale, methods and tools III  This session will have a particular focus on impact evaluation of the interventions, both in terms of health and beyond health. Students will learn which are the challenges in the estimate of effectiveness when using primary or secondary data sources.       Sessions 11 & 12: Relevance, limitations of economic evaluations for decision-making in health interventions and needs to reinforce other types of economic analyses in global health: the example of infectious diseases elimination and eradication     This session will illustrate the impact that economic evaluations have or may have on health policy decision making as reflected in the case study. Additional examples will be presented and the main issues for economic evaluations to be useful for policy decision making will be highlighted. The need to integrate cost-effectiveness with further types of analysis and the need for considering further types of economic analyses in global health will be discussed with a particular reference to infectious diseases elimination. Students will learn how to identify strengths and limitations of economic evaluations in order to be critical for health interventions, including evidence-informed policies. In addition, they will learn how to read critically articles reporting economics evaluations of global health interventions and to understand what kind of additional economic questions are relative to global health and what kind of additional economic analyses may be useful for decision making.    Sessions 13 & 14: Costs and Cost-Effectiveness, in practice     This session will be devoted to understand how costing and cost-effectiveness work in practice. Different models will be estimated during the class and discussed. Students will learn to identify which are the main factors affecting the cost-effectiveness of interventions across several scenarios: preventative vs. treatment interventions; communicable vs non-communicable disease interventions; low vs. high income countries interventions; interventions in the context of low and high prevalent diseases.   Session 15: Assisted study for the exam     Students will be asked to review individually in the classroom all the concepts and tools explained and used during the course as preparation for the exam. Teachers will be available to answer questions and provide clarifications.      Session 16: Exam.	Spain	Financing	Face to face		3 ECTS credits	
Health Economics Perspectives for Global Health Professionals	<br>At the end of the course, students should be able to:  1. Apply key economic concepts to health and healthcare;     2. Critically assess the use of economic analysis applied to decision-making in health and healthcare markets, and     3. Critically assess the use of economic evaluation methods applied to healthcare interventions.		1	nuria.casamitjana@isglobal.org	2015-09-14 06:05:28	2019-08-14	2020-07-01 09:41:50	troped	troped	0		2021-01-05 to 2021-01-18  It includes two days of pre-readings.	<br>Barcelona Institute for Global Health â€“ University of Barcelona  School of Medicine and Health Sciences  Campus ClÃ­nic August Pi i Sunyer  Casanova, 143  08036 Barcelona      TropEd representative:  NÃºria Casamitjana (nuria.casamitjana@isglobal.org)	Joan Tallada			2015-09-14 10:30:52	<br> 75 hours SIT    Hours of tutored projects and work (not face to face): 8h  Reading and preparing for classes and case study exam: 35 h  Hours of face to face study: 32h	2021-01-11	2021-01-21	<br>Accredited in September 2015, Basel and reaccredited in online GA, June 2020. This accreditation is valid until June 2025.	<br>Class sessions combined theoretical explanations and analysis based on a case study. Each part of the case study will illustrate a problem that needs to be addressed by the students with the help of the teachers. At the end of each session teachers will summarize the theoretical explanations and practical tools that lie under each solution, as well as offering other examples to help understand and critically use them.		<br>The assessment procedure includes one exam and three assignments. Two of the assignments are group-based and one is individual.    a) The exam will be close book and consist of 20 multiple-choice questions related to session contents applied to the case study presented during the course. The exam represents 55% of the grade. A 10 will be given when the 20 questions are answered correctly.    Students need to have a minimum of 4 out of 10 in the exam in order to pass the course.       b) Assignments: Students will be asked to complete 3 assignments (2 group-based, one individual) along the sessions. Successfully completion of each exercise will represent 15% of the grade. In total, this section represents 45% of the grade.    No minimum grade is required for this second part.    Note: Please see Annex 1 and 2 for examples of Assignment instructions and Assessment Rubric.     Evaluation grades will be communicated within 15 days after the exam day.    Students with a final weighted grade of	<br>Maximum of 35 students. No limitations for tropEd students.	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	The course has not changed since it was first accredited except for 3 aspects:    â€¢ The name has been modified from â€œHealth Economicsâ€ to â€œHealth Economics Perspectives for Global Health Professionalsâ€. The name change was advised by the fact that the content of the course focuses on the use of Health Economics tools for GH Professionals to design, implement and evaluate their interventions and not on doing Health Economics research. The previous name was in that sense misleading for some prospective candidates.   â€¢ The exam type has been changed from open-book, open-ended examination to close-book, multiple-choice examination. This is due to the fact that the open-ended examination led to frequent disagreements between students and coordinators about the grades.    â€¢ Face-to-face sessions have been increased by 4 hours, from 28 to 32.	The students have repeatedly assessed this course as overall positive, with an average score of 3.7 out of 5. Main areas of improvement suggested us the inclusion of more in-class exercises and examples, and more time to solve doubts and answer questions. Responding to this the course has been extended to one more day (4 more hours in class)		<br>  Session 1: Introduction to the Economics of Health: Key concepts I     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of opportunity cost and production possibilities frontier. The first session will focus on using those concepts in exercises and case studies.     Session 2: Key Concepts II     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of marginal cost and marginal utility, and effectiveness and efficiency to be used in the classroom. Students will be then asked to apply the concepts learnt from sessions I and II to an exercise to be developed at home.     Session 3: Key concepts III     The first part of the third session will be devoted to correct the homework exercise from sessions I and II. In the second part we will apply the concepts of supply and demand, and elasticity, that students are requested to get familiarized with in advance to the class.     Sessions 4: Market forms & imperfections     In the fourth session we will analyse market forms, the necessary conditions for perfect competition and its failures. Students are requested to understand the basic concepts in advance.    Session 5 & 6: Market interventions    In the sessions we will address interventions to correct market distortions and failures, taking drug price regulation and its alternatives as example. Students will be asked to present a previously prepared mini-essay on solutions to market failure in the drug market.    Session 7 & 8: Economic evaluation of interventions in global health: rationale, methods and tools I     a. Presentation of the case study  b. The role of the economic evaluation of health and healthcare interventions and its foundations in economic theory   b. Description and discussion of cost-effectiveness, cost-utility, cost-minimization and cost-benefit  c. Costing interventions: key concepts     Based on the case study and on other selected examples, this session will focus on the importance of the economic evaluation of interventions to complement clinical and epidemiological evidence. The main approaches used in economic evaluation will be presented and strengths and limits of every approach will be highlighted and discussed. This session will also discuss estimates of health intervention costs both from the health system and the household perspectives. Students will learn about the relevance of economic evaluation in health and healthcare and will be able to choose the best methods to be use across different contexts.       Session 9: Economic evaluation of interventions in global health: rationale, methods and tools II   a. Main models, parameters and sensitivity analysis for cost-effectiveness analysis  b. Relevance and interpretation of probabilistic analysis  c. Useful representation of results: tornado diagrams and acceptability curves  During this session details of the cost-effectiveness analysis are presented. Students will learn how to interpret the main elements of a cost-effectiveness analysis.     Session 10: Economic evaluation of interventions in global health: rationale, methods and tools III  This session will have a particular focus on impact evaluation of the interventions, both in terms of health and beyond health. Students will learn which are the challenges in the estimate of effectiveness when using primary or secondary data sources.       Sessions 11 & 12: Relevance, limitations of economic evaluations for decision-making in health interventions and needs to reinforce other types of economic analyses in global health: the example of infectious diseases elimination and eradication     This session will illustrate the impact that economic evaluations have or may have on health policy decision making as reflected in the case study. Additional examples will be presented and the main issues for economic evaluations to be useful for policy decision making will be highlighted. The need to integrate cost-effectiveness with further types of analysis and the need for considering further types of economic analyses in global health will be discussed with a particular reference to infectious diseases elimination. Students will learn how to identify strengths and limitations of economic evaluations in order to be critical for health interventions, including evidence-informed policies. In addition, they will learn how to read critically articles reporting economics evaluations of global health interventions and to understand what kind of additional economic questions are relative to global health and what kind of additional economic analyses may be useful for decision making.    Sessions 13 & 14: Costs and Cost-Effectiveness, in practice     This session will be devoted to understand how costing and cost-effectiveness work in practice. Different models will be estimated during the class and discussed. Students will learn to identify which are the main factors affecting the cost-effectiveness of interventions across several scenarios: preventative vs. treatment interventions; communicable vs non-communicable disease interventions; low vs. high income countries interventions; interventions in the context of low and high prevalent diseases.   Session 15: Assisted study for the exam     Students will be asked to review individually in the classroom all the concepts and tools explained and used during the course as preparation for the exam. Teachers will be available to answer questions and provide clarifications.      Session 16: Exam.		Health economics				
Health Economics Perspectives for Global Health Professionals	<br>At the end of the course, students should be able to:  1. Apply key economic concepts to health and healthcare;     2. Critically assess the use of economic analysis applied to decision-making in health and healthcare markets, and     3. Critically assess the use of economic evaluation methods applied to healthcare interventions.		1	nuria.casamitjana@isglobal.org	2015-09-14 06:05:28	2019-08-14	2020-07-01 09:41:50	troped	troped	0		2021-01-05 to 2021-01-18  It includes two days of pre-readings.	<br>Barcelona Institute for Global Health â€“ University of Barcelona  School of Medicine and Health Sciences  Campus ClÃ­nic August Pi i Sunyer  Casanova, 143  08036 Barcelona      TropEd representative:  NÃºria Casamitjana (nuria.casamitjana@isglobal.org)				2015-09-14 10:30:52	<br> 75 hours SIT    Hours of tutored projects and work (not face to face): 8h  Reading and preparing for classes and case study exam: 35 h  Hours of face to face study: 32h	2021-01-11	2021-01-21	<br>Accredited in September 2015, Basel and reaccredited in online GA, June 2020. This accreditation is valid until June 2025.	<br>Class sessions combined theoretical explanations and analysis based on a case study. Each part of the case study will illustrate a problem that needs to be addressed by the students with the help of the teachers. At the end of each session teachers will summarize the theoretical explanations and practical tools that lie under each solution, as well as offering other examples to help understand and critically use them.		<br>The assessment procedure includes one exam and three assignments. Two of the assignments are group-based and one is individual.    a) The exam will be close book and consist of 20 multiple-choice questions related to session contents applied to the case study presented during the course. The exam represents 55% of the grade. A 10 will be given when the 20 questions are answered correctly.    Students need to have a minimum of 4 out of 10 in the exam in order to pass the course.       b) Assignments: Students will be asked to complete 3 assignments (2 group-based, one individual) along the sessions. Successfully completion of each exercise will represent 15% of the grade. In total, this section represents 45% of the grade.    No minimum grade is required for this second part.    Note: Please see Annex 1 and 2 for examples of Assignment instructions and Assessment Rubric.     Evaluation grades will be communicated within 15 days after the exam day.    Students with a final weighted grade of	<br>Maximum of 35 students. No limitations for tropEd students.	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	The course has not changed since it was first accredited except for 3 aspects:    â€¢ The name has been modified from â€œHealth Economicsâ€ to â€œHealth Economics Perspectives for Global Health Professionalsâ€. The name change was advised by the fact that the content of the course focuses on the use of Health Economics tools for GH Professionals to design, implement and evaluate their interventions and not on doing Health Economics research. The previous name was in that sense misleading for some prospective candidates.   â€¢ The exam type has been changed from open-book, open-ended examination to close-book, multiple-choice examination. This is due to the fact that the open-ended examination led to frequent disagreements between students and coordinators about the grades.    â€¢ Face-to-face sessions have been increased by 4 hours, from 28 to 32.	The students have repeatedly assessed this course as overall positive, with an average score of 3.7 out of 5. Main areas of improvement suggested us the inclusion of more in-class exercises and examples, and more time to solve doubts and answer questions. Responding to this the course has been extended to one more day (4 more hours in class)		<br>  Session 1: Introduction to the Economics of Health: Key concepts I     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of opportunity cost and production possibilities frontier. The first session will focus on using those concepts in exercises and case studies.     Session 2: Key Concepts II     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of marginal cost and marginal utility, and effectiveness and efficiency to be used in the classroom. Students will be then asked to apply the concepts learnt from sessions I and II to an exercise to be developed at home.     Session 3: Key concepts III     The first part of the third session will be devoted to correct the homework exercise from sessions I and II. In the second part we will apply the concepts of supply and demand, and elasticity, that students are requested to get familiarized with in advance to the class.     Sessions 4: Market forms & imperfections     In the fourth session we will analyse market forms, the necessary conditions for perfect competition and its failures. Students are requested to understand the basic concepts in advance.    Session 5 & 6: Market interventions    In the sessions we will address interventions to correct market distortions and failures, taking drug price regulation and its alternatives as example. Students will be asked to present a previously prepared mini-essay on solutions to market failure in the drug market.    Session 7 & 8: Economic evaluation of interventions in global health: rationale, methods and tools I     a. Presentation of the case study  b. The role of the economic evaluation of health and healthcare interventions and its foundations in economic theory   b. Description and discussion of cost-effectiveness, cost-utility, cost-minimization and cost-benefit  c. Costing interventions: key concepts     Based on the case study and on other selected examples, this session will focus on the importance of the economic evaluation of interventions to complement clinical and epidemiological evidence. The main approaches used in economic evaluation will be presented and strengths and limits of every approach will be highlighted and discussed. This session will also discuss estimates of health intervention costs both from the health system and the household perspectives. Students will learn about the relevance of economic evaluation in health and healthcare and will be able to choose the best methods to be use across different contexts.       Session 9: Economic evaluation of interventions in global health: rationale, methods and tools II   a. Main models, parameters and sensitivity analysis for cost-effectiveness analysis  b. Relevance and interpretation of probabilistic analysis  c. Useful representation of results: tornado diagrams and acceptability curves  During this session details of the cost-effectiveness analysis are presented. Students will learn how to interpret the main elements of a cost-effectiveness analysis.     Session 10: Economic evaluation of interventions in global health: rationale, methods and tools III  This session will have a particular focus on impact evaluation of the interventions, both in terms of health and beyond health. Students will learn which are the challenges in the estimate of effectiveness when using primary or secondary data sources.       Sessions 11 & 12: Relevance, limitations of economic evaluations for decision-making in health interventions and needs to reinforce other types of economic analyses in global health: the example of infectious diseases elimination and eradication     This session will illustrate the impact that economic evaluations have or may have on health policy decision making as reflected in the case study. Additional examples will be presented and the main issues for economic evaluations to be useful for policy decision making will be highlighted. The need to integrate cost-effectiveness with further types of analysis and the need for considering further types of economic analyses in global health will be discussed with a particular reference to infectious diseases elimination. Students will learn how to identify strengths and limitations of economic evaluations in order to be critical for health interventions, including evidence-informed policies. In addition, they will learn how to read critically articles reporting economics evaluations of global health interventions and to understand what kind of additional economic questions are relative to global health and what kind of additional economic analyses may be useful for decision making.    Sessions 13 & 14: Costs and Cost-Effectiveness, in practice     This session will be devoted to understand how costing and cost-effectiveness work in practice. Different models will be estimated during the class and discussed. Students will learn to identify which are the main factors affecting the cost-effectiveness of interventions across several scenarios: preventative vs. treatment interventions; communicable vs non-communicable disease interventions; low vs. high income countries interventions; interventions in the context of low and high prevalent diseases.   Session 15: Assisted study for the exam     Students will be asked to review individually in the classroom all the concepts and tools explained and used during the course as preparation for the exam. Teachers will be available to answer questions and provide clarifications.      Session 16: Exam.		Planning and programming (incl.. budgeting and evaluation)				
Health Economics Perspectives for Global Health Professionals	<br>At the end of the course, students should be able to:  1. Apply key economic concepts to health and healthcare;     2. Critically assess the use of economic analysis applied to decision-making in health and healthcare markets, and     3. Critically assess the use of economic evaluation methods applied to healthcare interventions.		1	nuria.casamitjana@isglobal.org	2015-09-14 06:05:28	2019-08-14	2020-07-01 09:41:50	troped	troped	0		2021-01-05 to 2021-01-18  It includes two days of pre-readings.	<br>Barcelona Institute for Global Health â€“ University of Barcelona  School of Medicine and Health Sciences  Campus ClÃ­nic August Pi i Sunyer  Casanova, 143  08036 Barcelona      TropEd representative:  NÃºria Casamitjana (nuria.casamitjana@isglobal.org)				2015-09-14 10:30:52	<br> 75 hours SIT    Hours of tutored projects and work (not face to face): 8h  Reading and preparing for classes and case study exam: 35 h  Hours of face to face study: 32h	2021-01-11	2021-01-21	<br>Accredited in September 2015, Basel and reaccredited in online GA, June 2020. This accreditation is valid until June 2025.	<br>Class sessions combined theoretical explanations and analysis based on a case study. Each part of the case study will illustrate a problem that needs to be addressed by the students with the help of the teachers. At the end of each session teachers will summarize the theoretical explanations and practical tools that lie under each solution, as well as offering other examples to help understand and critically use them.		<br>The assessment procedure includes one exam and three assignments. Two of the assignments are group-based and one is individual.    a) The exam will be close book and consist of 20 multiple-choice questions related to session contents applied to the case study presented during the course. The exam represents 55% of the grade. A 10 will be given when the 20 questions are answered correctly.    Students need to have a minimum of 4 out of 10 in the exam in order to pass the course.       b) Assignments: Students will be asked to complete 3 assignments (2 group-based, one individual) along the sessions. Successfully completion of each exercise will represent 15% of the grade. In total, this section represents 45% of the grade.    No minimum grade is required for this second part.    Note: Please see Annex 1 and 2 for examples of Assignment instructions and Assessment Rubric.     Evaluation grades will be communicated within 15 days after the exam day.    Students with a final weighted grade of	<br>Maximum of 35 students. No limitations for tropEd students.	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>For tropEd students:  First come, first served principle.	<br>525 â‚¬ + University taxes (90 Euro approx.)	<br>Not available	The course has not changed since it was first accredited except for 3 aspects:    â€¢ The name has been modified from â€œHealth Economicsâ€ to â€œHealth Economics Perspectives for Global Health Professionalsâ€. The name change was advised by the fact that the content of the course focuses on the use of Health Economics tools for GH Professionals to design, implement and evaluate their interventions and not on doing Health Economics research. The previous name was in that sense misleading for some prospective candidates.   â€¢ The exam type has been changed from open-book, open-ended examination to close-book, multiple-choice examination. This is due to the fact that the open-ended examination led to frequent disagreements between students and coordinators about the grades.    â€¢ Face-to-face sessions have been increased by 4 hours, from 28 to 32.	The students have repeatedly assessed this course as overall positive, with an average score of 3.7 out of 5. Main areas of improvement suggested us the inclusion of more in-class exercises and examples, and more time to solve doubts and answer questions. Responding to this the course has been extended to one more day (4 more hours in class)		<br>  Session 1: Introduction to the Economics of Health: Key concepts I     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of opportunity cost and production possibilities frontier. The first session will focus on using those concepts in exercises and case studies.     Session 2: Key Concepts II     Based on pre-session essential readings, students are expected to be familiar with the basic concepts of marginal cost and marginal utility, and effectiveness and efficiency to be used in the classroom. Students will be then asked to apply the concepts learnt from sessions I and II to an exercise to be developed at home.     Session 3: Key concepts III     The first part of the third session will be devoted to correct the homework exercise from sessions I and II. In the second part we will apply the concepts of supply and demand, and elasticity, that students are requested to get familiarized with in advance to the class.     Sessions 4: Market forms & imperfections     In the fourth session we will analyse market forms, the necessary conditions for perfect competition and its failures. Students are requested to understand the basic concepts in advance.    Session 5 & 6: Market interventions    In the sessions we will address interventions to correct market distortions and failures, taking drug price regulation and its alternatives as example. Students will be asked to present a previously prepared mini-essay on solutions to market failure in the drug market.    Session 7 & 8: Economic evaluation of interventions in global health: rationale, methods and tools I     a. Presentation of the case study  b. The role of the economic evaluation of health and healthcare interventions and its foundations in economic theory   b. Description and discussion of cost-effectiveness, cost-utility, cost-minimization and cost-benefit  c. Costing interventions: key concepts     Based on the case study and on other selected examples, this session will focus on the importance of the economic evaluation of interventions to complement clinical and epidemiological evidence. The main approaches used in economic evaluation will be presented and strengths and limits of every approach will be highlighted and discussed. This session will also discuss estimates of health intervention costs both from the health system and the household perspectives. Students will learn about the relevance of economic evaluation in health and healthcare and will be able to choose the best methods to be use across different contexts.       Session 9: Economic evaluation of interventions in global health: rationale, methods and tools II   a. Main models, parameters and sensitivity analysis for cost-effectiveness analysis  b. Relevance and interpretation of probabilistic analysis  c. Useful representation of results: tornado diagrams and acceptability curves  During this session details of the cost-effectiveness analysis are presented. Students will learn how to interpret the main elements of a cost-effectiveness analysis.     Session 10: Economic evaluation of interventions in global health: rationale, methods and tools III  This session will have a particular focus on impact evaluation of the interventions, both in terms of health and beyond health. Students will learn which are the challenges in the estimate of effectiveness when using primary or secondary data sources.       Sessions 11 & 12: Relevance, limitations of economic evaluations for decision-making in health interventions and needs to reinforce other types of economic analyses in global health: the example of infectious diseases elimination and eradication     This session will illustrate the impact that economic evaluations have or may have on health policy decision making as reflected in the case study. Additional examples will be presented and the main issues for economic evaluations to be useful for policy decision making will be highlighted. The need to integrate cost-effectiveness with further types of analysis and the need for considering further types of economic analyses in global health will be discussed with a particular reference to infectious diseases elimination. Students will learn how to identify strengths and limitations of economic evaluations in order to be critical for health interventions, including evidence-informed policies. In addition, they will learn how to read critically articles reporting economics evaluations of global health interventions and to understand what kind of additional economic questions are relative to global health and what kind of additional economic analyses may be useful for decision making.    Sessions 13 & 14: Costs and Cost-Effectiveness, in practice     This session will be devoted to understand how costing and cost-effectiveness work in practice. Different models will be estimated during the class and discussed. Students will learn to identify which are the main factors affecting the cost-effectiveness of interventions across several scenarios: preventative vs. treatment interventions; communicable vs non-communicable disease interventions; low vs. high income countries interventions; interventions in the context of low and high prevalent diseases.   Session 15: Assisted study for the exam     Students will be asked to review individually in the classroom all the concepts and tools explained and used during the course as preparation for the exam. Teachers will be available to answer questions and provide clarifications.      Session 16: Exam.						
Qualitative Methods in Health Systems Research	<br>At the end of the module the participants should be able to:  â€¢ Formulate a feasible, consistent and logical small scale qualitative research proposal related to a public health  problem in a specific low-income country  â€¢ Explain the most important differences in concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  â€¢ Clearly formulate research objectives based on a problem statement   â€¢ Select an appropriate mix of qualitative research methods and develop corresponding data collection tools to investigate public health issues    â€¢ Conduct well-structured in-depth interviews, semi-structured interviews and focus group discussions with a variety of study participants   â€¢ Propose an outline of a research report and strategies to disseminate qualitative research results to different target groups for use in practice   â€¢ Critically assess whether a proposed qualitative research design is suitable to answer a research question		1	F.Maldonado@kit.nl	2015-09-14 15:59:46	2018-07-18	2020-11-17 15:07:54	troped	romy	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2.5 weeks	KIT (Royal Tropical Institute), Amsterdam, The Netherlands	Anke van der Kwaak 	English	advanced optional	2015-09-14 20:36:45	Student Investment Hours: 112 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self-study hours: 68 hours	2021-01-20	2021-02-09	<br>Accredited in Bordeaux 2002 with 3 ECTS.    Accredited in Edinburgh 2004 with 4 ECTS. Re-accredited in November 2010 and in Basel, September 2015, and in September 2020 in Munich	<br>Interactive plenary sessions (including a practical exercise), individual assignment with tutoring sessions, group exercises	Hardon A et al, 2005 Applied health research; anthropology of health and health care,  Amsterdam; Aksant	<br>â€¢ Individual assignment to develop a qualitative research  proposal (2,000 words +/- 10%) on a public health issue in  a low- or middle income country (80% of final mark)  â€¢ Group assignment to critically assess a qualitative research  proposal (20% of final mark)  â€¢ Participants receive a written feedback and grade  â€¢In case of fail, participants are eligible for another tutorial and resubmission of their assignment	<br>25-30 per group (2-3 groups, based on applications)  No maximum for tropEd students	<br>  â€¢ Academic training or a professional qualification in a relevant  area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area  including public health management and planning, in a low  income country  â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above	â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>1.A clearer focus on qualitative research has been introduced in all sessions and in the learning objectives, with more elaborate explanations on:   a. The process of qualitative research (reading material and practical examples)  b. The difference between qualitative and quantitative research during the introductory session   2. More time is spent on qualitative data analysis during teaching and the practical exercise  3. The module has been revised, with less number of hours in plenary teaching and within class more time to work on own proposal. In addition, four tutorials are offered instead of three. The aim is to allow more time and guidance for students to develop their own research proposal.   4. There is less focus on conceptual framework and students can do the problem analysis in different ways and this has proven to be effective  5. More consistency between tutorial sessions of different tutors is assured as:  â€¢ Guides and instructions for tutorials are provided   â€¢ Before the start of the module the tutors, who also mark the assignments of the students, come together to discuss the module in general and the tutorials in particular and during which they jointly mark and discuss a research proposal from the previous year  â€¢ After each tutorial session feedback sessions are organized with the facilitators to harmonize approaches  â€¢ During all session beamers/ projectors are used for presentations so less photocopying and printing is needed.   6. A more elaborate format for the assignment is provided to the students at the start of the module, including a tutorial guide.  7. Students critically assess a research proposal in groups and this assessment counts for the final mark.   8. An introduction to NVivo is given next to the manual analysis in the practical exercise  9. Students are allowed to choose a similar topic as in their SDH and thesis	<br>Students are positive about this module, but mentioned the following issues:  1. They still need more time for understanding qualitative data analysis  2. There are still differences in approach among the 9-10 facilitators  3. They like the assessment of the proposal which helps them in strengthening their writing skills  4. They like the book which is clearly structured.  5. They like the hands on nature of this module	<br>Students like the module but always underestimate the work of writing.	<br>The focus in this module is the use of qualitative research methods within health systems research    â€¢ Introduction to HSR: Role of HSR; appropriate use of   quantitative qualitative research methodologies; process of  qualitative research  â€¢ Review of problem analysis and problem statement,    formulation of research objectives, variables/issues, study  type, data collection techniques, sampling/selection and  recruitment of respondents for qualitative research   â€¢ Quality assurance and ethical considerations in health  systems research  â€¢ Practical exercise on the full research cycle   â€¢ Qualitative data analysis (manual (text analysis/excel) and NVivo (free trial versions are possible))  â€¢ Report writing, use of research for policy and practice  â€¢ Critical reading of research proposals	Netherlands	Qualitative methods	Face to face		4 ECTS credits	
Qualitative Methods in Health Systems Research	<br>At the end of the module the participants should be able to:  â€¢ Formulate a feasible, consistent and logical small scale qualitative research proposal related to a public health  problem in a specific low-income country  â€¢ Explain the most important differences in concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  â€¢ Clearly formulate research objectives based on a problem statement   â€¢ Select an appropriate mix of qualitative research methods and develop corresponding data collection tools to investigate public health issues    â€¢ Conduct well-structured in-depth interviews, semi-structured interviews and focus group discussions with a variety of study participants   â€¢ Propose an outline of a research report and strategies to disseminate qualitative research results to different target groups for use in practice   â€¢ Critically assess whether a proposed qualitative research design is suitable to answer a research question		1	F.Maldonado@kit.nl	2015-09-14 15:59:46	2018-07-18	2020-11-17 15:07:54	troped	romy	0		2.5 weeks	KIT (Royal Tropical Institute), Amsterdam, The Netherlands	Marjolein Dieleman 			2015-09-14 20:36:45	Student Investment Hours: 112 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self-study hours: 68 hours	2021-01-20	2021-02-09	<br>Accredited in Bordeaux 2002 with 3 ECTS.    Accredited in Edinburgh 2004 with 4 ECTS. Re-accredited in November 2010 and in Basel, September 2015, and in September 2020 in Munich	<br>Interactive plenary sessions (including a practical exercise), individual assignment with tutoring sessions, group exercises	Hardon A et al, 2005 Applied health research; anthropology of health and health care,  Amsterdam; Aksant	<br>â€¢ Individual assignment to develop a qualitative research  proposal (2,000 words +/- 10%) on a public health issue in  a low- or middle income country (80% of final mark)  â€¢ Group assignment to critically assess a qualitative research  proposal (20% of final mark)  â€¢ Participants receive a written feedback and grade  â€¢In case of fail, participants are eligible for another tutorial and resubmission of their assignment	<br>25-30 per group (2-3 groups, based on applications)  No maximum for tropEd students	<br>  â€¢ Academic training or a professional qualification in a relevant  area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area  including public health management and planning, in a low  income country  â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above	â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>1.A clearer focus on qualitative research has been introduced in all sessions and in the learning objectives, with more elaborate explanations on:   a. The process of qualitative research (reading material and practical examples)  b. The difference between qualitative and quantitative research during the introductory session   2. More time is spent on qualitative data analysis during teaching and the practical exercise  3. The module has been revised, with less number of hours in plenary teaching and within class more time to work on own proposal. In addition, four tutorials are offered instead of three. The aim is to allow more time and guidance for students to develop their own research proposal.   4. There is less focus on conceptual framework and students can do the problem analysis in different ways and this has proven to be effective  5. More consistency between tutorial sessions of different tutors is assured as:  â€¢ Guides and instructions for tutorials are provided   â€¢ Before the start of the module the tutors, who also mark the assignments of the students, come together to discuss the module in general and the tutorials in particular and during which they jointly mark and discuss a research proposal from the previous year  â€¢ After each tutorial session feedback sessions are organized with the facilitators to harmonize approaches  â€¢ During all session beamers/ projectors are used for presentations so less photocopying and printing is needed.   6. A more elaborate format for the assignment is provided to the students at the start of the module, including a tutorial guide.  7. Students critically assess a research proposal in groups and this assessment counts for the final mark.   8. An introduction to NVivo is given next to the manual analysis in the practical exercise  9. Students are allowed to choose a similar topic as in their SDH and thesis	<br>Students are positive about this module, but mentioned the following issues:  1. They still need more time for understanding qualitative data analysis  2. There are still differences in approach among the 9-10 facilitators  3. They like the assessment of the proposal which helps them in strengthening their writing skills  4. They like the book which is clearly structured.  5. They like the hands on nature of this module	<br>Students like the module but always underestimate the work of writing.	<br>The focus in this module is the use of qualitative research methods within health systems research    â€¢ Introduction to HSR: Role of HSR; appropriate use of   quantitative qualitative research methodologies; process of  qualitative research  â€¢ Review of problem analysis and problem statement,    formulation of research objectives, variables/issues, study  type, data collection techniques, sampling/selection and  recruitment of respondents for qualitative research   â€¢ Quality assurance and ethical considerations in health  systems research  â€¢ Practical exercise on the full research cycle   â€¢ Qualitative data analysis (manual (text analysis/excel) and NVivo (free trial versions are possible))  â€¢ Report writing, use of research for policy and practice  â€¢ Critical reading of research proposals		Research (in general)				
Qualitative Methods in Health Systems Research	<br>At the end of the module the participants should be able to:  â€¢ Formulate a feasible, consistent and logical small scale qualitative research proposal related to a public health  problem in a specific low-income country  â€¢ Explain the most important differences in concepts, paradigms and application of quantitative and qualitative research methodologies in health systems research  â€¢ Clearly formulate research objectives based on a problem statement   â€¢ Select an appropriate mix of qualitative research methods and develop corresponding data collection tools to investigate public health issues    â€¢ Conduct well-structured in-depth interviews, semi-structured interviews and focus group discussions with a variety of study participants   â€¢ Propose an outline of a research report and strategies to disseminate qualitative research results to different target groups for use in practice   â€¢ Critically assess whether a proposed qualitative research design is suitable to answer a research question		1	F.Maldonado@kit.nl	2015-09-14 15:59:46	2018-07-18	2020-11-17 15:07:54	troped	romy	0		2.5 weeks	KIT (Royal Tropical Institute), Amsterdam, The Netherlands				2015-09-14 20:36:45	Student Investment Hours: 112 hours  Contact hours: 23 hours plenary class sessions, 12 hours tutorials, 9 hours practical exercise   Self-study hours: 68 hours	2021-01-20	2021-02-09	<br>Accredited in Bordeaux 2002 with 3 ECTS.    Accredited in Edinburgh 2004 with 4 ECTS. Re-accredited in November 2010 and in Basel, September 2015, and in September 2020 in Munich	<br>Interactive plenary sessions (including a practical exercise), individual assignment with tutoring sessions, group exercises	Hardon A et al, 2005 Applied health research; anthropology of health and health care,  Amsterdam; Aksant	<br>â€¢ Individual assignment to develop a qualitative research  proposal (2,000 words +/- 10%) on a public health issue in  a low- or middle income country (80% of final mark)  â€¢ Group assignment to critically assess a qualitative research  proposal (20% of final mark)  â€¢ Participants receive a written feedback and grade  â€¢In case of fail, participants are eligible for another tutorial and resubmission of their assignment	<br>25-30 per group (2-3 groups, based on applications)  No maximum for tropEd students	<br>  â€¢ Academic training or a professional qualification in a relevant  area equivalent to BSc level.  â€¢ At least 2 years professional experience in a related area  including public health management and planning, in a low  income country  â€¢ English level TOEFL 550 or IELTS 6.0 (academic version)	See prerequisites above	â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>1.A clearer focus on qualitative research has been introduced in all sessions and in the learning objectives, with more elaborate explanations on:   a. The process of qualitative research (reading material and practical examples)  b. The difference between qualitative and quantitative research during the introductory session   2. More time is spent on qualitative data analysis during teaching and the practical exercise  3. The module has been revised, with less number of hours in plenary teaching and within class more time to work on own proposal. In addition, four tutorials are offered instead of three. The aim is to allow more time and guidance for students to develop their own research proposal.   4. There is less focus on conceptual framework and students can do the problem analysis in different ways and this has proven to be effective  5. More consistency between tutorial sessions of different tutors is assured as:  â€¢ Guides and instructions for tutorials are provided   â€¢ Before the start of the module the tutors, who also mark the assignments of the students, come together to discuss the module in general and the tutorials in particular and during which they jointly mark and discuss a research proposal from the previous year  â€¢ After each tutorial session feedback sessions are organized with the facilitators to harmonize approaches  â€¢ During all session beamers/ projectors are used for presentations so less photocopying and printing is needed.   6. A more elaborate format for the assignment is provided to the students at the start of the module, including a tutorial guide.  7. Students critically assess a research proposal in groups and this assessment counts for the final mark.   8. An introduction to NVivo is given next to the manual analysis in the practical exercise  9. Students are allowed to choose a similar topic as in their SDH and thesis	<br>Students are positive about this module, but mentioned the following issues:  1. They still need more time for understanding qualitative data analysis  2. There are still differences in approach among the 9-10 facilitators  3. They like the assessment of the proposal which helps them in strengthening their writing skills  4. They like the book which is clearly structured.  5. They like the hands on nature of this module	<br>Students like the module but always underestimate the work of writing.	<br>The focus in this module is the use of qualitative research methods within health systems research    â€¢ Introduction to HSR: Role of HSR; appropriate use of   quantitative qualitative research methodologies; process of  qualitative research  â€¢ Review of problem analysis and problem statement,    formulation of research objectives, variables/issues, study  type, data collection techniques, sampling/selection and  recruitment of respondents for qualitative research   â€¢ Quality assurance and ethical considerations in health  systems research  â€¢ Practical exercise on the full research cycle   â€¢ Qualitative data analysis (manual (text analysis/excel) and NVivo (free trial versions are possible))  â€¢ Report writing, use of research for policy and practice  â€¢ Critical reading of research proposals						
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch	Bernadette Peterhans	English	advanced optional	2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation	Switzerland	Ethics	Face to face		1.5 ECTS credits	
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0		5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch				2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation		Health systems				
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0		5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch				2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation		Human Rights				
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0		5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch				2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation		Public Health				
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0		5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch				2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation		Vulnerable groups (in general)				
Health in Detention	<br>At the end of the module the student should be able to:  â€¢ Define the main legal instruments, professional codes, and declarations designed to protect the rights of prisoners, detainees, and health professionals responsible for the health care of these populations  â€¢ Appraise the most important health problems in places of detention  â€¢ Analyse and address health and human rights issues facing populations in detention.		1	courses@swisstph.ch	2015-09-14 17:09:22	2018-03-06	2021-01-12 11:43:34	troped	romy	0		5 days	Swiss Tropical and Public Health Institute  Socinstrasse 57, P.O. Box, 4002 Basel, Switzerland  www.swisstph.ch  in collaboration with the International Committee of the Red Cross, Geneva, Switzerland     tropEd Coordinators:   Bernadette Peterhans bernadette.peterhans@swisstph.ch  Axel Hoffmann axel.hoffmann@swisstph.ch  Course application: courses@swisstph.ch				2015-09-14 21:22:43	33 hours direct contact time   10 hours self-directed learning   2 hours written exam   45 hours SIT	2021-12-06	2021-12-10	<br>Accredited in Basel, September 2015. Reacredited in Rabat (EC TelCo), March 2020. This course is valid until March 2025.	<br>The course is based on the principles of adult learning and the teachers facilitate the learning process. The facilitators will share their experiences and expertise with the participants.   Educational methods: presentations 50%, discussion round 25%, small case studies 25%	Overall the course is in high demand, last year we have admitted 27 participants	<br>A 2 hour MCQ test will be used to measure the individual performance   Passing mark 60%, in case of failure the participants can resit the exam once.	<br>Maximum 24 participants including tropEd participants   First come, first serve	<br>At least two years of professional experience    English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>The course is in high demand therefore early application is an asset	<br>1100 CHF, 900 CHF tropEd students	<br>None				<br>The course content includes the following topics:  â€¢ Global challenges in places of detention  â€¢ Legal framework for ICRC detention activities  â€¢ Medical Ethics / Medical Confidentiality / Dual Loyality  â€¢ Importance and challenges of health care and public health approaches in places of Detention  â€¢ Health Assessment in places of Detention  â€¢ Nutrition, Mental Health/drug abuse and NCDs  â€¢ Multidrug resistance TB, HIV and Hepatitis   â€¢ Environment and health   â€¢ Swiss Experience of Health Care in Detention (including a visit to places of detention in Basel)  â€¢ Hunger Strikes and their management  â€¢ Torture and ill treatment   â€¢ Health impact of solitary confinement and disciplinary segregation						
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course		Carla Meurk	English	advanced optional	2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =	Australia	Burden of Disease	Distance-based		5 ECTS credits	
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course		Fiona Charlson			2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =		Health Policy (incl. advocacy)				
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course		Sandra Diminic			2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =		International / global				
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course					2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =		Mental health problems				
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course					2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =		Organisation				
Mental Health Across the Globe: Challenges and Opportunities	<br>After successfully completing this course you should be able to:  1. critically analyse the epidemiology and social determinants of  mental disorders in in low-, middle-, and high income countries and identify strategies to address the burden of mental disorders.  2. discuss the role of policy and research translation to mental health care in low-, middle-, and high income countries.   3. critically appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations.		0	m.durham@uq.edu.au	2015-09-14 17:23:52	2016-08-01	2019-07-04 09:16:16	troped	troped	0		Eight week course					2015-09-14 21:35:24	<br>150 Hours  Contact Hours:  Online modules: 32 hours (8 x 4 hours)  Self Study Hours  Course pre-reading: 20 hours (10-15 papers)  Course required readings and additional material:30 hours (15-20 papers)  Assessment:   1. Major assignment 1: Total 20 hours  2. Online participation: 8 hours  3. Major assignment 2: Total 40 hours	2016-11-28	2017-02-11	<br>Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>The following learning methods will be used:  â€¢ 8 study modules covering key topical themes in mental health, including learning objectives and the use of case studies  â€¢ Course pre-reading (10-15 papers)   â€¢ Essential and additional readings relating to each of the 8 topic areas (15-20 papers)  â€¢ Online discussions available throughout the course period  â€¢ Written assessment tasks with feedback from lecturer		<br>There are three assessed pieces of work:  1. Situational analysis (individual, 30%) - Draft a brief situation analysis on mental health in a chosen country drawing on the key concepts and themes introduced in the course to-date. The abalysis should finish by noting the key system gaps for mental health which might require reform. (1500 words)  1. Online participation (group, 20%) - discussions and/or complete short answer questions on topical issues relating to the weekly course topics designed to assess participation, engagement and promote critical self-reflection related to course content and case studies  2. Case study (individual, 50%) - Building on the situational analysis completed in Part One, pick one of the key system gaps for mental health in your chosen country. Explain why this gap is important to address. Drawing on relevant academic and grey literature, critically discuss potential service responses to address your chosen problem and provide recommendations to improve mental health services in this area. (2500 words)     The assessment tasks will build on eachother sequentially. They will require the student to complete the readings, and consider carefully the history, content and arguments that guide the field. The assessments require students to demonstrate understanding and ability to communicate in areas of mental health policy, services and research both broadly and specifically targeted to particular topics in the field. Students will be expected to use the Discussion Board on Blackboard to reflect and learn in collaboration with other students in this course. The Course Coordinators will provide content to guide these discussions.    No re-sits are available.	<br>No limits.	<br>â€¢ Academic training or a professional qualification in a area equivalent to Bachelorâ€™s level.  â€¢ English level IELTS 6.5, writing 6.0 (academic version)  â€¢ Access to internet connection minimum band width		<br>Australian: AUD2000; EUR1320  International: AUD3420; EUR2258					<br>The course is divided into 8 topic areas and assumes a basic understanding of public health, epidemiology, and mental illness, although additional resources will be suggested for those who need to refresh or develop their background knowledge.  Topics 1 through 3 are concerned with building studentsâ€™ knowledge base regarding population mental health in Australia and globally. Students will explore basic concepts and definitions including disease classifications, determinants of mental health, the evidence-base for mental health promotion and prevention, and the spectrum of mental health interventions. Additionally, these topics will cover the epidemiology of mental disorders and how this can inform planning and development of mental health services. Specifically, we consider the impact of the Global Burden of Disease and Australian Burden of Disease studies on the priority given to mental disorders in public health.  Topics 4 and 5 will explore policy and research translation in mental health. This includes investigating the role, development and drivers of mental health policy including historical developments that have shaped current mental health care practice. We discuss economic and social science approaches to improving the translation of evidence into policy. Case studies from low-, middle-, and high income countries (including Australiaâ€™s National Mental Health Strategy) are presented with historical developments, current key priority areas, and the direction of new reforms examined.  Topics 6 through 8 explore and appraise examples of current and innovative mental health service delivery in settings with differing levels of resources and for specific populations. Topics covered include: the evidence-base in mental health treatment; models of mental health service delivery with examples from Australia and international programs; and approaches to increasing and strengthening the mental health workforce. Topic 8 will specifically address the needs and service delivery approaches for special populations such as Indigenous Australians and those affected by war and natural disasters.    Topic 1: Population Mental Health  Topic 2: Global epidemiology and burden of disease   Topic 3: Australian epidemiology and burden of disease   Topic 4: Mental health policy   Topic 5: Policy and research translation   Topics 6: Mental health services in Australia and high income countries  Topic 7: Mental health services in middle and low-income countries   Topic 8: Special populations =						
Evaluating Interventions	<br>At the end of the module the student should be able to:    â€¢ Critique published evaluations of interventions and assess the current state of evidence-based policy  â€¢ Use a range of evaluation techniques to determine which interventions work, how they work, for whom and given what circumstances, and why they work (or not).  â€¢ Use a range of techniques to monitor health, development and other interventions for the purpose of tracking and/or improving their implementation  â€¢ Gain practical skills in and knowledge of programme monitoring and evaluation, allowing a greater understanding of the current state of evidence-based policy making.		1	igh.adminpg@ucl.ac.uk	2015-09-23 02:54:42	2017-09-12	2019-10-15 16:33:45	troped	troped	0	UK - Institute for Global Health, University College London	3 weeks and 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week to prepare final assessment. Tutor available for face-to-face during this period by appointment.	UCL Institute for Global Health, London	Dr Tim Colbourn	English	advanced optional	2015-09-23 07:01:52	<br>150 SIT (36 contact hours, 114 self-study hours)  24 hours lectures, 12 hours seminars/classes/tutorials, 72 hours private reading, 30 hours group project work, 12 hours independent written work.	2020-05-11	2020-05-29	<br> Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>Taught two-hour lectures will be combined with one-hour seminars and practical sessions working through examples of previous large-scale evaluations relevant to the subject of the lecture. Examples will include evaluations undertaken by the module tutor and colleagues at the Institute for Global Health.	<br>This module is designed to link well with other practical Institute for Global Health modules such as Collecting and Using Data: Essentials of Quantitative Survey Research, Economic Evaluation in Healthcare, and Health management; planning and programme design, and will be timetabled to enable students to take all four of these optional modules.    This module builds on core concepts of scientific research, study design and critical appraisal taught in the core modules.    Students will gain practical skills that should be very useful for careers in monitoring and evaluation in non-governmental and governmental organisations, and academic and non-academic research related to evaluating interventions.  The knowledge of programme monitoring and evaluation that the students will gain should also allow a greater understanding of the current state of evidence-based policy making which should also be a distinct advantage in many other careers related to global health and development, for example with governments, donors, think-tanks, United Nations organisations and the World Health Organisation.	<br>Group work(40%)  Individual critique(60%)    Students will undertake a short group project to design an evaluation of a pre-specified hypothetical intervention, each group submitting a 5000 word expression of interest competing in the first round for a hypothetical contract. (30 hours)    Students will also each individually write a critique (1500 words) of a published evaluation (12 hours).    If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment normally within the same academic year. Since the group project has an individual element, if a resit is required, the student will be evaluated on the individual mark and carry forward the group mark to reach a final mark for the course.	<br>12 â€“ 30 students	<br>Basic knowledge of statistics and research methods are required. Familiarity with the main concepts concerning interventions and health systems in low-income settings will be an advantage.    English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP 850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment	<br>None.				<br>12 topics, each with 2-hour lecture, 1-hour seminar (and 6hrs of private reading):  1: What is evaluation?  2: Research questions and appropriate evaluation designs  3: Theory of change & Logic Models  4: Randomised Controlled Trials (RCTs)  5: Theory-Based Evaluation & Process evaluation  6: Programme monitoring  7: Realist evaluation and synthesis  8: Realist RCTs  9: Time-series regression and Quasi-Experimental Methods  10: Observational studies and Causal Inference  11: Current Debates in Evaluation  12: Evidence Synthesis	United Kingdom	Epidemiology	Face to face		6 ECTS credits	
Evaluating Interventions	<br>At the end of the module the student should be able to:    â€¢ Critique published evaluations of interventions and assess the current state of evidence-based policy  â€¢ Use a range of evaluation techniques to determine which interventions work, how they work, for whom and given what circumstances, and why they work (or not).  â€¢ Use a range of techniques to monitor health, development and other interventions for the purpose of tracking and/or improving their implementation  â€¢ Gain practical skills in and knowledge of programme monitoring and evaluation, allowing a greater understanding of the current state of evidence-based policy making.		1	igh.adminpg@ucl.ac.uk	2015-09-23 02:54:42	2017-09-12	2019-10-15 16:33:45	troped	troped	0		3 weeks and 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week to prepare final assessment. Tutor available for face-to-face during this period by appointment.	UCL Institute for Global Health, London				2015-09-23 07:01:52	<br>150 SIT (36 contact hours, 114 self-study hours)  24 hours lectures, 12 hours seminars/classes/tutorials, 72 hours private reading, 30 hours group project work, 12 hours independent written work.	2020-05-11	2020-05-29	<br> Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>Taught two-hour lectures will be combined with one-hour seminars and practical sessions working through examples of previous large-scale evaluations relevant to the subject of the lecture. Examples will include evaluations undertaken by the module tutor and colleagues at the Institute for Global Health.	<br>This module is designed to link well with other practical Institute for Global Health modules such as Collecting and Using Data: Essentials of Quantitative Survey Research, Economic Evaluation in Healthcare, and Health management; planning and programme design, and will be timetabled to enable students to take all four of these optional modules.    This module builds on core concepts of scientific research, study design and critical appraisal taught in the core modules.    Students will gain practical skills that should be very useful for careers in monitoring and evaluation in non-governmental and governmental organisations, and academic and non-academic research related to evaluating interventions.  The knowledge of programme monitoring and evaluation that the students will gain should also allow a greater understanding of the current state of evidence-based policy making which should also be a distinct advantage in many other careers related to global health and development, for example with governments, donors, think-tanks, United Nations organisations and the World Health Organisation.	<br>Group work(40%)  Individual critique(60%)    Students will undertake a short group project to design an evaluation of a pre-specified hypothetical intervention, each group submitting a 5000 word expression of interest competing in the first round for a hypothetical contract. (30 hours)    Students will also each individually write a critique (1500 words) of a published evaluation (12 hours).    If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment normally within the same academic year. Since the group project has an individual element, if a resit is required, the student will be evaluated on the individual mark and carry forward the group mark to reach a final mark for the course.	<br>12 â€“ 30 students	<br>Basic knowledge of statistics and research methods are required. Familiarity with the main concepts concerning interventions and health systems in low-income settings will be an advantage.    English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP 850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment	<br>None.				<br>12 topics, each with 2-hour lecture, 1-hour seminar (and 6hrs of private reading):  1: What is evaluation?  2: Research questions and appropriate evaluation designs  3: Theory of change & Logic Models  4: Randomised Controlled Trials (RCTs)  5: Theory-Based Evaluation & Process evaluation  6: Programme monitoring  7: Realist evaluation and synthesis  8: Realist RCTs  9: Time-series regression and Quasi-Experimental Methods  10: Observational studies and Causal Inference  11: Current Debates in Evaluation  12: Evidence Synthesis		Planning and programming (incl.. budgeting and evaluation)				
Evaluating Interventions	<br>At the end of the module the student should be able to:    â€¢ Critique published evaluations of interventions and assess the current state of evidence-based policy  â€¢ Use a range of evaluation techniques to determine which interventions work, how they work, for whom and given what circumstances, and why they work (or not).  â€¢ Use a range of techniques to monitor health, development and other interventions for the purpose of tracking and/or improving their implementation  â€¢ Gain practical skills in and knowledge of programme monitoring and evaluation, allowing a greater understanding of the current state of evidence-based policy making.		1	igh.adminpg@ucl.ac.uk	2015-09-23 02:54:42	2017-09-12	2019-10-15 16:33:45	troped	troped	0		3 weeks and 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week to prepare final assessment. Tutor available for face-to-face during this period by appointment.	UCL Institute for Global Health, London				2015-09-23 07:01:52	<br>150 SIT (36 contact hours, 114 self-study hours)  24 hours lectures, 12 hours seminars/classes/tutorials, 72 hours private reading, 30 hours group project work, 12 hours independent written work.	2020-05-11	2020-05-29	<br> Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>Taught two-hour lectures will be combined with one-hour seminars and practical sessions working through examples of previous large-scale evaluations relevant to the subject of the lecture. Examples will include evaluations undertaken by the module tutor and colleagues at the Institute for Global Health.	<br>This module is designed to link well with other practical Institute for Global Health modules such as Collecting and Using Data: Essentials of Quantitative Survey Research, Economic Evaluation in Healthcare, and Health management; planning and programme design, and will be timetabled to enable students to take all four of these optional modules.    This module builds on core concepts of scientific research, study design and critical appraisal taught in the core modules.    Students will gain practical skills that should be very useful for careers in monitoring and evaluation in non-governmental and governmental organisations, and academic and non-academic research related to evaluating interventions.  The knowledge of programme monitoring and evaluation that the students will gain should also allow a greater understanding of the current state of evidence-based policy making which should also be a distinct advantage in many other careers related to global health and development, for example with governments, donors, think-tanks, United Nations organisations and the World Health Organisation.	<br>Group work(40%)  Individual critique(60%)    Students will undertake a short group project to design an evaluation of a pre-specified hypothetical intervention, each group submitting a 5000 word expression of interest competing in the first round for a hypothetical contract. (30 hours)    Students will also each individually write a critique (1500 words) of a published evaluation (12 hours).    If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment normally within the same academic year. Since the group project has an individual element, if a resit is required, the student will be evaluated on the individual mark and carry forward the group mark to reach a final mark for the course.	<br>12 â€“ 30 students	<br>Basic knowledge of statistics and research methods are required. Familiarity with the main concepts concerning interventions and health systems in low-income settings will be an advantage.    English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP 850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment	<br>None.				<br>12 topics, each with 2-hour lecture, 1-hour seminar (and 6hrs of private reading):  1: What is evaluation?  2: Research questions and appropriate evaluation designs  3: Theory of change & Logic Models  4: Randomised Controlled Trials (RCTs)  5: Theory-Based Evaluation & Process evaluation  6: Programme monitoring  7: Realist evaluation and synthesis  8: Realist RCTs  9: Time-series regression and Quasi-Experimental Methods  10: Observational studies and Causal Inference  11: Current Debates in Evaluation  12: Evidence Synthesis		Research (in general)				
Evaluating Interventions	<br>At the end of the module the student should be able to:    â€¢ Critique published evaluations of interventions and assess the current state of evidence-based policy  â€¢ Use a range of evaluation techniques to determine which interventions work, how they work, for whom and given what circumstances, and why they work (or not).  â€¢ Use a range of techniques to monitor health, development and other interventions for the purpose of tracking and/or improving their implementation  â€¢ Gain practical skills in and knowledge of programme monitoring and evaluation, allowing a greater understanding of the current state of evidence-based policy making.		1	igh.adminpg@ucl.ac.uk	2015-09-23 02:54:42	2017-09-12	2019-10-15 16:33:45	troped	troped	0		3 weeks and 2 days: 2 days pre-reading, 2 weeks face-to-face, 1 week to prepare final assessment. Tutor available for face-to-face during this period by appointment.	UCL Institute for Global Health, London				2015-09-23 07:01:52	<br>150 SIT (36 contact hours, 114 self-study hours)  24 hours lectures, 12 hours seminars/classes/tutorials, 72 hours private reading, 30 hours group project work, 12 hours independent written work.	2020-05-11	2020-05-29	<br> Accredited in Basel, September 2015. This accreditation is valid until September 2020.	<br>Taught two-hour lectures will be combined with one-hour seminars and practical sessions working through examples of previous large-scale evaluations relevant to the subject of the lecture. Examples will include evaluations undertaken by the module tutor and colleagues at the Institute for Global Health.	<br>This module is designed to link well with other practical Institute for Global Health modules such as Collecting and Using Data: Essentials of Quantitative Survey Research, Economic Evaluation in Healthcare, and Health management; planning and programme design, and will be timetabled to enable students to take all four of these optional modules.    This module builds on core concepts of scientific research, study design and critical appraisal taught in the core modules.    Students will gain practical skills that should be very useful for careers in monitoring and evaluation in non-governmental and governmental organisations, and academic and non-academic research related to evaluating interventions.  The knowledge of programme monitoring and evaluation that the students will gain should also allow a greater understanding of the current state of evidence-based policy making which should also be a distinct advantage in many other careers related to global health and development, for example with governments, donors, think-tanks, United Nations organisations and the World Health Organisation.	<br>Group work(40%)  Individual critique(60%)    Students will undertake a short group project to design an evaluation of a pre-specified hypothetical intervention, each group submitting a 5000 word expression of interest competing in the first round for a hypothetical contract. (30 hours)    Students will also each individually write a critique (1500 words) of a published evaluation (12 hours).    If a student does not successfully pass the assignment they will receive feedback and support to help to improve their performance and will have an opportunity to resubmit an improved version of the assignment normally within the same academic year. Since the group project has an individual element, if a resit is required, the student will be evaluated on the individual mark and carry forward the group mark to reach a final mark for the course.	<br>12 â€“ 30 students	<br>Basic knowledge of statistics and research methods are required. Familiarity with the main concepts concerning interventions and health systems in low-income settings will be an advantage.    English proficiency: Good Level in any of the English language qualifications accepted by UCL for postgraduate studies with 6.5 (or equivalent) in each subtest.  See: http://www.ucl.ac.uk/prospective-students/graduate/apply/english-language/index	<br>The number of available tropEd places on each module in the academic year is normally determined in October.  TropEd applicants wishing to secure a place on modules can apply before this period and be placed on a waiting list for the module. Applicants will be notified as soon as it is confirmed if places are available on the module(s).  Please note that applicants must pay the course fees in order to obtain a confirmed offer of a place on a module, and places are awarded on a first-paid, first-admitted basis. Full course fee refunds will be provided to paid-up applicants if there are no places on the module(s) for which they applied, or if the module is cancelled.	<br>GBP 850 â€“ The fee in Euros will vary relative to the exchange rate at the time of enrollment	<br>None.				<br>12 topics, each with 2-hour lecture, 1-hour seminar (and 6hrs of private reading):  1: What is evaluation?  2: Research questions and appropriate evaluation designs  3: Theory of change & Logic Models  4: Randomised Controlled Trials (RCTs)  5: Theory-Based Evaluation & Process evaluation  6: Programme monitoring  7: Realist evaluation and synthesis  8: Realist RCTs  9: Time-series regression and Quasi-Experimental Methods  10: Observational studies and Causal Inference  11: Current Debates in Evaluation  12: Evidence Synthesis						
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany	Arlett Heiber	English	advanced optional	2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.	Germany	Health infrastructure	Face to face		3 ECTS credits	
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0		Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany	Martina Manhart			2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.		Laboratory science (incl.. quality assurance)				
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0		Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany				2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.		Pathogens				
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0		Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany				2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.		Technology				
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0		Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany				2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.		Tropical medicine				
Current laboratory techniques in infectious diseases: Molecular detection and cloning of pathogens and Parasitology	<br>At the end of the course, student will be able to:  â€¢ design laboratory settings for their own research projects  â€¢ apply the basics of molecular cloning as a specific breakout-technique of molecular diagnosis  â€¢ apply the value of basic microscopical and immunological research methods in an experimental animal model  â€¢ apply, analyze and evaluate up-to-date laboratory methods and techniques in the field of direct diagnosis of infectious diseases, such as nucleic acid extractions, conventional PCR, quantitative real-time PCR, molecular cloning, nucleic acid sequence analysis, and parasite isolation in the example of Schistosoma mansoni  â€¢ appraise requirements for working in a S2-laboratory		1	ttu@lrz.uni-muenchen.de	2015-10-10 23:40:52	2017-10-24	2020-11-23 11:28:49	troped	romy	0		Preparatory pre-reading upon admission to the course (2020-01-20 â€“ 2020-01-24) 1 week face-to-face module (2020-01-27 â€“ 2020-01-31) Assignment submission 2 weeks after the course (2020-02-01 â€“ 2020-02-14)	<br>Part 1 - 2: Department for Infectious Diseases and Tropical Medicine, Leopoldstr. 5, 80802 Munich, Germany  Part 3: Institute of Medical Microbiology, Immunology and Hygiene, Trogerstr. 30, 81675 Munich, Germany				2015-10-11 03:52:14	<br>90 Hours SIT    Contact  hours:  Part 1: Polymerase Chain Reaction (PCR) 9 hours   Part 2: Molecular Cloning Techniques 26.5 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)9 hours  Assesment 0.5    Self-Study:    Pre-Reading Assignment 15 hours  Part 2: Molecular Cloning Techniques 4 hours  Part 3: Parasite lifecycle based immunological and diagnostic methods (Schistosomiasis)2 hours  Post-course Protocol 24 hours  *For details, please see â€œMethodsâ€.	2020-01-27	2020-01-31	<br>Accredited in October 2015; reaccredited September 2019 in London. This course is valid until September 2024.	<br>Pre-reading: 2 weeks prior to the course, pre-reading materials will be disseminated    Day 1: PCR I, all-day  1) 30 minutes laboratory safety instructions   2) 90 minutes lecture to introduce the basics of PCR   3) 90 minutes practical exercise (laboratory introduction and practice)  4) 2 hours practical exercise (qPCR)1 hour lecture to introduce PCR and LAMP techniques  5) 1 hour lecture to introduce diagnostic qPCR development and analysis   6) 1 hour practical exercise (Analysis, presentation and discussion of results)    Day 2: Molecular Cloning techniques I, all day    1) 30 minutes introduction of course contents and schedule  2) 1.5 hours lecture: Basic techniques in molecular cloning  3) 2 hours practical bench work (without incubation times):  â€¢ Amplification of target gene using PCR  â€¢ Analyses of PCR amplicons on agarose gels and DNA extraction  â€¢ Ligation of amplicon and plasmid vector (TopoTA cloning)  â€¢ Transformation of competent E. coli bacteria   â€¢ Plating out bacteria on ampicillin agar plates     4) 15 minutes group discussion and first day summary     Day 3: Molecular Cloning techniques II, all-day    1) 1 hour lecture on molecular cloning for vaccine development   2) 5 hours practical bench work: Picking and growing transformed bacteria in selective media. Plasmid extraction and preparation for Sanger sequencing.   3) 2 hours lecture; restriction enzymes; expression of recombinant proteins; selection of resistant bacteria; eukaryotic expression systems   4) 15 minutes group discussion and second day summary    Day 4: Molecular Cloning techniques III, all-day    1) 2 hours of practical bench work:     â€¢ molecular analyses of extracted plasmids for transgene insert using restriction enzyme digestion and via PCR analysis   1) 5 hours analysis of sequences (sequence alignment, phylogenetic analysis)   5) 30 minutes group discussion and final summary   6) 30 minutes multiple choice exam on contents of seminar days 1-4     Day 5: Parasitology lifecycle based methods (Schistosomiasis), all-day    1) 1 hour lecture on key aspects of schistosomiasis and schistosome life cycles   2) 30 minutes introduction of participants into laboratory facilities   3) 30 minutes introduction of participants into the different life cycle models   4) 5 hours of bench work with differentiation of schistosomes in its different developmental forms     5) 1 hour tutored microscopy of prepared histological samples in liver tissue for immunological granuloma assessment	<br>Upon completion of the one-week on-campus course, all participants are required to deliver a brief report on their personal reception and retained contents of the course, to be submitted within 14 days after the last on-campus course day. Reporting templates will be provided by CIH Office. The reports are mandatory but will not be graded.	<br>Students will be assessed daily by the facilitators for their active participation on a pass/ fail basis. Day 5 will be assessed exclusively in this manner.    Day 4: Written theoretical examination (multiple choice questions, 30 minutes) in the application and evaluation of molecular methods in diagnosis of tropical infectious diseases (PCR and cloning). Grading: A - E, F.    Post-course assignment: Students will be asked to write up a post-course protocol which also requires students to actively engage in tasks set by the facilitators. Grading: A â€“ E, F.    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the written theoretical examination, students will be subjected to an audio-visual oral online examination.  In case of failure of the post-course assignment, a revised protocol can be resubmitted within a time frame defined by the facilitator.  The maximum grade that can be awarded for resubmitted assignments can be the pass mark Grade E.	<br>Max. number of students 8  Up to 5 tropEd Masterâ€™s students are admitted	<br>â€¢ Basic laboratory skills  â€¢ Intermediate level training in infectious diseases;  â€¢ Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro.	<br>None	<br>Major changes since initial accreditation:   1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in London (Sep 2019)	<br>Students highly commend the course for the practical approach and laboratory work, but found the course title did not advertise this adequately.	<br>Course title and some contents of the course were adapted to further improve the quality of the course.	<br>Polymerase Chain Reaction     â€¢ Students will learn the basics of molecular biology and the basic concepts of different PCR formats and techniques as well as the know how to prepare, develop and interpret a qPCR. Students will conduct a qPCR for the diagnosis of Schistosoma Mansoni infection.     Molecular Cloning Techniques    Learning and applying molecular cloning techniques. A target gene, encoding for a highly variable part of the HIV envelope protein, will be amplified and cloned into a standard plasmid vector. Competent E. coli bacteria will then be transformed with the newly generated transgene carrying plasmid. After culturing the bacteria in selective media, plasmids will be isolated and analyzed for the presence of the transgene and sent for sequencing. Sequences will be subjected to phylogenetic analysesin the context of reference strains for different HIV subtypes.   These techniques can for example be used to generate standards for Real Time PCR based quantification of pathogens.    Parasitology lifecycle based methods (Schistosomiasis)    â€¢ Familiarization of students through pre-course assignment with the etiology, clinical presentation and particularly the life cycle of schistosomiasis.     â€¢ On-campus familiarization with diagnostic parasitology laboratory facilities. Discussion of ethical aspects of animal models for basic immunological research questions in the field of host-parasite interaction (schistosome mouse model). Presentation of the different life cycle steps of schistosomiasis in two hosts (mouse and molluscs). Perform methods for qualitative and quantitative analysis of schistosome infestation. Demonstration of methods to assess the hosts immune responses at given infection timepoints.						
Academic Teacher Training for Health Professions	<br>At the end of the module, the participants are able to:  â€¢ critically analyse different teaching models and strategies suitable for health professions education  â€¢ apply a model for didactic design  with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit  â€¢ describe and apply rules of good feedback, provide and receive feedback, including peer-feedback  â€¢ explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education  â€¢ assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals		1	ttu@lrz.uni-muenchen.de	2015-10-11 05:33:19	2020-12-03	2020-12-03 12:22:11	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	2019-02-25 to 2019-03-01 Registration deadline 2021-02-01  5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021	<br>Virtual Module	Lisa Hoffaeller	English	advanced optional	2015-10-11 09:43:24	<br>Pre-course assignments, 25 hours Self-Study    Learning theory,  constructive alignment,   strategies and teaching methods, 15 hours Contact     High quality assessment and evaluation, 10 hours Contact     Feedback, 5 hours Contact Time     Professional development and professional identity, 5 hours Contact Time    Presentation and teaching, 5 hours Contact Time     Post-course assignments, 25 hours Contact Time	2021-02-13	2021-02-26	<br>Accredited in October 2015. This accreditation is valid until October 2020.    Re-accredited in October 2018.  This accreditaiton is valid until October 2023.	<br>Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).   Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.  Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:  â€¢ Problem based learning: role-play and simulation  â€¢ Developing a teaching unit: peer-group-consultation  â€¢ Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation  â€¢ Assessment: impulse lecture, peer-review, group discussion  â€¢ Teaching methods: learning circle, simulation  â€¢ Learning theory and constructive alignment: impulse lecture and group puzzle  â€¢ Professional identity development: written reflection and questionnaire  Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peersâ€™ feedback is not basis for grading of the participant the feedback is referring to).	<br>Teaching, learning, communication, human resources	<br>Assessment is formative and summative.    Formative:     Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided.  On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.     Summative:     Post-course assignments:    Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F.	<br>Max. number of participants: 36  Up to 8 tropEd MasterÂ´s students are admitted	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course.	<br>Participants are selected on a first come, first serve basis	600 Euro	None	<br>The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of â€œLearning Scienceâ€ the course is now called â€œAcademic Teacher Training Course for Health Professionsâ€ as this reflects the contents more than before.	<br>Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment.	<br>It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place.	<br>â€¢ teaching and professional identity in the context of health professions   â€¢ concept of constructive alignment  â€¢ learning theories  â€¢ learning objectives   â€¢ model for didactic design  â€¢ teaching methods and formats specifically adapted to teaching contents in health professions education   â€¢ evaluation of content related teaching and assessments formats and methods in health professions education   â€¢ feedback    â€¢ problem-based learning  including case-development   â€¢ assessment (summative and formative) including work-place-based assessment	Germany	Communication (oral, written)	Distance-based		3 ECTS credits	
Academic Teacher Training for Health Professions	<br>At the end of the module, the participants are able to:  â€¢ critically analyse different teaching models and strategies suitable for health professions education  â€¢ apply a model for didactic design  with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit  â€¢ describe and apply rules of good feedback, provide and receive feedback, including peer-feedback  â€¢ explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education  â€¢ assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals		1	ttu@lrz.uni-muenchen.de	2015-10-11 05:33:19	2020-12-03	2020-12-03 12:22:11	troped	romy	0		2019-02-25 to 2019-03-01 Registration deadline 2021-02-01  5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021	<br>Virtual Module	Arlett Heiber			2015-10-11 09:43:24	<br>Pre-course assignments, 25 hours Self-Study    Learning theory,  constructive alignment,   strategies and teaching methods, 15 hours Contact     High quality assessment and evaluation, 10 hours Contact     Feedback, 5 hours Contact Time     Professional development and professional identity, 5 hours Contact Time    Presentation and teaching, 5 hours Contact Time     Post-course assignments, 25 hours Contact Time	2021-02-13	2021-02-26	<br>Accredited in October 2015. This accreditation is valid until October 2020.    Re-accredited in October 2018.  This accreditaiton is valid until October 2023.	<br>Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).   Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.  Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:  â€¢ Problem based learning: role-play and simulation  â€¢ Developing a teaching unit: peer-group-consultation  â€¢ Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation  â€¢ Assessment: impulse lecture, peer-review, group discussion  â€¢ Teaching methods: learning circle, simulation  â€¢ Learning theory and constructive alignment: impulse lecture and group puzzle  â€¢ Professional identity development: written reflection and questionnaire  Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peersâ€™ feedback is not basis for grading of the participant the feedback is referring to).	<br>Teaching, learning, communication, human resources	<br>Assessment is formative and summative.    Formative:     Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided.  On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.     Summative:     Post-course assignments:    Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F.	<br>Max. number of participants: 36  Up to 8 tropEd MasterÂ´s students are admitted	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course.	<br>Participants are selected on a first come, first serve basis	600 Euro	None	<br>The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of â€œLearning Scienceâ€ the course is now called â€œAcademic Teacher Training Course for Health Professionsâ€ as this reflects the contents more than before.	<br>Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment.	<br>It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place.	<br>â€¢ teaching and professional identity in the context of health professions   â€¢ concept of constructive alignment  â€¢ learning theories  â€¢ learning objectives   â€¢ model for didactic design  â€¢ teaching methods and formats specifically adapted to teaching contents in health professions education   â€¢ evaluation of content related teaching and assessments formats and methods in health professions education   â€¢ feedback    â€¢ problem-based learning  including case-development   â€¢ assessment (summative and formative) including work-place-based assessment		Human Resources				
Academic Teacher Training for Health Professions	<br>At the end of the module, the participants are able to:  â€¢ critically analyse different teaching models and strategies suitable for health professions education  â€¢ apply a model for didactic design  with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit  â€¢ describe and apply rules of good feedback, provide and receive feedback, including peer-feedback  â€¢ explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education  â€¢ assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals		1	ttu@lrz.uni-muenchen.de	2015-10-11 05:33:19	2020-12-03	2020-12-03 12:22:11	troped	romy	0		2019-02-25 to 2019-03-01 Registration deadline 2021-02-01  5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021	<br>Virtual Module				2015-10-11 09:43:24	<br>Pre-course assignments, 25 hours Self-Study    Learning theory,  constructive alignment,   strategies and teaching methods, 15 hours Contact     High quality assessment and evaluation, 10 hours Contact     Feedback, 5 hours Contact Time     Professional development and professional identity, 5 hours Contact Time    Presentation and teaching, 5 hours Contact Time     Post-course assignments, 25 hours Contact Time	2021-02-13	2021-02-26	<br>Accredited in October 2015. This accreditation is valid until October 2020.    Re-accredited in October 2018.  This accreditaiton is valid until October 2023.	<br>Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).   Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.  Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:  â€¢ Problem based learning: role-play and simulation  â€¢ Developing a teaching unit: peer-group-consultation  â€¢ Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation  â€¢ Assessment: impulse lecture, peer-review, group discussion  â€¢ Teaching methods: learning circle, simulation  â€¢ Learning theory and constructive alignment: impulse lecture and group puzzle  â€¢ Professional identity development: written reflection and questionnaire  Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peersâ€™ feedback is not basis for grading of the participant the feedback is referring to).	<br>Teaching, learning, communication, human resources	<br>Assessment is formative and summative.    Formative:     Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided.  On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.     Summative:     Post-course assignments:    Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F.	<br>Max. number of participants: 36  Up to 8 tropEd MasterÂ´s students are admitted	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course.	<br>Participants are selected on a first come, first serve basis	600 Euro	None	<br>The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of â€œLearning Scienceâ€ the course is now called â€œAcademic Teacher Training Course for Health Professionsâ€ as this reflects the contents more than before.	<br>Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment.	<br>It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place.	<br>â€¢ teaching and professional identity in the context of health professions   â€¢ concept of constructive alignment  â€¢ learning theories  â€¢ learning objectives   â€¢ model for didactic design  â€¢ teaching methods and formats specifically adapted to teaching contents in health professions education   â€¢ evaluation of content related teaching and assessments formats and methods in health professions education   â€¢ feedback    â€¢ problem-based learning  including case-development   â€¢ assessment (summative and formative) including work-place-based assessment		Learning				
Academic Teacher Training for Health Professions	<br>At the end of the module, the participants are able to:  â€¢ critically analyse different teaching models and strategies suitable for health professions education  â€¢ apply a model for didactic design  with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit  â€¢ describe and apply rules of good feedback, provide and receive feedback, including peer-feedback  â€¢ explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education  â€¢ assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals		1	ttu@lrz.uni-muenchen.de	2015-10-11 05:33:19	2020-12-03	2020-12-03 12:22:11	troped	romy	0		2019-02-25 to 2019-03-01 Registration deadline 2021-02-01  5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021	<br>Virtual Module				2015-10-11 09:43:24	<br>Pre-course assignments, 25 hours Self-Study    Learning theory,  constructive alignment,   strategies and teaching methods, 15 hours Contact     High quality assessment and evaluation, 10 hours Contact     Feedback, 5 hours Contact Time     Professional development and professional identity, 5 hours Contact Time    Presentation and teaching, 5 hours Contact Time     Post-course assignments, 25 hours Contact Time	2021-02-13	2021-02-26	<br>Accredited in October 2015. This accreditation is valid until October 2020.    Re-accredited in October 2018.  This accreditaiton is valid until October 2023.	<br>Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).   Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.  Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:  â€¢ Problem based learning: role-play and simulation  â€¢ Developing a teaching unit: peer-group-consultation  â€¢ Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation  â€¢ Assessment: impulse lecture, peer-review, group discussion  â€¢ Teaching methods: learning circle, simulation  â€¢ Learning theory and constructive alignment: impulse lecture and group puzzle  â€¢ Professional identity development: written reflection and questionnaire  Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peersâ€™ feedback is not basis for grading of the participant the feedback is referring to).	<br>Teaching, learning, communication, human resources	<br>Assessment is formative and summative.    Formative:     Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided.  On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.     Summative:     Post-course assignments:    Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F.	<br>Max. number of participants: 36  Up to 8 tropEd MasterÂ´s students are admitted	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course.	<br>Participants are selected on a first come, first serve basis	600 Euro	None	<br>The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of â€œLearning Scienceâ€ the course is now called â€œAcademic Teacher Training Course for Health Professionsâ€ as this reflects the contents more than before.	<br>Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment.	<br>It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place.	<br>â€¢ teaching and professional identity in the context of health professions   â€¢ concept of constructive alignment  â€¢ learning theories  â€¢ learning objectives   â€¢ model for didactic design  â€¢ teaching methods and formats specifically adapted to teaching contents in health professions education   â€¢ evaluation of content related teaching and assessments formats and methods in health professions education   â€¢ feedback    â€¢ problem-based learning  including case-development   â€¢ assessment (summative and formative) including work-place-based assessment		Teaching				
Academic Teacher Training for Health Professions	<br>At the end of the module, the participants are able to:  â€¢ critically analyse different teaching models and strategies suitable for health professions education  â€¢ apply a model for didactic design  with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit  â€¢ describe and apply rules of good feedback, provide and receive feedback, including peer-feedback  â€¢ explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education  â€¢ assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals		1	ttu@lrz.uni-muenchen.de	2015-10-11 05:33:19	2020-12-03	2020-12-03 12:22:11	troped	romy	0		2019-02-25 to 2019-03-01 Registration deadline 2021-02-01  5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021	<br>Virtual Module				2015-10-11 09:43:24	<br>Pre-course assignments, 25 hours Self-Study    Learning theory,  constructive alignment,   strategies and teaching methods, 15 hours Contact     High quality assessment and evaluation, 10 hours Contact     Feedback, 5 hours Contact Time     Professional development and professional identity, 5 hours Contact Time    Presentation and teaching, 5 hours Contact Time     Post-course assignments, 25 hours Contact Time	2021-02-13	2021-02-26	<br>Accredited in October 2015. This accreditation is valid until October 2020.    Re-accredited in October 2018.  This accreditaiton is valid until October 2023.	<br>Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).   Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.  Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:  â€¢ Problem based learning: role-play and simulation  â€¢ Developing a teaching unit: peer-group-consultation  â€¢ Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation  â€¢ Assessment: impulse lecture, peer-review, group discussion  â€¢ Teaching methods: learning circle, simulation  â€¢ Learning theory and constructive alignment: impulse lecture and group puzzle  â€¢ Professional identity development: written reflection and questionnaire  Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peersâ€™ feedback is not basis for grading of the participant the feedback is referring to).	<br>Teaching, learning, communication, human resources	<br>Assessment is formative and summative.    Formative:     Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided.  On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.     Summative:     Post-course assignments:    Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F.	<br>Max. number of participants: 36  Up to 8 tropEd MasterÂ´s students are admitted	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course.	<br>Participants are selected on a first come, first serve basis	600 Euro	None	<br>The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of â€œLearning Scienceâ€ the course is now called â€œAcademic Teacher Training Course for Health Professionsâ€ as this reflects the contents more than before.	<br>Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment.	<br>It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place.	<br>â€¢ teaching and professional identity in the context of health professions   â€¢ concept of constructive alignment  â€¢ learning theories  â€¢ learning objectives   â€¢ model for didactic design  â€¢ teaching methods and formats specifically adapted to teaching contents in health professions education   â€¢ evaluation of content related teaching and assessments formats and methods in health professions education   â€¢ feedback    â€¢ problem-based learning  including case-development   â€¢ assessment (summative and formative) including work-place-based assessment						
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).	Dr. Andreas Neumayr	English	advanced optional	2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics	Switzerland	Communicable diseases (in general)	Face to face		3.5 ECTS credits	
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0		2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).				2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics		Disease prevention & control	Field trip			
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0		2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).				2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics		Disease vectors				
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0		2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).				2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics		Non-communicable diseases (in general)				
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0		2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).				2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics		Tropical medicine				
Medical Priorities & Clinical Tropical Medicine in South East Asia (not running in 2020) tbc	<br>At the end of the module the students should be able to:  â€¢ specify the medical priorities in South East Asia   â€¢ appraise and analyse the local pattern of diseases in their environmental, epidemiological, and sociocultural context  â€¢ critically compare on their own knowledge and skills in diagnosis and treatment of endemic tropical diseases in South East Asia  â€¢ practice and interpret basic laboratory diagnostic methods of parasitic diseases and ultra-sound in the field		0	courses@swisstph.ch	2015-10-11 05:47:39	2017-10-09	2020-09-21 08:46:22	troped	troped	0		2 weeks course and individual preparation for case presentation. No pre-reading requirements however participants are asked to prepare two case studies before the start of the course.	<br>Mahosot Hospital, Vientiane, Lao PDR:  The course is based at the Mahosot Hospital (the primary government hospital and main internal medicine hospital of the country) where all lectures will take place and the main clinical part of the course (teaching ward rounds) will be held at different departments. Additional teaching ward rounds will be held at the other two major hospitals of Vientiane (Setthathirath Hospital and Mittaphab Hospital).				2015-10-11 09:57:23	<br>30 hours lectures, 20 hours bed-side teaching, 2.5 hours ultrasound practice, 4 hours laboratory practice,3 hours case presentations, 9.5 hours field survey and 36 hours individual work, total 105 hours student investment time (this includes the preparation for the case presentation)			<br>Accredited in October 2015. Re-accredited in October 2017. This accreditation is valid until October 2022. Reason for re-accreditation is to shorten the course from 3 to 2 weeks.	<br>(I) Lectures:   â€¢ covering and discussing the most prominent and relevant medical issues in South East Asia in a comprehensive and practical way  â€¢ outlining the value and practical application of ultrasound/ sonography in infectious diseases / tropical medicine    (II) Practical part:   Teaching ward rounds / bed-side teaching:  â€¢ direct exposure of the course participants to clinical cases  â€¢ bed-side discussion of differential diagnosis, diagnostic work-up and treatment  Bed-side ultrasound/sonography practice:  â€¢ acquiring hands-on experience with bed-side ultrasound/ sonography    The practical laboratory training part of the course will be held at the Institute Pasteur in Vientiane. The field survey will be held in a rural setting/village 20km outside of Vientiane.  Laboratory practice:  â€¢ acquiring practical experience in microscopic diagnosis of blood-borne and intestinal parasitic diseases   Field survey:  Screening of a rural community in Laos by blood- and stool-microscopy and mobile ultrasound/ sonography     (III) Case presentation:  Clinical case presentations (by the course participants and facilitators) each course participant will present 2 linical cases (as `unknown diagnosisÂ´) from his/her past medical work which will then be discussed among the participants and facilitators.		<br>Individual case presentation counting 30% to the overall mark and a one hour multiple choice test (where a minimum score of 60% is required) at the end of the course counting 70% to the overall mark.    If a student should fail any of the components they are allowed to resit the assessment once.	<br>Max. 25 students	<br>Course participants are supposed to hold a medical degree plus either   (a) hold Diploma in Tropical Medicine (DTM&H or equivalent) or   (b) have 1 year cumulative working experience in a resource poor setting with tropical and parasitic diseases constitute the majority of the clinical workload or   (c) are specialized in Infectious Diseases or Clinical Microbiology.    Each participant is asked to contribute two clinical case presentations of his/ her own working place to be presented and discussed during the course.     English requirements: TOEFL paper 550 / computer 213 / internet 79â€‰â€“â€‰80 or IELTS 6.0 or native speaker or completed higher education in English (with written proof)	<br>First come, first serve	<br>3250 CHF, tropEd students CHF 2990	<br>None.	<br>In agreement with the two major critic points listed under â€˜24. Student evaluationsâ€™ below, the course has been   (1) shortened from previously 3 weeks to now 2 weeks and   (2) the content of the course has been revised  according to the feedback of the participant. In this regard the suggested reduction of the lectures on â€œnon-communicableâ€ diseases facilitated shortening the course without constraints.    The only other adjustment/change made to the course outline was (3) to include the dermatological clinic as additional department for ward-rounds to extend the clinical spectrum.	<br>The feedback of the previous course has been very positive with only two criticised points which however, were addressed by several course participants:  (1) the course duration of three weeks was judged too long, as most participants are full-time employed and getting three weeks leave of absence granted from work was difficult.  The suggestion was to shorten the course to two weeks.  (2) the lectures on â€œnon-communicableâ€ diseases in Laos given by Laotian colleagues were rated low as the currently available evidence and data on these topics remain rather scarce.		<br>  â€¢ The differential diagnosis of fever  â€¢ Malaria â€“ clinic & diagnostics   â€¢ Malaria drug resistance in South East Asia  â€¢ HIV and opportunistic infections in South East Asia  â€¢ HIV/AIDS practical essentials  â€¢ Tuberculosis in Laos  â€¢ Rickettisial diseases in South East Asia  â€¢ Dengue â€“ clinic & diagnostics  â€¢ Japanese encephalitis and differential diagnosis of viral encephalitis  â€¢ Melioidosis â€“ diagnosis & treatment  â€¢ Leptospirosis â€“ clinic & diagnostics  â€¢ Rational empiric antibiotic treatment  â€¢ Schistosomiasis â€“ clinic & diagnsotics  â€¢ Paediatric infectious diseases in South East Asia   â€¢ Dermatological problems (including leprosy and STDs) in South East Asia  â€¢ Beriberi, Noma and other NTDs in SEA  â€¢ Overview on non-communicable diseases in Laos  â€¢ Food and soil transmitted parasites in South East Asia  â€¢ Public Health perspectives in South East Asia  â€¢ Poor quality medicines (fake and substandard drugs)  â€¢ Neglected diseases of  South East Asia: Beriberi & Pellagra  â€¢ Introduction to medical ultrasound/sonography  â€¢ Ultrasound/sonography assessment of focal liver lesions  â€¢ Ultrasound/sonography in parasitic diseases  â€¢ Ultrasound/sonography in HIV & Tb  â€¢ Echocardiography in the topics						
Leadership in Management in Resource-limited Settings	At the end of the module the students should be able to:   â€¢ Present the concepts, ethics, and factors in limited resource settings influencing leadership in management.   â€¢ Identify their own leadership style and reflect on how this can contribute to staff development as well as to achieve organisational goals.   â€¢ Discuss the principles of mentoring and coaching for effective leadership and management in limited-resource settings.  â€¢ Acquire important soft skills such as delegation, negotiation, and conflict management to work effectively in complex situations.  â€¢ Develop a plan for improving health service quality in a resource-restricted setting.		1	nth1@huph.edu.vn	2016-02-25 17:31:48	2017-07-28	2021-01-16 13:06:05	troped	romy	0	Vietnam - Hanoi University of Public Health (HUPH)	3 weeks including 2 weeks in-class and self learning and 01 week for assignments submission after the course	Hanoi University of Public Health	Le Bao Chau, MD., PhD.	English	advanced optional	2016-02-25 22:42:23	60 SIT  44 direct contact hours (30 hours of lectures and 14 hours of facilitated group work) and 16 hours of self-directed learning.	2021-06-28	2021-07-11	<br>Accredited in Yogyakarta, February 2016. This accreditation is valid until February 2021.	<br>The course is composed of 44 hours of in-class teaching that comprise 30 hours of interactive lecture time and 14 hours of facilitated group work and assessment. An additional 16 hours of self-study time is expected.  The course uses lectures, participatory exercises, case studies, role-playing, group discussion, student presentations and individual assignment to achieve learning and application objectives.  Reading materials are distributed to students before hand. Some key readings are required and some further readings are suggested but not mandatory.	<br>With the goal to enhance management and leadership capacity for students, the course expects to improve the service quality and the effectiveness of health programs through understanding and application of leadership and management knowledge and skills.    If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn). For more information please see https://huph.edu.vn/english/post/training/2507	<br>Students in the course will be evaluated individually using the following assessment tools:   â€¢ Participation: Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates: this will represent 20% of the final grade.   Participation will be assessed as follows:  - 6 or less: minimum, disruptive, or no participation;  - 8: responds constructively to questions;   - 10: perceptive questions, active constructive and educational interaction with colleagues and instructor  â€¢ Assignment: During the course, students will be asked to individually complete an assignment on leadership and management style (1000 word at maximum). Successful completion of this exercise will represent 20% of the final grade.  â€¢ Final assignment: using knowledge on QI process and other leadership and management skills, students are required to individually develop a plan to improve service quality/work process in a resource-restricted setting (3000 word at maximum). This will represent 60% of the final grade.  Evaluation grades will be communicated within 15 days after the exam.  Students who fail to pass the exam and/or to complete the assignment, resulting, together with the participation score, in a grade	<br>Max participants 25 including tropEd students (minimum 5 tropEd student)	<br>Proficiency in English: TOEFL 550 or equivalent, or IELTS 6  Student admitted to a Master Degree Program within tropEd Network may join this course.	<br>First come, first served	600.00 EUR	None available				<br>Overview:  â€¢ Concepts and ethics in management and leadership  â€¢ Socio-economic and other factors in limited resource settings influencing to management and leadership    â€¢ Leadership Styles  â€¢ Leadership and Management Skills  o Conflict Management  o Negotiation  o Delegation  â€¢ Coaching and mentoring for effective leadership and management in limited-resource settings  o Concept of coaching and mentoring  o Principles and factors to effective coaching and mentoring  o Critical skills for coaching and mentoring  o Popular patterns of coaching and mentoring  â€¢ Quality Improvement (QI) in health in limited-resource settings  o Principles of Quality Improvement   o QI process	Vietnam	Management/leadership	Distance-based		2 ECTS credits	
Leadership in Management in Resource-limited Settings	At the end of the module the students should be able to:   â€¢ Present the concepts, ethics, and factors in limited resource settings influencing leadership in management.   â€¢ Identify their own leadership style and reflect on how this can contribute to staff development as well as to achieve organisational goals.   â€¢ Discuss the principles of mentoring and coaching for effective leadership and management in limited-resource settings.  â€¢ Acquire important soft skills such as delegation, negotiation, and conflict management to work effectively in complex situations.  â€¢ Develop a plan for improving health service quality in a resource-restricted setting.		1	nth1@huph.edu.vn	2016-02-25 17:31:48	2017-07-28	2021-01-16 13:06:05	troped	romy	0		3 weeks including 2 weeks in-class and self learning and 01 week for assignments submission after the course	Hanoi University of Public Health				2016-02-25 22:42:23	60 SIT  44 direct contact hours (30 hours of lectures and 14 hours of facilitated group work) and 16 hours of self-directed learning.	2021-06-28	2021-07-11	<br>Accredited in Yogyakarta, February 2016. This accreditation is valid until February 2021.	<br>The course is composed of 44 hours of in-class teaching that comprise 30 hours of interactive lecture time and 14 hours of facilitated group work and assessment. An additional 16 hours of self-study time is expected.  The course uses lectures, participatory exercises, case studies, role-playing, group discussion, student presentations and individual assignment to achieve learning and application objectives.  Reading materials are distributed to students before hand. Some key readings are required and some further readings are suggested but not mandatory.	<br>With the goal to enhance management and leadership capacity for students, the course expects to improve the service quality and the effectiveness of health programs through understanding and application of leadership and management knowledge and skills.    If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn). For more information please see https://huph.edu.vn/english/post/training/2507	<br>Students in the course will be evaluated individually using the following assessment tools:   â€¢ Participation: Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates: this will represent 20% of the final grade.   Participation will be assessed as follows:  - 6 or less: minimum, disruptive, or no participation;  - 8: responds constructively to questions;   - 10: perceptive questions, active constructive and educational interaction with colleagues and instructor  â€¢ Assignment: During the course, students will be asked to individually complete an assignment on leadership and management style (1000 word at maximum). Successful completion of this exercise will represent 20% of the final grade.  â€¢ Final assignment: using knowledge on QI process and other leadership and management skills, students are required to individually develop a plan to improve service quality/work process in a resource-restricted setting (3000 word at maximum). This will represent 60% of the final grade.  Evaluation grades will be communicated within 15 days after the exam.  Students who fail to pass the exam and/or to complete the assignment, resulting, together with the participation score, in a grade	<br>Max participants 25 including tropEd students (minimum 5 tropEd student)	<br>Proficiency in English: TOEFL 550 or equivalent, or IELTS 6  Student admitted to a Master Degree Program within tropEd Network may join this course.	<br>First come, first served	600.00 EUR	None available				<br>Overview:  â€¢ Concepts and ethics in management and leadership  â€¢ Socio-economic and other factors in limited resource settings influencing to management and leadership    â€¢ Leadership Styles  â€¢ Leadership and Management Skills  o Conflict Management  o Negotiation  o Delegation  â€¢ Coaching and mentoring for effective leadership and management in limited-resource settings  o Concept of coaching and mentoring  o Principles and factors to effective coaching and mentoring  o Critical skills for coaching and mentoring  o Popular patterns of coaching and mentoring  â€¢ Quality Improvement (QI) in health in limited-resource settings  o Principles of Quality Improvement   o QI process		Planning and programming (incl.. budgeting and evaluation)				
Leadership in Management in Resource-limited Settings	At the end of the module the students should be able to:   â€¢ Present the concepts, ethics, and factors in limited resource settings influencing leadership in management.   â€¢ Identify their own leadership style and reflect on how this can contribute to staff development as well as to achieve organisational goals.   â€¢ Discuss the principles of mentoring and coaching for effective leadership and management in limited-resource settings.  â€¢ Acquire important soft skills such as delegation, negotiation, and conflict management to work effectively in complex situations.  â€¢ Develop a plan for improving health service quality in a resource-restricted setting.		1	nth1@huph.edu.vn	2016-02-25 17:31:48	2017-07-28	2021-01-16 13:06:05	troped	romy	0		3 weeks including 2 weeks in-class and self learning and 01 week for assignments submission after the course	Hanoi University of Public Health				2016-02-25 22:42:23	60 SIT  44 direct contact hours (30 hours of lectures and 14 hours of facilitated group work) and 16 hours of self-directed learning.	2021-06-28	2021-07-11	<br>Accredited in Yogyakarta, February 2016. This accreditation is valid until February 2021.	<br>The course is composed of 44 hours of in-class teaching that comprise 30 hours of interactive lecture time and 14 hours of facilitated group work and assessment. An additional 16 hours of self-study time is expected.  The course uses lectures, participatory exercises, case studies, role-playing, group discussion, student presentations and individual assignment to achieve learning and application objectives.  Reading materials are distributed to students before hand. Some key readings are required and some further readings are suggested but not mandatory.	<br>With the goal to enhance management and leadership capacity for students, the course expects to improve the service quality and the effectiveness of health programs through understanding and application of leadership and management knowledge and skills.    If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn). For more information please see https://huph.edu.vn/english/post/training/2507	<br>Students in the course will be evaluated individually using the following assessment tools:   â€¢ Participation: Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates: this will represent 20% of the final grade.   Participation will be assessed as follows:  - 6 or less: minimum, disruptive, or no participation;  - 8: responds constructively to questions;   - 10: perceptive questions, active constructive and educational interaction with colleagues and instructor  â€¢ Assignment: During the course, students will be asked to individually complete an assignment on leadership and management style (1000 word at maximum). Successful completion of this exercise will represent 20% of the final grade.  â€¢ Final assignment: using knowledge on QI process and other leadership and management skills, students are required to individually develop a plan to improve service quality/work process in a resource-restricted setting (3000 word at maximum). This will represent 60% of the final grade.  Evaluation grades will be communicated within 15 days after the exam.  Students who fail to pass the exam and/or to complete the assignment, resulting, together with the participation score, in a grade	<br>Max participants 25 including tropEd students (minimum 5 tropEd student)	<br>Proficiency in English: TOEFL 550 or equivalent, or IELTS 6  Student admitted to a Master Degree Program within tropEd Network may join this course.	<br>First come, first served	600.00 EUR	None available				<br>Overview:  â€¢ Concepts and ethics in management and leadership  â€¢ Socio-economic and other factors in limited resource settings influencing to management and leadership    â€¢ Leadership Styles  â€¢ Leadership and Management Skills  o Conflict Management  o Negotiation  o Delegation  â€¢ Coaching and mentoring for effective leadership and management in limited-resource settings  o Concept of coaching and mentoring  o Principles and factors to effective coaching and mentoring  o Critical skills for coaching and mentoring  o Popular patterns of coaching and mentoring  â€¢ Quality Improvement (QI) in health in limited-resource settings  o Principles of Quality Improvement   o QI process		Quality (incl. accessibility)				
Leadership in Management in Resource-limited Settings	At the end of the module the students should be able to:   â€¢ Present the concepts, ethics, and factors in limited resource settings influencing leadership in management.   â€¢ Identify their own leadership style and reflect on how this can contribute to staff development as well as to achieve organisational goals.   â€¢ Discuss the principles of mentoring and coaching for effective leadership and management in limited-resource settings.  â€¢ Acquire important soft skills such as delegation, negotiation, and conflict management to work effectively in complex situations.  â€¢ Develop a plan for improving health service quality in a resource-restricted setting.		1	nth1@huph.edu.vn	2016-02-25 17:31:48	2017-07-28	2021-01-16 13:06:05	troped	romy	0		3 weeks including 2 weeks in-class and self learning and 01 week for assignments submission after the course	Hanoi University of Public Health				2016-02-25 22:42:23	60 SIT  44 direct contact hours (30 hours of lectures and 14 hours of facilitated group work) and 16 hours of self-directed learning.	2021-06-28	2021-07-11	<br>Accredited in Yogyakarta, February 2016. This accreditation is valid until February 2021.	<br>The course is composed of 44 hours of in-class teaching that comprise 30 hours of interactive lecture time and 14 hours of facilitated group work and assessment. An additional 16 hours of self-study time is expected.  The course uses lectures, participatory exercises, case studies, role-playing, group discussion, student presentations and individual assignment to achieve learning and application objectives.  Reading materials are distributed to students before hand. Some key readings are required and some further readings are suggested but not mandatory.	<br>With the goal to enhance management and leadership capacity for students, the course expects to improve the service quality and the effectiveness of health programs through understanding and application of leadership and management knowledge and skills.    If you wish to participate these courses, please complete the registration form and CV and send before 1st, April, 2018 to Graduate Education Dept (nth1@huph.edu.vn). For more information please see https://huph.edu.vn/english/post/training/2507	<br>Students in the course will be evaluated individually using the following assessment tools:   â€¢ Participation: Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates: this will represent 20% of the final grade.   Participation will be assessed as follows:  - 6 or less: minimum, disruptive, or no participation;  - 8: responds constructively to questions;   - 10: perceptive questions, active constructive and educational interaction with colleagues and instructor  â€¢ Assignment: During the course, students will be asked to individually complete an assignment on leadership and management style (1000 word at maximum). Successful completion of this exercise will represent 20% of the final grade.  â€¢ Final assignment: using knowledge on QI process and other leadership and management skills, students are required to individually develop a plan to improve service quality/work process in a resource-restricted setting (3000 word at maximum). This will represent 60% of the final grade.  Evaluation grades will be communicated within 15 days after the exam.  Students who fail to pass the exam and/or to complete the assignment, resulting, together with the participation score, in a grade	<br>Max participants 25 including tropEd students (minimum 5 tropEd student)	<br>Proficiency in English: TOEFL 550 or equivalent, or IELTS 6  Student admitted to a Master Degree Program within tropEd Network may join this course.	<br>First come, first served	600.00 EUR	None available				<br>Overview:  â€¢ Concepts and ethics in management and leadership  â€¢ Socio-economic and other factors in limited resource settings influencing to management and leadership    â€¢ Leadership Styles  â€¢ Leadership and Management Skills  o Conflict Management  o Negotiation  o Delegation  â€¢ Coaching and mentoring for effective leadership and management in limited-resource settings  o Concept of coaching and mentoring  o Principles and factors to effective coaching and mentoring  o Critical skills for coaching and mentoring  o Popular patterns of coaching and mentoring  â€¢ Quality Improvement (QI) in health in limited-resource settings  o Principles of Quality Improvement   o QI process						
Neglected Tropical Diseases: a public health approach for control	<br>This course aims to provide students with the necessary tools to develop and to successfully implement programmes with evidence-informed decisions for the control of Neglected Tropical Diseases (NTDs).  At the end of the course, students will be able to  â€¢ develop evidence-informed concepts for the control of Neglected Tropical Diseases (NTDs) and define the advantages of this compared to other approaches (Mass Drug Administration and Integrated Vector Management)  â€¢ develop NTD control programmes for a defined population		0	grys@uni-heidelberg.de	2016-03-13 18:32:00	2017-05-22	2019-10-18 09:54:39	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	1 week + 16h pre-reading	Institute of Public Health, Heidelberg	Dr. Olaf Horstick	English	advanced optional	2016-03-13 22:42:03	60 hours SIT (36 contact and 24 self-study hours)	2018-07-09	2018-07-13	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid February 2021.	<br>The course aims to initiate an active participatory learning process. It uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  Preparatory reading: 16 hours   Interactive lectures:   16 hours   Tutored individual practical exercises: 4 hours   Group work based on case studies of NTD programmes and presentations: 12 hours   Panel debate and plenary discussion:  4 hours   Individual written assignment: 8 hours		<br>â€¢ 60% individual written assignment   Essay: critical synthesis of retrieved information (2,500 words) on topics selected by participants with agreement of the course leader, in the context of NTD programme delivery for a defined population. The essay must be delivered within 1 week of the end of the course.   Assessment based on standard criteria, which are made available to the students.   â€¢ 40% oral presentation of group work, based on case studies of NTD programmes: group (participantsâ€™) assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each  If course participants fail, an oral resit exam will be offered with a panel of two NTD experts	<br>Number of participants is limited to 25.	<br>Desirable, but not an absolute prerequisite, is at least two years of working experience in a low or middle income country in the field of public health/ health management.   Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test or enrolment as tropEd student)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500	<br>None				<br>Overview:  â€¢ Historical background of NTDs including the basic bio-medical concepts   â€¢ Epidemiology and burden of disease of NTDs  â€¢ Evidence based concepts and approaches for the control of NTDs, specifically Mass Drug Administration, and Integrated Vector Management, including community participation  â€¢ The need for Research and Development (R&D) for NTDs  â€¢ The landscape of organisations dedicated to control NTDs â€“ information necessary to support local NTD programmes	Germany	Communicable diseases (in general)	Face to face		2 ECTS credits	
Neglected Tropical Diseases: a public health approach for control	<br>This course aims to provide students with the necessary tools to develop and to successfully implement programmes with evidence-informed decisions for the control of Neglected Tropical Diseases (NTDs).  At the end of the course, students will be able to  â€¢ develop evidence-informed concepts for the control of Neglected Tropical Diseases (NTDs) and define the advantages of this compared to other approaches (Mass Drug Administration and Integrated Vector Management)  â€¢ develop NTD control programmes for a defined population		0	grys@uni-heidelberg.de	2016-03-13 18:32:00	2017-05-22	2019-10-18 09:54:39	troped	troped	0		1 week + 16h pre-reading	Institute of Public Health, Heidelberg				2016-03-13 22:42:03	60 hours SIT (36 contact and 24 self-study hours)	2018-07-09	2018-07-13	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid February 2021.	<br>The course aims to initiate an active participatory learning process. It uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  Preparatory reading: 16 hours   Interactive lectures:   16 hours   Tutored individual practical exercises: 4 hours   Group work based on case studies of NTD programmes and presentations: 12 hours   Panel debate and plenary discussion:  4 hours   Individual written assignment: 8 hours		<br>â€¢ 60% individual written assignment   Essay: critical synthesis of retrieved information (2,500 words) on topics selected by participants with agreement of the course leader, in the context of NTD programme delivery for a defined population. The essay must be delivered within 1 week of the end of the course.   Assessment based on standard criteria, which are made available to the students.   â€¢ 40% oral presentation of group work, based on case studies of NTD programmes: group (participantsâ€™) assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each  If course participants fail, an oral resit exam will be offered with a panel of two NTD experts	<br>Number of participants is limited to 25.	<br>Desirable, but not an absolute prerequisite, is at least two years of working experience in a low or middle income country in the field of public health/ health management.   Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test or enrolment as tropEd student)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500	<br>None				<br>Overview:  â€¢ Historical background of NTDs including the basic bio-medical concepts   â€¢ Epidemiology and burden of disease of NTDs  â€¢ Evidence based concepts and approaches for the control of NTDs, specifically Mass Drug Administration, and Integrated Vector Management, including community participation  â€¢ The need for Research and Development (R&D) for NTDs  â€¢ The landscape of organisations dedicated to control NTDs â€“ information necessary to support local NTD programmes		Poverty				
Neglected Tropical Diseases: a public health approach for control	<br>This course aims to provide students with the necessary tools to develop and to successfully implement programmes with evidence-informed decisions for the control of Neglected Tropical Diseases (NTDs).  At the end of the course, students will be able to  â€¢ develop evidence-informed concepts for the control of Neglected Tropical Diseases (NTDs) and define the advantages of this compared to other approaches (Mass Drug Administration and Integrated Vector Management)  â€¢ develop NTD control programmes for a defined population		0	grys@uni-heidelberg.de	2016-03-13 18:32:00	2017-05-22	2019-10-18 09:54:39	troped	troped	0		1 week + 16h pre-reading	Institute of Public Health, Heidelberg				2016-03-13 22:42:03	60 hours SIT (36 contact and 24 self-study hours)	2018-07-09	2018-07-13	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid February 2021.	<br>The course aims to initiate an active participatory learning process. It uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  Preparatory reading: 16 hours   Interactive lectures:   16 hours   Tutored individual practical exercises: 4 hours   Group work based on case studies of NTD programmes and presentations: 12 hours   Panel debate and plenary discussion:  4 hours   Individual written assignment: 8 hours		<br>â€¢ 60% individual written assignment   Essay: critical synthesis of retrieved information (2,500 words) on topics selected by participants with agreement of the course leader, in the context of NTD programme delivery for a defined population. The essay must be delivered within 1 week of the end of the course.   Assessment based on standard criteria, which are made available to the students.   â€¢ 40% oral presentation of group work, based on case studies of NTD programmes: group (participantsâ€™) assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each  If course participants fail, an oral resit exam will be offered with a panel of two NTD experts	<br>Number of participants is limited to 25.	<br>Desirable, but not an absolute prerequisite, is at least two years of working experience in a low or middle income country in the field of public health/ health management.   Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test or enrolment as tropEd student)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500	<br>None				<br>Overview:  â€¢ Historical background of NTDs including the basic bio-medical concepts   â€¢ Epidemiology and burden of disease of NTDs  â€¢ Evidence based concepts and approaches for the control of NTDs, specifically Mass Drug Administration, and Integrated Vector Management, including community participation  â€¢ The need for Research and Development (R&D) for NTDs  â€¢ The landscape of organisations dedicated to control NTDs â€“ information necessary to support local NTD programmes		Vulnerable groups (in general)				
Neglected Tropical Diseases: a public health approach for control	<br>This course aims to provide students with the necessary tools to develop and to successfully implement programmes with evidence-informed decisions for the control of Neglected Tropical Diseases (NTDs).  At the end of the course, students will be able to  â€¢ develop evidence-informed concepts for the control of Neglected Tropical Diseases (NTDs) and define the advantages of this compared to other approaches (Mass Drug Administration and Integrated Vector Management)  â€¢ develop NTD control programmes for a defined population		0	grys@uni-heidelberg.de	2016-03-13 18:32:00	2017-05-22	2019-10-18 09:54:39	troped	troped	0		1 week + 16h pre-reading	Institute of Public Health, Heidelberg				2016-03-13 22:42:03	60 hours SIT (36 contact and 24 self-study hours)	2018-07-09	2018-07-13	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid February 2021.	<br>The course aims to initiate an active participatory learning process. It uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  Preparatory reading: 16 hours   Interactive lectures:   16 hours   Tutored individual practical exercises: 4 hours   Group work based on case studies of NTD programmes and presentations: 12 hours   Panel debate and plenary discussion:  4 hours   Individual written assignment: 8 hours		<br>â€¢ 60% individual written assignment   Essay: critical synthesis of retrieved information (2,500 words) on topics selected by participants with agreement of the course leader, in the context of NTD programme delivery for a defined population. The essay must be delivered within 1 week of the end of the course.   Assessment based on standard criteria, which are made available to the students.   â€¢ 40% oral presentation of group work, based on case studies of NTD programmes: group (participantsâ€™) assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each  If course participants fail, an oral resit exam will be offered with a panel of two NTD experts	<br>Number of participants is limited to 25.	<br>Desirable, but not an absolute prerequisite, is at least two years of working experience in a low or middle income country in the field of public health/ health management.   Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test or enrolment as tropEd student)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500	<br>None				<br>Overview:  â€¢ Historical background of NTDs including the basic bio-medical concepts   â€¢ Epidemiology and burden of disease of NTDs  â€¢ Evidence based concepts and approaches for the control of NTDs, specifically Mass Drug Administration, and Integrated Vector Management, including community participation  â€¢ The need for Research and Development (R&D) for NTDs  â€¢ The landscape of organisations dedicated to control NTDs â€“ information necessary to support local NTD programmes						
Undernutrition and Food Security	<br>At the end of the module the student should be able to:    1 - Identify, assess and apply the necessary tools to address specific food security and nutritional needs in Low and Middle Income Countries as well as in conflict and insecure contexts.    2 - Develop solutions for nutrition and food security in LMIC and other crisis contexts.		1	nuria.casamitjana@isglobal.org	2016-03-13 18:45:17	2019-08-14	2020-07-01 09:45:31	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	7 working days face to face (in 2 weeks) Students are asked to read recommended materials before face-to-face sessions (1-2 articles to be read before 1st session)   face to face: March 8th -18th 2016. Classes from Monday to Thursday from 09:00 to 13:30 with break of 30 min.	University of Barcelona   Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain	Jorge Salamanca 	English	advanced optional	2016-03-13 22:47:49	75 hours SIT    - Hours of tutored work (not face to face): 20 h  - Hours of independent study (not face to face and not tutored): 27 h  - Hours of face to face sessions in class: 28 hours	2021-03-15	2021-03-25	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid until February 2021.	<br>The learning methods combine individual readings, class presentation, debates in class about certain subjects and one practical exercise based in real context to be developed during the course:      â€¢ Individual readings: At least 40 minutes per document (maximum 2 mandatory readings before the main topics addressed in every block of the course) to address the main concepts that will be explained and discuss during the class. Example of mandatory reading related to nutrition:    Maternal and child nutrition: building momentum for impact   http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(13)60988-5.pdf   â€¢ Class presentations and debates: During the face-to-face sessions the professor will conduct oral and written presentations to illustrate the main concepts, and to propose debates about trends, solutions or tools to solve nutritional and food security problems.   â€¢ Practical Exercise: 100% related with the concepts and elements explained during the face-to-face classes, this exercise develops a real context, with food insecurity and a vulnerable situation that turns into an undernutrition crisis. The students should be able to assess the situation, to remark the tools needed to make the assessment and to define solutions.		<br>Note that to be evaluated students need to attend 80% of face to face sessions.    The evaluation will be assessed both individually and group-based.    The final grade will be calculated considering the following aspects:  1/3 Individual class participation  1/3 Readings  1/3 Group work    1. Individual participation in class (1/3) Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates. This will represent up to 1/3 of the final grade.     Participation will be assessed as follows:  â€¢ A grade of 5 or less corresponds to minimum, disruptive, or no participation;   â€¢ A grade of 8 corresponds to responding constructively to questions;   â€¢ A grade of 10 corresponds to asking perceptive questions and active constructive and educational interaction with colleagues and instructor.    2. Readings (1/3): Students are expected to read the essential bibliographic references previous to the respective class. Failing to show completion of reading through oral or written questions in class will result in the grade being reduced proportionally.    3. Group work development and presentation through continuous evaluation (1/3): At the beginning of the course, we will provide a case study to the students. This case study will start from the general base situation in one specific country, and will include a food insecurity situation and a nutritional crisis. This case will be developed along the course with tutoring from course facilitators. The students should identify, assess and apply the necessary tools to address the specific food security and nutritional situation.  The last day of class, students will develop the case in small groups and conduct an oral presentation of maximum 10 minutes, providing at the same time a written summary (no more than 3 pages).    Resit: Students that fail will be given the opportunity to individually develop and present a different practice exercise in one month.	<br>Maximum of 35 students per course	<br>TropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>First come first served	<br>525 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>1. Introduction to the course and overview. Review the concepts of malnutrition, definition and types, hidden malnutrition, and methods for anthropometric measures (previous reading needed).     â€¢ Analysis of the malnutrition casual tree, nutritional problems throughout the life cycle and the casual framework of malnutrition causes.  â€¢ Malnutrition in the world, evolution and main trends. Achievement of MDGs and Post-2015 (SDGs) agenda related to malnutrition.     2. Micronutrients and vitamins deficiency   â€¢ Effects of micronutrients deficiency and vitamins  â€¢ Development of strategies at community level      3. Malnutrition and infection   â€¢ Relation between infection and nutritional status.   â€¢ How to develop a good intervention with useful tools and elaborate action points.      4. Malnutrition and vulnerable groups   â€¢ HIV and nutrition:   - Challenges in the management of HIV infected malnourished patients.   - How HIV alters the clinical presentation of malnutrition.  â€¢ Reproductive health and nutrition  - Prevalence and consequences of maternal and child undernutrition in Low-and Middle-Income Countries  - Analysis of the framework for actions to achieve optimal maternal, foetal and child nutrition and development.    5. Food Security and Nutrition.   â€¢ The concept of Food Security (previous reading needed):  - From food availability to the right to food  - Food security and Malnutrition (including WASH)    â€¢ Measuring and analysing food security or insecurity:  - Food Security key documents (SOFI, VAM â€“ WFP)   - Analysing some Proxy indicators: Coping mechanism     â€¢ A quick view of the food security situation: The state of Food Insecurity in the World 2014:  - Main trends, causes and consequences  - Agenda Post 2015 â€“ MDG (SOFI)    6. Typology of Food Crisis   â€¢ Typology of Food Crisis:   - Types of food insecurity  - Early warning systems,   - IPC as a key agreement on triggers     â€¢ Needs assessment:  - Dimensions to be analysed   - Deciding the interventions  - Household Economy Approach (HEA)    7. Food Security Response (I)  â€¢ Responses to Food Crisis:  - Road Map to Response Analysis  - Assessing the needs  - Dimensions to be analysed    â€¢ Minimum Standards (Sphere Project)   â€¢ Food Distribution    8. Food Security Response (II)   â€¢ Cash Initiatives.   â€¢ WASH and food security related to nutrition    9. Rapid Nutrition assessment   â€¢ What is a Nutrition Rapid Assessment and how to conduct them  â€¢ The stage of food security to support the Intervention criteria      10. Nutrition Strategies (part I):   â€¢ Different types of nutrition strategies  â€¢ Strategies in adequacy with the context  â€¢ Advantages and constraints of each programme  â€¢ Different products and how to calculate a ration    11. Nutrition Strategies (part II):   â€¢ Diagnoses and types of malnutrition   â€¢ Different types of therapeutic nutritional strategies  â€¢ Election of programme depending on the type of malnutrition     12. International response to nutrition crises:  â€¢ How nutrition crises are detected and how the international response is activated through a case example    13. Final Presentation Tutorial Session     14. Final Presentation â€“ Evaluations	Spain	Food	Face to face		3 ECTS credits	
Undernutrition and Food Security	<br>At the end of the module the student should be able to:    1 - Identify, assess and apply the necessary tools to address specific food security and nutritional needs in Low and Middle Income Countries as well as in conflict and insecure contexts.    2 - Develop solutions for nutrition and food security in LMIC and other crisis contexts.		1	nuria.casamitjana@isglobal.org	2016-03-13 18:45:17	2019-08-14	2020-07-01 09:45:31	troped	troped	0		7 working days face to face (in 2 weeks) Students are asked to read recommended materials before face-to-face sessions (1-2 articles to be read before 1st session)   face to face: March 8th -18th 2016. Classes from Monday to Thursday from 09:00 to 13:30 with break of 30 min.	University of Barcelona   Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain	VictÃ²ria FumadÃ³			2016-03-13 22:47:49	75 hours SIT    - Hours of tutored work (not face to face): 20 h  - Hours of independent study (not face to face and not tutored): 27 h  - Hours of face to face sessions in class: 28 hours	2021-03-15	2021-03-25	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid until February 2021.	<br>The learning methods combine individual readings, class presentation, debates in class about certain subjects and one practical exercise based in real context to be developed during the course:      â€¢ Individual readings: At least 40 minutes per document (maximum 2 mandatory readings before the main topics addressed in every block of the course) to address the main concepts that will be explained and discuss during the class. Example of mandatory reading related to nutrition:    Maternal and child nutrition: building momentum for impact   http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(13)60988-5.pdf   â€¢ Class presentations and debates: During the face-to-face sessions the professor will conduct oral and written presentations to illustrate the main concepts, and to propose debates about trends, solutions or tools to solve nutritional and food security problems.   â€¢ Practical Exercise: 100% related with the concepts and elements explained during the face-to-face classes, this exercise develops a real context, with food insecurity and a vulnerable situation that turns into an undernutrition crisis. The students should be able to assess the situation, to remark the tools needed to make the assessment and to define solutions.		<br>Note that to be evaluated students need to attend 80% of face to face sessions.    The evaluation will be assessed both individually and group-based.    The final grade will be calculated considering the following aspects:  1/3 Individual class participation  1/3 Readings  1/3 Group work    1. Individual participation in class (1/3) Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates. This will represent up to 1/3 of the final grade.     Participation will be assessed as follows:  â€¢ A grade of 5 or less corresponds to minimum, disruptive, or no participation;   â€¢ A grade of 8 corresponds to responding constructively to questions;   â€¢ A grade of 10 corresponds to asking perceptive questions and active constructive and educational interaction with colleagues and instructor.    2. Readings (1/3): Students are expected to read the essential bibliographic references previous to the respective class. Failing to show completion of reading through oral or written questions in class will result in the grade being reduced proportionally.    3. Group work development and presentation through continuous evaluation (1/3): At the beginning of the course, we will provide a case study to the students. This case study will start from the general base situation in one specific country, and will include a food insecurity situation and a nutritional crisis. This case will be developed along the course with tutoring from course facilitators. The students should identify, assess and apply the necessary tools to address the specific food security and nutritional situation.  The last day of class, students will develop the case in small groups and conduct an oral presentation of maximum 10 minutes, providing at the same time a written summary (no more than 3 pages).    Resit: Students that fail will be given the opportunity to individually develop and present a different practice exercise in one month.	<br>Maximum of 35 students per course	<br>TropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>First come first served	<br>525 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>1. Introduction to the course and overview. Review the concepts of malnutrition, definition and types, hidden malnutrition, and methods for anthropometric measures (previous reading needed).     â€¢ Analysis of the malnutrition casual tree, nutritional problems throughout the life cycle and the casual framework of malnutrition causes.  â€¢ Malnutrition in the world, evolution and main trends. Achievement of MDGs and Post-2015 (SDGs) agenda related to malnutrition.     2. Micronutrients and vitamins deficiency   â€¢ Effects of micronutrients deficiency and vitamins  â€¢ Development of strategies at community level      3. Malnutrition and infection   â€¢ Relation between infection and nutritional status.   â€¢ How to develop a good intervention with useful tools and elaborate action points.      4. Malnutrition and vulnerable groups   â€¢ HIV and nutrition:   - Challenges in the management of HIV infected malnourished patients.   - How HIV alters the clinical presentation of malnutrition.  â€¢ Reproductive health and nutrition  - Prevalence and consequences of maternal and child undernutrition in Low-and Middle-Income Countries  - Analysis of the framework for actions to achieve optimal maternal, foetal and child nutrition and development.    5. Food Security and Nutrition.   â€¢ The concept of Food Security (previous reading needed):  - From food availability to the right to food  - Food security and Malnutrition (including WASH)    â€¢ Measuring and analysing food security or insecurity:  - Food Security key documents (SOFI, VAM â€“ WFP)   - Analysing some Proxy indicators: Coping mechanism     â€¢ A quick view of the food security situation: The state of Food Insecurity in the World 2014:  - Main trends, causes and consequences  - Agenda Post 2015 â€“ MDG (SOFI)    6. Typology of Food Crisis   â€¢ Typology of Food Crisis:   - Types of food insecurity  - Early warning systems,   - IPC as a key agreement on triggers     â€¢ Needs assessment:  - Dimensions to be analysed   - Deciding the interventions  - Household Economy Approach (HEA)    7. Food Security Response (I)  â€¢ Responses to Food Crisis:  - Road Map to Response Analysis  - Assessing the needs  - Dimensions to be analysed    â€¢ Minimum Standards (Sphere Project)   â€¢ Food Distribution    8. Food Security Response (II)   â€¢ Cash Initiatives.   â€¢ WASH and food security related to nutrition    9. Rapid Nutrition assessment   â€¢ What is a Nutrition Rapid Assessment and how to conduct them  â€¢ The stage of food security to support the Intervention criteria      10. Nutrition Strategies (part I):   â€¢ Different types of nutrition strategies  â€¢ Strategies in adequacy with the context  â€¢ Advantages and constraints of each programme  â€¢ Different products and how to calculate a ration    11. Nutrition Strategies (part II):   â€¢ Diagnoses and types of malnutrition   â€¢ Different types of therapeutic nutritional strategies  â€¢ Election of programme depending on the type of malnutrition     12. International response to nutrition crises:  â€¢ How nutrition crises are detected and how the international response is activated through a case example    13. Final Presentation Tutorial Session     14. Final Presentation â€“ Evaluations		Nutrition				
Undernutrition and Food Security	<br>At the end of the module the student should be able to:    1 - Identify, assess and apply the necessary tools to address specific food security and nutritional needs in Low and Middle Income Countries as well as in conflict and insecure contexts.    2 - Develop solutions for nutrition and food security in LMIC and other crisis contexts.		1	nuria.casamitjana@isglobal.org	2016-03-13 18:45:17	2019-08-14	2020-07-01 09:45:31	troped	troped	0		7 working days face to face (in 2 weeks) Students are asked to read recommended materials before face-to-face sessions (1-2 articles to be read before 1st session)   face to face: March 8th -18th 2016. Classes from Monday to Thursday from 09:00 to 13:30 with break of 30 min.	University of Barcelona   Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-03-13 22:47:49	75 hours SIT    - Hours of tutored work (not face to face): 20 h  - Hours of independent study (not face to face and not tutored): 27 h  - Hours of face to face sessions in class: 28 hours	2021-03-15	2021-03-25	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid until February 2021.	<br>The learning methods combine individual readings, class presentation, debates in class about certain subjects and one practical exercise based in real context to be developed during the course:      â€¢ Individual readings: At least 40 minutes per document (maximum 2 mandatory readings before the main topics addressed in every block of the course) to address the main concepts that will be explained and discuss during the class. Example of mandatory reading related to nutrition:    Maternal and child nutrition: building momentum for impact   http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(13)60988-5.pdf   â€¢ Class presentations and debates: During the face-to-face sessions the professor will conduct oral and written presentations to illustrate the main concepts, and to propose debates about trends, solutions or tools to solve nutritional and food security problems.   â€¢ Practical Exercise: 100% related with the concepts and elements explained during the face-to-face classes, this exercise develops a real context, with food insecurity and a vulnerable situation that turns into an undernutrition crisis. The students should be able to assess the situation, to remark the tools needed to make the assessment and to define solutions.		<br>Note that to be evaluated students need to attend 80% of face to face sessions.    The evaluation will be assessed both individually and group-based.    The final grade will be calculated considering the following aspects:  1/3 Individual class participation  1/3 Readings  1/3 Group work    1. Individual participation in class (1/3) Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates. This will represent up to 1/3 of the final grade.     Participation will be assessed as follows:  â€¢ A grade of 5 or less corresponds to minimum, disruptive, or no participation;   â€¢ A grade of 8 corresponds to responding constructively to questions;   â€¢ A grade of 10 corresponds to asking perceptive questions and active constructive and educational interaction with colleagues and instructor.    2. Readings (1/3): Students are expected to read the essential bibliographic references previous to the respective class. Failing to show completion of reading through oral or written questions in class will result in the grade being reduced proportionally.    3. Group work development and presentation through continuous evaluation (1/3): At the beginning of the course, we will provide a case study to the students. This case study will start from the general base situation in one specific country, and will include a food insecurity situation and a nutritional crisis. This case will be developed along the course with tutoring from course facilitators. The students should identify, assess and apply the necessary tools to address the specific food security and nutritional situation.  The last day of class, students will develop the case in small groups and conduct an oral presentation of maximum 10 minutes, providing at the same time a written summary (no more than 3 pages).    Resit: Students that fail will be given the opportunity to individually develop and present a different practice exercise in one month.	<br>Maximum of 35 students per course	<br>TropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>First come first served	<br>525 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>1. Introduction to the course and overview. Review the concepts of malnutrition, definition and types, hidden malnutrition, and methods for anthropometric measures (previous reading needed).     â€¢ Analysis of the malnutrition casual tree, nutritional problems throughout the life cycle and the casual framework of malnutrition causes.  â€¢ Malnutrition in the world, evolution and main trends. Achievement of MDGs and Post-2015 (SDGs) agenda related to malnutrition.     2. Micronutrients and vitamins deficiency   â€¢ Effects of micronutrients deficiency and vitamins  â€¢ Development of strategies at community level      3. Malnutrition and infection   â€¢ Relation between infection and nutritional status.   â€¢ How to develop a good intervention with useful tools and elaborate action points.      4. Malnutrition and vulnerable groups   â€¢ HIV and nutrition:   - Challenges in the management of HIV infected malnourished patients.   - How HIV alters the clinical presentation of malnutrition.  â€¢ Reproductive health and nutrition  - Prevalence and consequences of maternal and child undernutrition in Low-and Middle-Income Countries  - Analysis of the framework for actions to achieve optimal maternal, foetal and child nutrition and development.    5. Food Security and Nutrition.   â€¢ The concept of Food Security (previous reading needed):  - From food availability to the right to food  - Food security and Malnutrition (including WASH)    â€¢ Measuring and analysing food security or insecurity:  - Food Security key documents (SOFI, VAM â€“ WFP)   - Analysing some Proxy indicators: Coping mechanism     â€¢ A quick view of the food security situation: The state of Food Insecurity in the World 2014:  - Main trends, causes and consequences  - Agenda Post 2015 â€“ MDG (SOFI)    6. Typology of Food Crisis   â€¢ Typology of Food Crisis:   - Types of food insecurity  - Early warning systems,   - IPC as a key agreement on triggers     â€¢ Needs assessment:  - Dimensions to be analysed   - Deciding the interventions  - Household Economy Approach (HEA)    7. Food Security Response (I)  â€¢ Responses to Food Crisis:  - Road Map to Response Analysis  - Assessing the needs  - Dimensions to be analysed    â€¢ Minimum Standards (Sphere Project)   â€¢ Food Distribution    8. Food Security Response (II)   â€¢ Cash Initiatives.   â€¢ WASH and food security related to nutrition    9. Rapid Nutrition assessment   â€¢ What is a Nutrition Rapid Assessment and how to conduct them  â€¢ The stage of food security to support the Intervention criteria      10. Nutrition Strategies (part I):   â€¢ Different types of nutrition strategies  â€¢ Strategies in adequacy with the context  â€¢ Advantages and constraints of each programme  â€¢ Different products and how to calculate a ration    11. Nutrition Strategies (part II):   â€¢ Diagnoses and types of malnutrition   â€¢ Different types of therapeutic nutritional strategies  â€¢ Election of programme depending on the type of malnutrition     12. International response to nutrition crises:  â€¢ How nutrition crises are detected and how the international response is activated through a case example    13. Final Presentation Tutorial Session     14. Final Presentation â€“ Evaluations		Vulnerable groups (in general)				
Undernutrition and Food Security	<br>At the end of the module the student should be able to:    1 - Identify, assess and apply the necessary tools to address specific food security and nutritional needs in Low and Middle Income Countries as well as in conflict and insecure contexts.    2 - Develop solutions for nutrition and food security in LMIC and other crisis contexts.		1	nuria.casamitjana@isglobal.org	2016-03-13 18:45:17	2019-08-14	2020-07-01 09:45:31	troped	troped	0		7 working days face to face (in 2 weeks) Students are asked to read recommended materials before face-to-face sessions (1-2 articles to be read before 1st session)   face to face: March 8th -18th 2016. Classes from Monday to Thursday from 09:00 to 13:30 with break of 30 min.	University of Barcelona   Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-03-13 22:47:49	75 hours SIT    - Hours of tutored work (not face to face): 20 h  - Hours of independent study (not face to face and not tutored): 27 h  - Hours of face to face sessions in class: 28 hours	2021-03-15	2021-03-25	<br>Accredited in Yogyakarta in February 2016. This accreditation is valid until February 2021.	<br>The learning methods combine individual readings, class presentation, debates in class about certain subjects and one practical exercise based in real context to be developed during the course:      â€¢ Individual readings: At least 40 minutes per document (maximum 2 mandatory readings before the main topics addressed in every block of the course) to address the main concepts that will be explained and discuss during the class. Example of mandatory reading related to nutrition:    Maternal and child nutrition: building momentum for impact   http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(13)60988-5.pdf   â€¢ Class presentations and debates: During the face-to-face sessions the professor will conduct oral and written presentations to illustrate the main concepts, and to propose debates about trends, solutions or tools to solve nutritional and food security problems.   â€¢ Practical Exercise: 100% related with the concepts and elements explained during the face-to-face classes, this exercise develops a real context, with food insecurity and a vulnerable situation that turns into an undernutrition crisis. The students should be able to assess the situation, to remark the tools needed to make the assessment and to define solutions.		<br>Note that to be evaluated students need to attend 80% of face to face sessions.    The evaluation will be assessed both individually and group-based.    The final grade will be calculated considering the following aspects:  1/3 Individual class participation  1/3 Readings  1/3 Group work    1. Individual participation in class (1/3) Students are expected to be proactive in the classroom, raising and answering questions, expressing opinions, giving examples and engaging in debates. This will represent up to 1/3 of the final grade.     Participation will be assessed as follows:  â€¢ A grade of 5 or less corresponds to minimum, disruptive, or no participation;   â€¢ A grade of 8 corresponds to responding constructively to questions;   â€¢ A grade of 10 corresponds to asking perceptive questions and active constructive and educational interaction with colleagues and instructor.    2. Readings (1/3): Students are expected to read the essential bibliographic references previous to the respective class. Failing to show completion of reading through oral or written questions in class will result in the grade being reduced proportionally.    3. Group work development and presentation through continuous evaluation (1/3): At the beginning of the course, we will provide a case study to the students. This case study will start from the general base situation in one specific country, and will include a food insecurity situation and a nutritional crisis. This case will be developed along the course with tutoring from course facilitators. The students should identify, assess and apply the necessary tools to address the specific food security and nutritional situation.  The last day of class, students will develop the case in small groups and conduct an oral presentation of maximum 10 minutes, providing at the same time a written summary (no more than 3 pages).    Resit: Students that fail will be given the opportunity to individually develop and present a different practice exercise in one month.	<br>Maximum of 35 students per course	<br>TropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent.	<br>First come first served	<br>525 â‚¬ plus 90 â‚¬ university taxes	<br>Not available				<br>1. Introduction to the course and overview. Review the concepts of malnutrition, definition and types, hidden malnutrition, and methods for anthropometric measures (previous reading needed).     â€¢ Analysis of the malnutrition casual tree, nutritional problems throughout the life cycle and the casual framework of malnutrition causes.  â€¢ Malnutrition in the world, evolution and main trends. Achievement of MDGs and Post-2015 (SDGs) agenda related to malnutrition.     2. Micronutrients and vitamins deficiency   â€¢ Effects of micronutrients deficiency and vitamins  â€¢ Development of strategies at community level      3. Malnutrition and infection   â€¢ Relation between infection and nutritional status.   â€¢ How to develop a good intervention with useful tools and elaborate action points.      4. Malnutrition and vulnerable groups   â€¢ HIV and nutrition:   - Challenges in the management of HIV infected malnourished patients.   - How HIV alters the clinical presentation of malnutrition.  â€¢ Reproductive health and nutrition  - Prevalence and consequences of maternal and child undernutrition in Low-and Middle-Income Countries  - Analysis of the framework for actions to achieve optimal maternal, foetal and child nutrition and development.    5. Food Security and Nutrition.   â€¢ The concept of Food Security (previous reading needed):  - From food availability to the right to food  - Food security and Malnutrition (including WASH)    â€¢ Measuring and analysing food security or insecurity:  - Food Security key documents (SOFI, VAM â€“ WFP)   - Analysing some Proxy indicators: Coping mechanism     â€¢ A quick view of the food security situation: The state of Food Insecurity in the World 2014:  - Main trends, causes and consequences  - Agenda Post 2015 â€“ MDG (SOFI)    6. Typology of Food Crisis   â€¢ Typology of Food Crisis:   - Types of food insecurity  - Early warning systems,   - IPC as a key agreement on triggers     â€¢ Needs assessment:  - Dimensions to be analysed   - Deciding the interventions  - Household Economy Approach (HEA)    7. Food Security Response (I)  â€¢ Responses to Food Crisis:  - Road Map to Response Analysis  - Assessing the needs  - Dimensions to be analysed    â€¢ Minimum Standards (Sphere Project)   â€¢ Food Distribution    8. Food Security Response (II)   â€¢ Cash Initiatives.   â€¢ WASH and food security related to nutrition    9. Rapid Nutrition assessment   â€¢ What is a Nutrition Rapid Assessment and how to conduct them  â€¢ The stage of food security to support the Intervention criteria      10. Nutrition Strategies (part I):   â€¢ Different types of nutrition strategies  â€¢ Strategies in adequacy with the context  â€¢ Advantages and constraints of each programme  â€¢ Different products and how to calculate a ration    11. Nutrition Strategies (part II):   â€¢ Diagnoses and types of malnutrition   â€¢ Different types of therapeutic nutritional strategies  â€¢ Election of programme depending on the type of malnutrition     12. International response to nutrition crises:  â€¢ How nutrition crises are detected and how the international response is activated through a case example    13. Final Presentation Tutorial Session     14. Final Presentation â€“ Evaluations						
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0	Spain - Barcelona Institute for Global Health - University of Barcelona	15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain	Enric Grau 	English	advanced optional	2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial	Spain	Financing	Face to face		3 ECTS credits	
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0		15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain	Marina Espriu			2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial		Organisation				
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0		15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial		Planning and programming (incl.. budgeting and evaluation)				
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0		15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial		Resource management (in general)				
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0		15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial		Team-work (incl. interdisciplinary, inter-professional)				
Global health organizations and programme management	<br>On completing the course, students should be able to:    1 Develop strategic thinking and apply essential management tools to build coherent and efficient global health organizations and programmes.  2 Use the logical framework approach and international standards (OECD, UN, EuropeAid) to design, plan, monitor and evaluate global health programmes.  3 Use basic communication and fundraising tools to promote and sustain global health organizations.  4 Interpret financial data and financial tools to assess organisational feasibility and risks and to budget health interventions.  5 Recognise key issues to build and manage teams in international and multicultural environments.		1	nuria.casamitjana@isglobal.org	2016-06-07 18:51:45	2019-08-14	2020-07-01 09:46:16	troped	troped	0		15 face to face sessions (2 h each)  First assignment to be presented and discussed in class in the last face to face session (February 14th 2020)  Final assignment to be submitted to the course coordinator one week after completion of the face-to-face sessions (February 21st 2020)	University of Barcelona  Faculty of Medicine (room to be confirmed)  C/ Casanova, 143  08036 Barcelona, Spain				2016-06-07 23:04:39	TOTAL SIT: 75 h   - Face to face hours: 30 h  - Self study hours: 30 h  - Tutored work hours: 15 h	2021-02-10	2021-02-19	<br>Accredited in May 2016. This accreditation is valid until May 2021.	<br>The face-to-face sessions (30 h) include presentations by experts, class discussions and debates, and individual and group presentations. Global health management case studies and real-world management issues are used as the framework for problem solving activities, with students in the role of managers and decision-makers.    As part of the independent study and research work (30 h), students should analyse readings and audio-visual materials prior to each session that will be discussed in class.    During the course, students will work independently on a case study (15 h), coached by the Course coordinator. Students will present assignment 1 on the case study during the last session of the course. Students will have a tutorial for the completion of the Assignment 2 in the last session.	<br>All reference materials are freely accessible on the website and links are cited or available in University of Barcelona libraries.    ESSENTIAL READINGS FOR THE ENTIRE COURSE    â€¢ ACCENTURE (2014). Global non-profits: To achieve greater impact, develop an effective leadership ensemble.  http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-Global-Nonprofits-Develop-Effective-Leadership.pdf  â€¢ Delivering World-Class Health Care, Affordably  https://hbr.org/2013/11/delivering-world-class-health-care-affordably  â€¢ Minnesota Council of Nonprofits (2014) Principles & Practices for Nonprofit Excellence. A guide for nonprofit board members, managers and staff  http://www.minnesotanonprofits.org/PrinciplesPractices.pdf  â€¢ EuropeAID. (2004). Aid Delivery Options Project Cycle Management (PCM) - Project Approach Guidelines, Project Cycle Management Guidelines (Vol. 1, pp. 158). Brussels: EuropeAid Cooperation Office, European Commission.   http://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf  â€¢ Know How Nonprofits  https://knowhownonprofit.org/      RECOMMENDED READINGS    Specific recommending readings covering each one of the management areas (strategy, project management, finances, marketing and communication, human resources) will be provided in each session.       Monday to Thursday from 9:00 to 11:00 and from 11:30 to 13:30  Final assignment to be submitted on February 21st 2017 (Please take this into account to estimate the time needed for this assignment and planning for other full-time activities)	<br>The evaluation activity is based on the â€œRural Health Care Foundation (RHCF) case; Reaching primary health care to the bottom of the pyramidâ€. The case will be distributed to students on the first session of the course and will be used as a reference for class discussions and examples. The RHCF case depicts a real-life situation where students need to apply concepts and tools discussed during the course. The questions to be addressed combine elements of strategic management (eg: implementation of RHCF mission and vision, establishment of partnerships and alliances) and operational management (eg: break-even point calculation and financial sustainability of RHCF health centres, analysis of RHCF team management policy and team performance indicators; healthcare demand analysis, RHCF communication objectives).    The assignment questions allow putting into practice the learning objectives. Analysis of the pertinence and consistency of the RHCF mission and vision and the use of the Business Model Canvas place the student in a situation where the business model and the overall strategy of the foundation need to be clarified and refined. Strategic choices regarding, among others, the eventual expansion of RHCF services or new potential partnerships need to be made and explained. From an operational point of view, the use of some elements of the logical framework tool helps to consistently identify and formulate clear objectives, expected results and SMART  indicators for the new projects to be developed by the RHCF or discussed with potential donors. One major element of the RHCF business model is the self-sustainability analysis of health centres, implying making students familiar with the calculation of fixed and variable costs, estimates of outpatient demand and identification of the break â€“ even point. Other functional management areas of the RHCF are briefly analysed; RHCF website, promotional material and accountability reports are part of the discussion about target audiences of RHCF and communication and fundraising strategy. Finally, the complexities of staffing in contexts with scarcity of health professionals, or motivating teams in high workload health services are addressed.    Two assignments (individual independent work) will be required for assessment of studentâ€™s performance.    o Assignment 1: Business Model Canvas of RHCF (40% of the final grade - individual assignment). Based on the case, students will apply the Business Model Canvas tool (developing each one of its nine components - value proposition; customer relationships; channels; customer segments; key activities; key resources; key partners; cost structure; revenues stream) to the RHCF. Two additional questions about the RHCF will have to be addressed.    Assignment 1 is due on session 15th. The individual assignments will be presented and discussed in class. The Business Model Canvas, together with a an essay with the rationale explaining the choices made and studentâ€™s recommendations (1.000 â€“ 1.500 words), will be submitted to the Instructor via email.    o Assignment 2: RHCF case management questions (60% of the final grade - individual assignment). Several questions about strategic management, financial sustainability, communication strategy and team building, shaping the future of the foundation will be addressed by the students.    Assignment 2 is due one week after the end of the face-to-face sessions of the course. The assignment will have and extension of  3.000 â€“ 4.000 words and will be submitted to the instructor via email.    Plagiarism will be checked through Internet search and available plagiarism control tools at the University of Barcelona.     Students need to successfully pass both assignments; no compensation among assignments is envisaged.    The final grade will be notified to students within ten days after the submission of the Assignment 2.    Resit: A written exam will be proposed for unsuccessful students or those wishing to improve their grades. Resit exam dates and timetables will be informed in-advance	<br>Maximum of 35 students per course	<br>tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate	<br>Based on CV and motivation letter	<br>525 â‚¬ plus 90 â‚¬ university taxes					<br>This course provides an overall vision of basic management principles and tools and discusses the role and contributions of management to build excellent global health organizations and to develop effective global health programmes. The course combines a strategic and a functional approach to the management practice, with emphasis in non-profit organizations, as distinctive trait of the majority of relevant global health organizations (international agencies, governments, public-private partnerships, foundations and philanthropy, NGOs). This comprehensive approach allows students to outline the interactions between strategic and operational management decisions, and put into practice a few but essential concepts and tools of managing resources (financial, human skills, goods, knowledge) in healthcare organisations. Due to the limited duration of the course, topics are succinctly addressed.    S1- INTRODUCTION TO ORGANIZATIONS AND MANAGEMENT CHALLENGES     â€¢ Contribution of management tools and concepts to health interventions.  â€¢ Definition and key components of organizations (systems, structures and processes); trends in organizational models.  â€¢ For-profit and not-for-profit organizations; common ground and differences.  â€¢ Major challenges for global health not-for-profit organizations; legitimacy, governance, accountability, impact measure and sustainability.    S2 - STRATEGIC PLANNING I    â€¢ The role of general management.  â€¢ Definition of strategy, value creation, capture and sustainability.  â€¢ Perception of value by different actors / stakeholders.  â€¢ Mission, vision and values of health organizations.    S3 - STRATEGIC PLANNING II     â€¢ Value creation in the health sector and analysis of market forces.  â€¢ Product definition and essential business objectives in the health sector  â€¢ The strategic planning process and relevant tools.    S4 - ENTREPRENEURSHIP IN THE HEALTH SECTOR     â€¢ The entrepreneurial process, from the idea to the results.  â€¢ Health as a leading field in social innovation and entrepreneurial spirit.  â€¢ Success stories of health ventures to address problems of availability, accessibility affordability and quality of health services in low and middle income countries.  â€¢ The Business Model Canvas as a tool to plan and evaluate social venture initiatives.    S5 - ENTREPRENEURSHIP AND THE BUSINESS MODEL CANVAS; THE MANHIÃ‡A HEALTH RESEARCH CENTRE CASE     â€¢ Case study:  the Business Model Canvas applied to the ManhiÃ§a Health Research Centre. Focus on the centerâ€™s value proposition, revenue stream and key partners, especially the international strategic partnership with ISGlobal.    S6 - PROJECT MANAGEMENT I: PROJECT DESIGN    â€¢ Introduction to the Logical Framework Approach as a project management tool.  â€¢ Context and stakeholders analysis.  â€¢ Problem tree analysis and objectives tree analysis.  â€¢ Selection of strategies of intervention.  â€¢ Logical framework structure (objectives, results, activities, results, indicators, sources of verification, resources and timeline).    S7 - PROJECT MANAGEMENT II â€“ PROJECT MONITORING AND EVALUATION    â€¢ The role of monitoring and evaluation in health and development programmes.  â€¢ Monitoring and evaluation international principles, standards and tools.  â€¢ Evaluation criteria (relevance, effectiveness, efficacy, impact, sustainability); the Paris declaration on aid effectiveness.  â€¢ Identifying lessons learnt and defining capitalization approaches.    S8 - FUNDAMENTALS OF NON-PROFIT FINANCES I: BASIC CONCEPTS    â€¢ Measuring value creation and capture in financial statements; the Profit and Loss statement.  â€¢ Fixed and variable costs; Depreciation.  â€¢ Operating profit (EBITDA) and the Net profit.  â€¢ The Balance sheet; Assets and Liabilities.  â€¢ Funding strategies; NGOs code of ethics.    S9 - FUNDAMENTALS OF NON-PROFIT FINANCES II: CONFRONTING FINANCIAL RISKS IN GLOBAL HEALTH ORGANIZATIONS    â€¢ Doing the organization growth; productivity and efficiency.  â€¢ The break-even point.  â€¢ Cash-flow, liquidity, and solvency.  â€¢ Major financial variables of non-profit-organizations.    S10 - FUNDAMENTALS OF NON-PROFIT FINANCES III: PLANNING & BUDGETING     â€¢ Project planning and budgeting: purposes and uses.  â€¢ Budget direct and indirect costs (overheads), main budget lines and co-funding requirements.  â€¢ Foreign currency, exchange rates fluctuations.  â€¢ Budget tracking, reporting and auditing.     S11 - INTRODUCTION TO MARKETING AND COMMUNICATION IN NON-PROFITS    â€¢ Principles of strategic marketing and communication.  â€¢ Strategic planning and the marketing plan.  â€¢ Social marketing and public health.  â€¢ Crowd-funding.    S12 - FUNDRAISING     â€¢ Funding sources for international ONGs in Global Health.  â€¢ Fundraising mission and tools.  â€¢ Fundraising strategies.  â€¢ Awareness & information; Acquisition and Cultivation activities.  â€¢ Case presentation: Fundraising for Ebola.    S13 - DIGITAL MARKETING AND ONLINE COMMUNICATION (BASIC CONCEPTS)    â€¢ Defining digital marketing, social media and web 2.0; basic concepts.  â€¢ Trends in mass media; mass communication and the information revolution.  â€¢ Social Media; finding and engaging your target audience.  â€¢ Online marketing and communication strategies.  â€¢ Internet social networks.    S14 - MANAGING TEAMS IN GLOBAL HEALTH ORGANISATIONS     â€¢ Team building and team management in unstable and multicultural contexts; Life Long Learning, career planning and professional development.  â€¢ Assessing personnel needs and recruiting personnel.   â€¢ Screening personnel and deciding compensation issues.    S15 - REVIEW AND EVALUATION SESSION - RHFC CASE     â€¢ RHCF Case Business Model Canvas; presentation and discussion  â€¢ RHCF Case assignment â€“ tutorial						
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany	Lisa Hoffaeller	English	advanced optional	2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development	Germany	Drugs and vaccines	Face to face		3 ECTS credits	
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0		1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany	Arlett Heiber			2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development		Management/leadership				
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0		1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development		Organisation				
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0		1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development		Planning and programming (incl.. budgeting and evaluation)				
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0		1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development		Research (in general)				
Applied Clinical Research	<br>At the end of the module the student should be able to â€¦    â€¢ develop a clinical trial protocol (incl. formulation of research question and primary study objectives; identifying a suitable study design; statistical considerations, etc.)    â€¢ design a Case Report Form (CRF) to demonstrate understanding of Clinical Data Management    â€¢ to discuss the elements of the clinical trial life cycle and its management (e.g. regulatory and ethical frameworks, timelines and milestones, project execution, quality management tracking and controlling)    â€¢ distinguish different study designs in clinical research (observational, e.g. descriptive, cross-sectional etc., vs. experimental studies, e.g. trial)    â€¢ infer ways to utilize clinical trial findings (e.g. for policy development)		1	ttu@lrz.uni-muenchen.de	2016-09-18 16:46:05	2017-06-21	2020-12-03 12:28:06	troped	romy	0		1 preparatory week for pre-reading 1 week face-to-face course (from 2021 02 01 to 2021 02 05) and Post-course assignment (graded homework): submission 2 weeks after the course (2021 02 19)	Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2016-09-18 20:57:33	Contact Self-Study  Pre-Reading       0            33  Lectures      19             0  Group Work   and Discussions      16             0  Start of graded   Homework during   course week       0             9  Exam                1             0  Finalisation   of graded Homework   after course week    0             12	2021-01-25	2021-02-19	<br>Following GA in Basel in Sep 2015, Re-accreditation at Online GA 08.06.2020	<br>Self-Study: Pre-Course Reading  (33 hours)  â€¢ Participants receive pre-course readings for self-study (Guidelines etc. in PDF format) and complete the TRREE Online Module â€œIntroduction to Research Ethicsâ€  â€¢ Pre-readings will be essential for students to follow the face-to-face course    Lectures (19 hours)  Teaching input by the lecturers to provide an introduction to and overview of the topics:  â€¢ Clinical Study Design  â€¢ Statistical Aspects in Clinical Trials  â€¢ Essentials of Clinical Study Protocols and Protocol Development  â€¢ Case Report Form (CRF) Development  â€¢ Study Management  â€¢ Study Outcomes and Impact    Group work and Discussions (16 hours)  Lectures on the above topics are followed by student-centred approaches, such as discussions and interactions to consolidate course contents. Although concrete learning methods and activities may vary, the interactive part will be in form of the following: Group work, discussions, exercises and activities around reading materials, calculation exercises and data analysis tasks, case studies    Assessment for Learning: Exam and Graded Homework (22 hours)  Graded Homework during the face-to-face course: preparation of study protocol (9 hours)  Exam: Multiple choice test (1 hour)  Graded Homework after face-to-face course: completion of study protocol and CRF design (12 hours)	<br>After attending this course, students will be able to understand the concept of clinical studies/trials, enabling them to act in a real-life clinical study situation, e.g. as a junior researcher under supervision of an experienced senior researcher.	<br>â€¢ 1 hour Multiple choice test on the last day of the face-to-face course (Grading A â€“ E, F)  â€¢ Graded Homework:  â€¢ During course week, students will individually start designing a study protocol  â€¢ after course week:  students will complete their study protocol and design a Case Report Form  â€¢ Submission of homework 2 weeks after the face-to-face course and rating by the facilitator (Grading A - E, F)    The final grade will be calculated as an equally weighted arithmetic mean of the graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitators.  In case of failure of the homework assignments, these can be resubmitted within a time frame defined by the facilitator. The maximum grade that can be awarded for a resubmitted assignment can be the pass mark Grade D.	<br>Max. number of participants: 15; within this group size up to 10 tropEd Masterâ€™s students are admitted	<br>Proof of English language proficiency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis	EUR 600,-	none	1 ECTS = 30 SIT added  Currently accredited with 2 ECTS; submitted for re-accreditation during tropEd GA in Rabat (February 2020)	Students agree that this module covers all important aspects of conducting a clinical trial and found the sessions on protocol development particularly useful. While they liked the opportunity for discussions and tutored group work during the module, they would have appreciated additional, practical sessions on data analysis.	In order to keep sessions during the face-to-face module interactive, additional pre-readings with theoretical input on different clinical trial aspects will be given. Also, more time will be allocated for the development of the study protocol (graded homework) to allow for sufficient time for thorough completion of this task.	<br>Pre-readings cover  â€¢ Guidelines for good clinical research practice  â€¢ Capacity building on ethics in health-research involving humans  â€¢ Basics of case report form designing  â€¢ Guidelines on questionnaire construction and question writing  â€¢ Case studies: selected trial designs, best practice review regarding questionnaires    Introduction to Clinical Study Designs and Statistical Aspects in Clinical Trials  â€¢ Introduction to Research Ethics  â€¢ Interventional studies (e.g. trial) vs. observational studies (e.g. descriptive, cross-sectional, case-control, cohort, ecological)  â€¢ Terms, concepts and ideas of each study design; level of evidence  â€¢ Advantages and limitations of each study design  â€¢ Participant Sampling  â€¢ Examples: Which study design for which research question?  â€¢ Define study objectives and endpoints  â€¢ Randomisation  â€¢ Methods for avoiding bias  â€¢ General analysis principles  â€¢ Approaches to statistical analysis  â€¢ Data and safety monitoring  â€¢ Phases and types of clinical trials  â€¢ Sample size and power  â€¢     Essentials of Clinical Study Protocols and Protocol Development  â€¢ Basic Study Considerations: incl. site assessment, population, financial constraints, research question and objectives etc.  â€¢ Introduction to essential parts and aspects of a clinical protocol (e.g. Title Page (General Information); Background Information; Rationale; Objectives; Study endpoints; Trial Design, Assessment and Treatments; Patient Enrolment; Trial Procedures; Reporting Adverse Events; Trial Surveillance etc.)  â€¢ Practical Protocol Development including the development of oneâ€™ s own protocol template for oneâ€™ s chosen research question, including sample size calculation. Case Report Form (CRF) Development    CRF Design and Data Collection (incl. CRF Types, Data Flow, CRF Design Process, Design Tools, Standards, Legal Aspects etc.)  â€¢ Practical CRF Development (incl. Question Answering Techniques, Wording; Questionnaire Specifics; ECRF/EDC Specifics etc.)  â€¢ CRF Design and Laboratory Considerations    Study Management  â€¢ Introduction to clinical trials  â€¢ Regulatory and ethical framework  â€¢ Trial planning and set-up  â€¢ Trial execution  â€¢ Project management plan  â€¢ Tracking and controlling  â€¢ SOPs and monitoring  â€¢ Safety reporting  â€¢ Trial completion    Study Outcomes and Impact  â€¢ Strategies of Data Dissemination  â€¢ Phase 4 studies and implementation research  â€¢ Influence of Clinical Research on policy/guideline development						
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium	Prof. dr. Jan Jacobs	English	advanced optional	2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles	Belgium	Bacterial	Face to face		5 ECTS credits	
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0		3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles		Disease prevention & control				
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0		3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles		Health facilities (hospitals)				
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0		3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles		Laboratory science (incl.. quality assurance)				
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0		3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles		Team-work (incl. interdisciplinary, inter-professional)				
Hospital-based interventions to contain antibiotic resistance (Acronym AIM)	<br>Overall learning objective:   At the end of the course participants should be able to:     - develop action plans for containment of antibiotic resistance (ABR) in hospitals in low-resource settings (LRS), in at least one of the three following themes: Antibiotic Stewardship, Infection Control or Microbiological Surveillance (AIM).     Specific learning objectives:    At the end of the course all participants should be able to:     - categorize common and tropical health-care associated pathogens according to environmental stability, infectious dose and route of transmission  - categorize the most important groups of antibiotics and apply the major rules for rational use of antibiotics   - implement basic infection control measures (standard precautions, clean-up of spills, disinfection and antisepsis, correct use of personal protective equipment)   - co-organize a Hospital Infection Control and Antibiotic Stewardship committee  - communicate, teach and train at the level of the specific audience      Participants to the Antibiotic Stewardship theme should be able to:   - implement and teach principles of rational use of antibiotics at patient and hospital level  - collect and interpret quantitative and qualitative data on antibiotic use   - interpret antibiotic susceptibility results into rational antibiotic choices for the individual patient  - translate antibiotic resistance data into antibiotic treatment recommendations and a local antibiotic policy  - implement and evaluate an antibiotic policy at hospital level    Participants to the Infection Control theme should be able to:    - select common disinfectants and antiseptics for each infection control application   - apply and monitor appropriate sterilization and disinfection methods  - set-up hospital-based implementation plans (hand hygiene, hospital waste managementâ€¦)  - apply extended precautions (contact, droplet and airborne)   - develop basics of good nursing practices    Participants to the Microbiological Surveillance theme should be able to:   - perform quality assured clinical bacteriology (from indications over laboratory work-up to reporting)  - collect, interpret and report antibiotic resistance data for individual patients  - aggregate  laboratory-based data into passive surveillance data and report them efficiently  - sample, work-up and report selected specimens as support for infection control		1	gvheusden@itg.be	2016-11-03 17:23:30	2017-07-20	2019-10-08 08:16:06	troped	troped	0		3 weeks	<br>Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2016-11-03 21:40:36	105 contact hours and 40 self-study hours	2020-04-20	2020-05-08	<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>The AIM course consists of plenary lectures, hands-on sessions (including bench- and practical exercises and a carrousel ), case discussions, data analysis, role plays, a debate and a mini-symposium.     â€¢ Participants will spend 70% of the contact hours in the â€œtruncus communisâ€ (common part) sessions, and 30% in track/theme-specific sessions.    â€¢ A multidisciplinary group work (â€œHospital Committeeâ€): using a Problem Based Learning methodology, participants from the Antibiotic Stewardship, Microbiological Surveillance and Infection Control groups are organized in a Hospital Infection Control or Antibiotic Stewardship Committee. Role-plays are included within the multidisciplinary team of participants. A tutor is assigned to each group.    â€¢ A personal assignment (â€œMy Hospitalâ€): participants will elaborate an action plan to contain ABR in their facility through self-study, a portfolio and literature study. A personal coach is assigned to each participant.     â€¢ An online course platform for pre-assessments, pre-reads and relevant course material will be available via Moodle.	<br>From 2017/18 onwards it is considered to organize the AIM-course as a blended course, in order to optimize and harmonize participants pre-knowledge and increase efficiency of studentsâ€™ performance during the Face-to-Face component.    Application deadline: 2017-10-01	<br>- Pre-test (formative): consists of a set of multiple choice questions made available through Moodle, before the start of the course. The pre-test will evaluate the knowledge of the participants about the basic concepts of ABR.    - In order to obtain the credit certificate, participants will be assessed as follows (summative):    â€¢ Personal project / assignment â€œMy Hospitalâ€: each participant has to develop, present and defend in front of an expert committee an ABR-containment plan for his/her health care facility 40%  â€¢ Multiple choice & short answer  questions  Assessment of acquired knowledge 40%  â€¢ Group work presentation â€œHospital Committeeâ€ 20%	<br>Minimum of 12 and a maximum of 21 participants	<br>The course aims in particular at health care workers (medical doctors, nursing staff, clinical officers, pharmacists, biomedical scientists and laboratory staff) with professional experience in hospital facilities in Low Resource Settings and involved in Antibiotic Stewardship, Infection Prevention & Control and/or Microbiological Surveillance activities (AIM).     Participants should be holders of a (para)medical university degree of minimum 240 ECTS credits or equivalent and have two years of relevant professional experience. Exceptions to the degree requirement are possible based on level and relevance of professional experience.    Proficiency in the course language is required. Candidates who are non-native speakers of the course language or whose language of previous instruction is not the same as the course language, must be able to prove their language proficiency with a TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. or equivalent.	<br>A selection committee will select course participants, based on following criteria:     â€¢ Professional experience  â€¢ Personal motivation  â€¢ Commitment from the home institution to engage in ABR   â€¢ Personal project: participants are asked to apply with a draft outline presenting the key problems related to ABR  in their care facility  â€¢ Application of participants collaborating in the same health care facility is encouraged (so called â€œcluster applicationsâ€)  â€¢ Enrolment in tropEd MIH curriculum  â€¢ Gender balance of the participants will be taken into account	1600 Euro	<br>A limited number of full or partial scholarships are available for applicants from Belgian Directorate General for Development  (DGD) partner countries (see list on ITM website, www.itg.be).				<br>The AIM course focuses on the three main themes of ABR-containment in the low-resource setting hospital as well as on their interactions:     1. Antibiotic Stewardship (ABS)  2. Infection Control (IC)  3. Microbiological Surveillance (MS)    A common part addressing the topics common to the three themes:   â€¢ Key pathogens and antibiotics   â€¢ Health care associated infections  â€¢ Key aspects in Infection Prevention & Control   â€¢ Interventions to contain ABR, including Hospital Infection Prevention & Control Committee and Antibiotic Stewardship Committee   â€¢ Principles of Antibiotic Stewardship  â€¢ Blood sampling, handwashing and wound care  â€¢ Blood & other cultures: indications, sampling and transport  â€¢ SOPâ€™s, posters, writing for clarity     Specific topics of particular relevance for each of the three themes:     Antibiotic Stewardship track/theme:    â€¢ (Ir)rational use of antibiotics  â€¢ Gathering/understanding antibiotic use data  â€¢ From antimicrobial susceptibility testing to surveillance report  â€¢ Translation antimicrobial susceptibility testing into guideline & policy  â€¢ Prescriber and patient perspective  â€¢ Over and under access of antibiotics     Microbiological Surveillance track/theme:    â€¢ Working-up cultures in the laboratory  â€¢ Reading and interpreting antimicrobial susceptibility testing results  â€¢ Communication individual laboratory results  â€¢ Aggregate laboratory data to surveillance report  â€¢ Environmental sampling  â€¢ Sterilization: packing, labeling & use of containers     Infection Prevention & Control track/theme:    â€¢ Essential requirements facility, including waste management  â€¢ Antiseptics/disinfectants  â€¢ Reusable material & equipment  â€¢ Surfaces  â€¢ Extended precautions: contact, droplet, airborne  â€¢ Invasive devices and care bundles						
Designing Strategies and Projects for Humanitarian Action	<br>At the end of the course, participants have developed the relevant competencies to design and adapt humanitarian strategies and projects in line with the specificities of each context.   They will be able to :     - Analyse a context and the characteristics of a crisis  - Frame an adequate strategy of intervention regarding both a specific context and the global strategy of the organization  -  Apply specialized problem-solving skills  formulating quality and accountability processes  - Choose and adapt best options developing creative and flexible procedures in challenging and moving complex contexts  - Monitor and evaluate strategies and projects with an outcome perspective  - Communicate and negotiate with various stakeholders as well as facilitate participative processes		1	Claire.Barthelemy@unige.ch	2016-11-03 18:44:55	2018-06-21	2019-12-17 09:21:32	troped	troped	0	Switzerland - Geneva Centre for education and research in humanitarian action	7 weeks	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland	Claire Barthelemy Diaz Badial 	English	advanced optional	2016-11-03 22:56:49	300 hours    - Face to face sessions (lectures):210 hours  - Group work in class with tutoring: 50 hours  - Readings (Syllabus, additional readings on our Platform):20 hours  - Personal work (final assessment): 20 hours			<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>Learning approach  Interdisciplinary  Conceptual, Theoretical and Practical  Descriptive, analytic, comparative and prospective  Interactive   Based on Knowledges, skills, analytical competences and Â«savoir-ÃªtreÂ»     Learning methods:   Transmissive  Reflexive  Collaborative  Constructive/Prospective    Case studies and examples during the course will take into account the three major contexts for humanitarian action: armed conflict / complex emergencies, natural disasters, epidemics.   In addition the interplay between humanitarian action and development activities will be given due consideration.		<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments)  20%    2) Group work on a specific operational strategy of intervention: oral presentation (30%) and written presentation (30%)  3) Individual work (critical analysis of a strategy) 20%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the Individual work and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the individual work or do not reach the overall average of 4/6 for the other assessments ( group work- oral and written presentation - and participation in class)	<br>incl. max.24 of students; max. number of 6 TropEd students	<br>- Hold a university masters, university bachelors degree or masters from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two years professional experience   - Or hold a university baccalaureate, university bachelors degree or bachelors from a University of Applied Sciences or an equivalent qualification and have five years professional experience   - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).    Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System) 7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB      More specifically for this course:   â€¢ Humanitarian programme/project managers.   â€¢ Support managers willing to join the humanitarian sector.	<br>- Students are required to send a complete registration file that contains:   1. Completed CERAH application form  2. Curriculum vitae  3. Copy of the certificate for the highest educational qualification obtained  4. Proof of English language competence if necessary (TOEIC/TOEFL/IELTS or equivalent)  5. Copies of work certificates from last job positions  6. Details of two persons willing to act as referees from current and previous employment  7. A passport photo (jpg format)  -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidates personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000  EUR =  4521 (indicative)  USD = 5025 (indicative)  GBP = 3436 (indicative)	None				<br>ASSESS AND ANALYSE CONTEXTS AND NEEDS:  Strategy framework and context analysis  (Key concepts institutional and operational strategies / Process of designing an institutional strategy / Theory of complexity / Context analysis / Global context and trends within the humanitarian sector influencing the strategic framework / Definition and process of an assessment)    FRAME ADEQUATE OPERATIONAL STRATEGIES:  Strategic analysis and decision  (Coordinated need assessment / Sociology of organisations - linking strategic framework with organisational culture / Gender and diversity analysis- strategic and operational framework / The access analysis in conflict situation)    DESIGN PROGRAM AND PROJECTS:  Planning and managing programs/projects    (Key concepts for project design / Planning a project / Ethical strategy, ethical action / Anti-corruption in humanitarian action / Livelihood / Participation)    DESIGN PROGRAM AND PROJECTS: Planning and managing programs/projects    (Linking approaches: quality process / Partnership and collaborative leadership / Coordination mechanisms / From early recovery to resilience- the role of preparedness / Do no harm analysis / perception)    DESIGN PROGRAM AND PROJECTS: Programming interventions    (Programming activities  (work plan, other programming tools) / The standardization issue: protection activities / Exit strategy and handover / Remote control management / Security management / Fundraising strategy)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Monitoring, evaluation and learning processes    (Introduction to M&E concepts / Designing the M&E system: data analysis / Accountability and complaint mechanisms / Creativity and innovation / Quality process)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Review a strategy    The analytical criteria framework: strategy review	Switzerland		Face to face		10 ECTS credits	
Designing Strategies and Projects for Humanitarian Action	<br>At the end of the course, participants have developed the relevant competencies to design and adapt humanitarian strategies and projects in line with the specificities of each context.   They will be able to :     - Analyse a context and the characteristics of a crisis  - Frame an adequate strategy of intervention regarding both a specific context and the global strategy of the organization  -  Apply specialized problem-solving skills  formulating quality and accountability processes  - Choose and adapt best options developing creative and flexible procedures in challenging and moving complex contexts  - Monitor and evaluate strategies and projects with an outcome perspective  - Communicate and negotiate with various stakeholders as well as facilitate participative processes		1	Claire.Barthelemy@unige.ch	2016-11-03 18:44:55	2018-06-21	2019-12-17 09:21:32	troped	troped	0		7 weeks	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland	Sandrine Delattre			2016-11-03 22:56:49	300 hours    - Face to face sessions (lectures):210 hours  - Group work in class with tutoring: 50 hours  - Readings (Syllabus, additional readings on our Platform):20 hours  - Personal work (final assessment): 20 hours			<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>Learning approach  Interdisciplinary  Conceptual, Theoretical and Practical  Descriptive, analytic, comparative and prospective  Interactive   Based on Knowledges, skills, analytical competences and Â«savoir-ÃªtreÂ»     Learning methods:   Transmissive  Reflexive  Collaborative  Constructive/Prospective    Case studies and examples during the course will take into account the three major contexts for humanitarian action: armed conflict / complex emergencies, natural disasters, epidemics.   In addition the interplay between humanitarian action and development activities will be given due consideration.		<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments)  20%    2) Group work on a specific operational strategy of intervention: oral presentation (30%) and written presentation (30%)  3) Individual work (critical analysis of a strategy) 20%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the Individual work and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the individual work or do not reach the overall average of 4/6 for the other assessments ( group work- oral and written presentation - and participation in class)	<br>incl. max.24 of students; max. number of 6 TropEd students	<br>- Hold a university masters, university bachelors degree or masters from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two years professional experience   - Or hold a university baccalaureate, university bachelors degree or bachelors from a University of Applied Sciences or an equivalent qualification and have five years professional experience   - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).    Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System) 7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB      More specifically for this course:   â€¢ Humanitarian programme/project managers.   â€¢ Support managers willing to join the humanitarian sector.	<br>- Students are required to send a complete registration file that contains:   1. Completed CERAH application form  2. Curriculum vitae  3. Copy of the certificate for the highest educational qualification obtained  4. Proof of English language competence if necessary (TOEIC/TOEFL/IELTS or equivalent)  5. Copies of work certificates from last job positions  6. Details of two persons willing to act as referees from current and previous employment  7. A passport photo (jpg format)  -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidates personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000  EUR =  4521 (indicative)  USD = 5025 (indicative)  GBP = 3436 (indicative)	None				<br>ASSESS AND ANALYSE CONTEXTS AND NEEDS:  Strategy framework and context analysis  (Key concepts institutional and operational strategies / Process of designing an institutional strategy / Theory of complexity / Context analysis / Global context and trends within the humanitarian sector influencing the strategic framework / Definition and process of an assessment)    FRAME ADEQUATE OPERATIONAL STRATEGIES:  Strategic analysis and decision  (Coordinated need assessment / Sociology of organisations - linking strategic framework with organisational culture / Gender and diversity analysis- strategic and operational framework / The access analysis in conflict situation)    DESIGN PROGRAM AND PROJECTS:  Planning and managing programs/projects    (Key concepts for project design / Planning a project / Ethical strategy, ethical action / Anti-corruption in humanitarian action / Livelihood / Participation)    DESIGN PROGRAM AND PROJECTS: Planning and managing programs/projects    (Linking approaches: quality process / Partnership and collaborative leadership / Coordination mechanisms / From early recovery to resilience- the role of preparedness / Do no harm analysis / perception)    DESIGN PROGRAM AND PROJECTS: Programming interventions    (Programming activities  (work plan, other programming tools) / The standardization issue: protection activities / Exit strategy and handover / Remote control management / Security management / Fundraising strategy)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Monitoring, evaluation and learning processes    (Introduction to M&E concepts / Designing the M&E system: data analysis / Accountability and complaint mechanisms / Creativity and innovation / Quality process)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Review a strategy    The analytical criteria framework: strategy review						
Designing Strategies and Projects for Humanitarian Action	<br>At the end of the course, participants have developed the relevant competencies to design and adapt humanitarian strategies and projects in line with the specificities of each context.   They will be able to :     - Analyse a context and the characteristics of a crisis  - Frame an adequate strategy of intervention regarding both a specific context and the global strategy of the organization  -  Apply specialized problem-solving skills  formulating quality and accountability processes  - Choose and adapt best options developing creative and flexible procedures in challenging and moving complex contexts  - Monitor and evaluate strategies and projects with an outcome perspective  - Communicate and negotiate with various stakeholders as well as facilitate participative processes		1	Claire.Barthelemy@unige.ch	2016-11-03 18:44:55	2018-06-21	2019-12-17 09:21:32	troped	troped	0		7 weeks	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2016-11-03 22:56:49	300 hours    - Face to face sessions (lectures):210 hours  - Group work in class with tutoring: 50 hours  - Readings (Syllabus, additional readings on our Platform):20 hours  - Personal work (final assessment): 20 hours			<br>Accredited in October 2016. This accreditation is valid until October 2021.	<br>Learning approach  Interdisciplinary  Conceptual, Theoretical and Practical  Descriptive, analytic, comparative and prospective  Interactive   Based on Knowledges, skills, analytical competences and Â«savoir-ÃªtreÂ»     Learning methods:   Transmissive  Reflexive  Collaborative  Constructive/Prospective    Case studies and examples during the course will take into account the three major contexts for humanitarian action: armed conflict / complex emergencies, natural disasters, epidemics.   In addition the interplay between humanitarian action and development activities will be given due consideration.		<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments)  20%    2) Group work on a specific operational strategy of intervention: oral presentation (30%) and written presentation (30%)  3) Individual work (critical analysis of a strategy) 20%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the Individual work and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the individual work or do not reach the overall average of 4/6 for the other assessments ( group work- oral and written presentation - and participation in class)	<br>incl. max.24 of students; max. number of 6 TropEd students	<br>- Hold a university masters, university bachelors degree or masters from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two years professional experience   - Or hold a university baccalaureate, university bachelors degree or bachelors from a University of Applied Sciences or an equivalent qualification and have five years professional experience   - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).    Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System) 7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB      More specifically for this course:   â€¢ Humanitarian programme/project managers.   â€¢ Support managers willing to join the humanitarian sector.	<br>- Students are required to send a complete registration file that contains:   1. Completed CERAH application form  2. Curriculum vitae  3. Copy of the certificate for the highest educational qualification obtained  4. Proof of English language competence if necessary (TOEIC/TOEFL/IELTS or equivalent)  5. Copies of work certificates from last job positions  6. Details of two persons willing to act as referees from current and previous employment  7. A passport photo (jpg format)  -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidates personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000  EUR =  4521 (indicative)  USD = 5025 (indicative)  GBP = 3436 (indicative)	None				<br>ASSESS AND ANALYSE CONTEXTS AND NEEDS:  Strategy framework and context analysis  (Key concepts institutional and operational strategies / Process of designing an institutional strategy / Theory of complexity / Context analysis / Global context and trends within the humanitarian sector influencing the strategic framework / Definition and process of an assessment)    FRAME ADEQUATE OPERATIONAL STRATEGIES:  Strategic analysis and decision  (Coordinated need assessment / Sociology of organisations - linking strategic framework with organisational culture / Gender and diversity analysis- strategic and operational framework / The access analysis in conflict situation)    DESIGN PROGRAM AND PROJECTS:  Planning and managing programs/projects    (Key concepts for project design / Planning a project / Ethical strategy, ethical action / Anti-corruption in humanitarian action / Livelihood / Participation)    DESIGN PROGRAM AND PROJECTS: Planning and managing programs/projects    (Linking approaches: quality process / Partnership and collaborative leadership / Coordination mechanisms / From early recovery to resilience- the role of preparedness / Do no harm analysis / perception)    DESIGN PROGRAM AND PROJECTS: Programming interventions    (Programming activities  (work plan, other programming tools) / The standardization issue: protection activities / Exit strategy and handover / Remote control management / Security management / Fundraising strategy)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Monitoring, evaluation and learning processes    (Introduction to M&E concepts / Designing the M&E system: data analysis / Accountability and complaint mechanisms / Creativity and innovation / Quality process)    EVALUATE RESULTS AND CRITICALLY REVIEW OPERATIONAL STRATEGIES:  Review a strategy    The analytical criteria framework: strategy review						
Health of Populations Affected by Humanitarian Emergencies	<br>At the end of the course, participants will be able to:   Formulate, prioritise and review relevant humanitarian health interventions taking into account ethical issues, humanitarian principles, coordination mechanisms and the national context    In terms of knowledge  â€¢ Review the most important health problems in humanitarian settings   â€¢ Compare various intervention strategies to respond to these problems     In terms of skills  â€¢ Prioritize health interventions using a variety of methodological and technical tools   â€¢ Design a health intervention strategy in a variety of humanitarian contexts   â€¢ Monitor, evaluate and adapt a health programme to evolving needs     In terms of analytical competencies  â€¢ Compare and choose best options in addressing health issues in complex contexts   â€¢ Analyse the context including existing health policies and services   â€¢ Analyse and critically reflect on dilemmas of health action in crises		1	admincerah@unige.ch	2016-12-19 01:02:01	2017-09-12	2019-12-17 09:21:21	troped	troped	0	Switzerland - Geneva Centre for education and research in humanitarian action	6 weeks in class + 1 week to work on the final paper. The final week can be also done at distance.	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland	Dr Anne Golaz	English	advanced optional	2016-12-19 06:19:54	300 hours    â€¢ Face to face sessions (lectures, role play, group work): 210 hours (about 140h lectures, 50h group work and 20h role plays)  â€¢ Readings (Syllabus, additional readings on our Platform): 34 hours  â€¢ Personal work (final assessment): 56 hours			<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>Methods include a variety of teaching/learning approaches:  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and group discussion   â€¢ Computer-based exercises   â€¢ Role plays   â€¢ Individual presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session at the end of each week + end of the course  â€¢ Visits to organizations such as WHO, ICRC, UNICEF, UNHCR  â€¢ Self-study: readings, final paper	<br>The course â€œHealth of Populations Affected by Humanitarian Emergenciesâ€ focuses specifically on maintaining and improving the health situation of vulnerable populations during a humanitarian emergency.  For health professionals wishing to move into the humanitarian sector, this course will deliver the awareness and skills to adapt their knowledge to the humanitarian context. Troped students will be able to apply the knowledge and skills acquired during the core course to humanitarian contexts with a specific focus each week.    Each course week highlights the importance of assessment, monitoring and evaluation of humanitarian strategies and interventions. Humanitarian assessment tools are reviewed in class, and the importance of basic and specific needs underlined. Topics throughout the weeks are linked to research in humanitarian settings showing the importance of evidence-based policies, strategies and interventions. Humanitarian architecture and governance, and in particular the cluster approach, are an important feature of the course.    The teaching is very much rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work. Courses are held in classrooms at the CERAH, or in a variety of humanitarian organisationsâ€™ premises, such as WHO, UNHCR, MSF, etc. An added value of the course is certainly that it is taking place in Geneva, the capital of international health and of the humanitarian world.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on five assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments) 20%    2) Written assignment in class (Health priorities and infectious diseases) 15%  3) On-line Minimum Initial Service Package (MISP) test + test in class 10%  4) Written assignment in class   (Chronic diseases) 15%  5) Paper 40%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the course paper and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the paper and for those who do not reach the overall average of 4/6 for the other assessments.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>â€¢ Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   â€¢ Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  â€¢ and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.    Recognised tests and required score  TOEFL (Test of English as a Foreign Language). Internet-test 100, Paper-test 600, Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)(Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)(Cambridge English, part of the University of Cambridge) AB      More specifically for this course:  â€¢ Humanitarian programme/project managers.   â€¢ Managers willing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000 (20% discount applicable for TropEd students = 4000 CHF)	None				<br>â€¢ Health in humanitarian emergencies: setting priorities and delivering services  (Health determinants and health systems / Health, Humanitarian Medicine and Humanitarian Principles / Mortality, Incidence, prevalence / Indicators Studies / Capacity and needs assessments / Addressing the needs of people with specific needs / Right to health, equity / Humanitarian Architecture: A health cluster perspective / Norms and standards / Health care delivery in humanitarian settings / Community-based health programmes in humanitarian settings)      â€¢ Epidemic diseases and humanitarian response  (Epidemic infectious diseases / Surveillance Outbreak investigation and response / Mass vaccination campaigns in humanitarian contexts / Diarrheal diseases / Vector-borne diseases / Water / Hygiene, sanitation / Management of dead bodies / The Ebola epidemic)      â€¢ Nutritional crises: origins, consequences and interventions  (Introduction to nutrition / Under-nutrition and nutritional emergencies / Food security / Nutrition assessment / The Global Nutrition Cluster / Nutrition-specific and nutrition-sensitive programmes / Prevention & treatment of malnutrition / Infant & Young child Feeding / Right to Food / Nutrition promotion)    â€¢ Sexual and Reproductive Health (SRH)  (SRH interventions in Crises / SRH in inter-agency coordination mechanisms, funding mechanisms / Coordination, communication and advocacy / Gender Based Violence (GBV) / Coordinating clinical services for rape survivors / Maternal and New-born Health / Coordinating Maternal and New-born Health / Referral mechanisms / Family Planning / Coordinating HIV prevention / Comprehensive STI and HIV programming / Moving to comprehensive SRH / Logistics / RH Kits ordering / Monitoring and Evaluation)    â€¢ Violence and its impact on health  (Typology of violence / Measuring violence and its impact / Monitoring the cost of chronic armed violence in urban settings / Mental health in humanitarian settings / Addressing mental health needs of humanitarian workers / Mental health and psychosocial support programmes in humanitarian settings / Attacks on health care)    â€¢ Chronic diseases and the humanitarian response  (Issues and challenges / Non-communicable chronic diseases in emergencies / Assessing the needs, setting priorities / Designing an NCD programme â€“ minimal requirements / Integrating a NCD programme within an existing health programme /system / Testing new approaches for care delivery / Models of care for NCDs in humanitarian settings /Monitoring and evaluation / How to address screening and prevention? / Developing a strategy / Refugee health programmes)	Switzerland	Epidemiology	Face to face		10 ECTS credits	
Health of Populations Affected by Humanitarian Emergencies	<br>At the end of the course, participants will be able to:   Formulate, prioritise and review relevant humanitarian health interventions taking into account ethical issues, humanitarian principles, coordination mechanisms and the national context    In terms of knowledge  â€¢ Review the most important health problems in humanitarian settings   â€¢ Compare various intervention strategies to respond to these problems     In terms of skills  â€¢ Prioritize health interventions using a variety of methodological and technical tools   â€¢ Design a health intervention strategy in a variety of humanitarian contexts   â€¢ Monitor, evaluate and adapt a health programme to evolving needs     In terms of analytical competencies  â€¢ Compare and choose best options in addressing health issues in complex contexts   â€¢ Analyse the context including existing health policies and services   â€¢ Analyse and critically reflect on dilemmas of health action in crises		1	admincerah@unige.ch	2016-12-19 01:02:01	2017-09-12	2019-12-17 09:21:21	troped	troped	0		6 weeks in class + 1 week to work on the final paper. The final week can be also done at distance.	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland	Prof Doris Schopper 			2016-12-19 06:19:54	300 hours    â€¢ Face to face sessions (lectures, role play, group work): 210 hours (about 140h lectures, 50h group work and 20h role plays)  â€¢ Readings (Syllabus, additional readings on our Platform): 34 hours  â€¢ Personal work (final assessment): 56 hours			<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>Methods include a variety of teaching/learning approaches:  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and group discussion   â€¢ Computer-based exercises   â€¢ Role plays   â€¢ Individual presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session at the end of each week + end of the course  â€¢ Visits to organizations such as WHO, ICRC, UNICEF, UNHCR  â€¢ Self-study: readings, final paper	<br>The course â€œHealth of Populations Affected by Humanitarian Emergenciesâ€ focuses specifically on maintaining and improving the health situation of vulnerable populations during a humanitarian emergency.  For health professionals wishing to move into the humanitarian sector, this course will deliver the awareness and skills to adapt their knowledge to the humanitarian context. Troped students will be able to apply the knowledge and skills acquired during the core course to humanitarian contexts with a specific focus each week.    Each course week highlights the importance of assessment, monitoring and evaluation of humanitarian strategies and interventions. Humanitarian assessment tools are reviewed in class, and the importance of basic and specific needs underlined. Topics throughout the weeks are linked to research in humanitarian settings showing the importance of evidence-based policies, strategies and interventions. Humanitarian architecture and governance, and in particular the cluster approach, are an important feature of the course.    The teaching is very much rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work. Courses are held in classrooms at the CERAH, or in a variety of humanitarian organisationsâ€™ premises, such as WHO, UNHCR, MSF, etc. An added value of the course is certainly that it is taking place in Geneva, the capital of international health and of the humanitarian world.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on five assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments) 20%    2) Written assignment in class (Health priorities and infectious diseases) 15%  3) On-line Minimum Initial Service Package (MISP) test + test in class 10%  4) Written assignment in class   (Chronic diseases) 15%  5) Paper 40%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the course paper and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the paper and for those who do not reach the overall average of 4/6 for the other assessments.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>â€¢ Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   â€¢ Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  â€¢ and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.    Recognised tests and required score  TOEFL (Test of English as a Foreign Language). Internet-test 100, Paper-test 600, Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)(Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)(Cambridge English, part of the University of Cambridge) AB      More specifically for this course:  â€¢ Humanitarian programme/project managers.   â€¢ Managers willing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000 (20% discount applicable for TropEd students = 4000 CHF)	None				<br>â€¢ Health in humanitarian emergencies: setting priorities and delivering services  (Health determinants and health systems / Health, Humanitarian Medicine and Humanitarian Principles / Mortality, Incidence, prevalence / Indicators Studies / Capacity and needs assessments / Addressing the needs of people with specific needs / Right to health, equity / Humanitarian Architecture: A health cluster perspective / Norms and standards / Health care delivery in humanitarian settings / Community-based health programmes in humanitarian settings)      â€¢ Epidemic diseases and humanitarian response  (Epidemic infectious diseases / Surveillance Outbreak investigation and response / Mass vaccination campaigns in humanitarian contexts / Diarrheal diseases / Vector-borne diseases / Water / Hygiene, sanitation / Management of dead bodies / The Ebola epidemic)      â€¢ Nutritional crises: origins, consequences and interventions  (Introduction to nutrition / Under-nutrition and nutritional emergencies / Food security / Nutrition assessment / The Global Nutrition Cluster / Nutrition-specific and nutrition-sensitive programmes / Prevention & treatment of malnutrition / Infant & Young child Feeding / Right to Food / Nutrition promotion)    â€¢ Sexual and Reproductive Health (SRH)  (SRH interventions in Crises / SRH in inter-agency coordination mechanisms, funding mechanisms / Coordination, communication and advocacy / Gender Based Violence (GBV) / Coordinating clinical services for rape survivors / Maternal and New-born Health / Coordinating Maternal and New-born Health / Referral mechanisms / Family Planning / Coordinating HIV prevention / Comprehensive STI and HIV programming / Moving to comprehensive SRH / Logistics / RH Kits ordering / Monitoring and Evaluation)    â€¢ Violence and its impact on health  (Typology of violence / Measuring violence and its impact / Monitoring the cost of chronic armed violence in urban settings / Mental health in humanitarian settings / Addressing mental health needs of humanitarian workers / Mental health and psychosocial support programmes in humanitarian settings / Attacks on health care)    â€¢ Chronic diseases and the humanitarian response  (Issues and challenges / Non-communicable chronic diseases in emergencies / Assessing the needs, setting priorities / Designing an NCD programme â€“ minimal requirements / Integrating a NCD programme within an existing health programme /system / Testing new approaches for care delivery / Models of care for NCDs in humanitarian settings /Monitoring and evaluation / How to address screening and prevention? / Developing a strategy / Refugee health programmes)		Health in emergencies				
Health of Populations Affected by Humanitarian Emergencies	<br>At the end of the course, participants will be able to:   Formulate, prioritise and review relevant humanitarian health interventions taking into account ethical issues, humanitarian principles, coordination mechanisms and the national context    In terms of knowledge  â€¢ Review the most important health problems in humanitarian settings   â€¢ Compare various intervention strategies to respond to these problems     In terms of skills  â€¢ Prioritize health interventions using a variety of methodological and technical tools   â€¢ Design a health intervention strategy in a variety of humanitarian contexts   â€¢ Monitor, evaluate and adapt a health programme to evolving needs     In terms of analytical competencies  â€¢ Compare and choose best options in addressing health issues in complex contexts   â€¢ Analyse the context including existing health policies and services   â€¢ Analyse and critically reflect on dilemmas of health action in crises		1	admincerah@unige.ch	2016-12-19 01:02:01	2017-09-12	2019-12-17 09:21:21	troped	troped	0		6 weeks in class + 1 week to work on the final paper. The final week can be also done at distance.	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2016-12-19 06:19:54	300 hours    â€¢ Face to face sessions (lectures, role play, group work): 210 hours (about 140h lectures, 50h group work and 20h role plays)  â€¢ Readings (Syllabus, additional readings on our Platform): 34 hours  â€¢ Personal work (final assessment): 56 hours			<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>Methods include a variety of teaching/learning approaches:  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and group discussion   â€¢ Computer-based exercises   â€¢ Role plays   â€¢ Individual presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session at the end of each week + end of the course  â€¢ Visits to organizations such as WHO, ICRC, UNICEF, UNHCR  â€¢ Self-study: readings, final paper	<br>The course â€œHealth of Populations Affected by Humanitarian Emergenciesâ€ focuses specifically on maintaining and improving the health situation of vulnerable populations during a humanitarian emergency.  For health professionals wishing to move into the humanitarian sector, this course will deliver the awareness and skills to adapt their knowledge to the humanitarian context. Troped students will be able to apply the knowledge and skills acquired during the core course to humanitarian contexts with a specific focus each week.    Each course week highlights the importance of assessment, monitoring and evaluation of humanitarian strategies and interventions. Humanitarian assessment tools are reviewed in class, and the importance of basic and specific needs underlined. Topics throughout the weeks are linked to research in humanitarian settings showing the importance of evidence-based policies, strategies and interventions. Humanitarian architecture and governance, and in particular the cluster approach, are an important feature of the course.    The teaching is very much rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work. Courses are held in classrooms at the CERAH, or in a variety of humanitarian organisationsâ€™ premises, such as WHO, UNHCR, MSF, etc. An added value of the course is certainly that it is taking place in Geneva, the capital of international health and of the humanitarian world.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on five assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments) 20%    2) Written assignment in class (Health priorities and infectious diseases) 15%  3) On-line Minimum Initial Service Package (MISP) test + test in class 10%  4) Written assignment in class   (Chronic diseases) 15%  5) Paper 40%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the course paper and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the paper and for those who do not reach the overall average of 4/6 for the other assessments.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>â€¢ Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   â€¢ Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  â€¢ and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.    Recognised tests and required score  TOEFL (Test of English as a Foreign Language). Internet-test 100, Paper-test 600, Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)(Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)(Cambridge English, part of the University of Cambridge) AB      More specifically for this course:  â€¢ Humanitarian programme/project managers.   â€¢ Managers willing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000 (20% discount applicable for TropEd students = 4000 CHF)	None				<br>â€¢ Health in humanitarian emergencies: setting priorities and delivering services  (Health determinants and health systems / Health, Humanitarian Medicine and Humanitarian Principles / Mortality, Incidence, prevalence / Indicators Studies / Capacity and needs assessments / Addressing the needs of people with specific needs / Right to health, equity / Humanitarian Architecture: A health cluster perspective / Norms and standards / Health care delivery in humanitarian settings / Community-based health programmes in humanitarian settings)      â€¢ Epidemic diseases and humanitarian response  (Epidemic infectious diseases / Surveillance Outbreak investigation and response / Mass vaccination campaigns in humanitarian contexts / Diarrheal diseases / Vector-borne diseases / Water / Hygiene, sanitation / Management of dead bodies / The Ebola epidemic)      â€¢ Nutritional crises: origins, consequences and interventions  (Introduction to nutrition / Under-nutrition and nutritional emergencies / Food security / Nutrition assessment / The Global Nutrition Cluster / Nutrition-specific and nutrition-sensitive programmes / Prevention & treatment of malnutrition / Infant & Young child Feeding / Right to Food / Nutrition promotion)    â€¢ Sexual and Reproductive Health (SRH)  (SRH interventions in Crises / SRH in inter-agency coordination mechanisms, funding mechanisms / Coordination, communication and advocacy / Gender Based Violence (GBV) / Coordinating clinical services for rape survivors / Maternal and New-born Health / Coordinating Maternal and New-born Health / Referral mechanisms / Family Planning / Coordinating HIV prevention / Comprehensive STI and HIV programming / Moving to comprehensive SRH / Logistics / RH Kits ordering / Monitoring and Evaluation)    â€¢ Violence and its impact on health  (Typology of violence / Measuring violence and its impact / Monitoring the cost of chronic armed violence in urban settings / Mental health in humanitarian settings / Addressing mental health needs of humanitarian workers / Mental health and psychosocial support programmes in humanitarian settings / Attacks on health care)    â€¢ Chronic diseases and the humanitarian response  (Issues and challenges / Non-communicable chronic diseases in emergencies / Assessing the needs, setting priorities / Designing an NCD programme â€“ minimal requirements / Integrating a NCD programme within an existing health programme /system / Testing new approaches for care delivery / Models of care for NCDs in humanitarian settings /Monitoring and evaluation / How to address screening and prevention? / Developing a strategy / Refugee health programmes)		Management/leadership				
Health of Populations Affected by Humanitarian Emergencies	<br>At the end of the course, participants will be able to:   Formulate, prioritise and review relevant humanitarian health interventions taking into account ethical issues, humanitarian principles, coordination mechanisms and the national context    In terms of knowledge  â€¢ Review the most important health problems in humanitarian settings   â€¢ Compare various intervention strategies to respond to these problems     In terms of skills  â€¢ Prioritize health interventions using a variety of methodological and technical tools   â€¢ Design a health intervention strategy in a variety of humanitarian contexts   â€¢ Monitor, evaluate and adapt a health programme to evolving needs     In terms of analytical competencies  â€¢ Compare and choose best options in addressing health issues in complex contexts   â€¢ Analyse the context including existing health policies and services   â€¢ Analyse and critically reflect on dilemmas of health action in crises		1	admincerah@unige.ch	2016-12-19 01:02:01	2017-09-12	2019-12-17 09:21:21	troped	troped	0		6 weeks in class + 1 week to work on the final paper. The final week can be also done at distance.	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2016-12-19 06:19:54	300 hours    â€¢ Face to face sessions (lectures, role play, group work): 210 hours (about 140h lectures, 50h group work and 20h role plays)  â€¢ Readings (Syllabus, additional readings on our Platform): 34 hours  â€¢ Personal work (final assessment): 56 hours			<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>Methods include a variety of teaching/learning approaches:  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and group discussion   â€¢ Computer-based exercises   â€¢ Role plays   â€¢ Individual presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session at the end of each week + end of the course  â€¢ Visits to organizations such as WHO, ICRC, UNICEF, UNHCR  â€¢ Self-study: readings, final paper	<br>The course â€œHealth of Populations Affected by Humanitarian Emergenciesâ€ focuses specifically on maintaining and improving the health situation of vulnerable populations during a humanitarian emergency.  For health professionals wishing to move into the humanitarian sector, this course will deliver the awareness and skills to adapt their knowledge to the humanitarian context. Troped students will be able to apply the knowledge and skills acquired during the core course to humanitarian contexts with a specific focus each week.    Each course week highlights the importance of assessment, monitoring and evaluation of humanitarian strategies and interventions. Humanitarian assessment tools are reviewed in class, and the importance of basic and specific needs underlined. Topics throughout the weeks are linked to research in humanitarian settings showing the importance of evidence-based policies, strategies and interventions. Humanitarian architecture and governance, and in particular the cluster approach, are an important feature of the course.    The teaching is very much rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work. Courses are held in classrooms at the CERAH, or in a variety of humanitarian organisationsâ€™ premises, such as WHO, UNHCR, MSF, etc. An added value of the course is certainly that it is taking place in Geneva, the capital of international health and of the humanitarian world.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on five assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments) 20%    2) Written assignment in class (Health priorities and infectious diseases) 15%  3) On-line Minimum Initial Service Package (MISP) test + test in class 10%  4) Written assignment in class   (Chronic diseases) 15%  5) Paper 40%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the course paper and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the paper and for those who do not reach the overall average of 4/6 for the other assessments.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>â€¢ Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   â€¢ Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  â€¢ and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.    Recognised tests and required score  TOEFL (Test of English as a Foreign Language). Internet-test 100, Paper-test 600, Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)(Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)(Cambridge English, part of the University of Cambridge) AB      More specifically for this course:  â€¢ Humanitarian programme/project managers.   â€¢ Managers willing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000 (20% discount applicable for TropEd students = 4000 CHF)	None				<br>â€¢ Health in humanitarian emergencies: setting priorities and delivering services  (Health determinants and health systems / Health, Humanitarian Medicine and Humanitarian Principles / Mortality, Incidence, prevalence / Indicators Studies / Capacity and needs assessments / Addressing the needs of people with specific needs / Right to health, equity / Humanitarian Architecture: A health cluster perspective / Norms and standards / Health care delivery in humanitarian settings / Community-based health programmes in humanitarian settings)      â€¢ Epidemic diseases and humanitarian response  (Epidemic infectious diseases / Surveillance Outbreak investigation and response / Mass vaccination campaigns in humanitarian contexts / Diarrheal diseases / Vector-borne diseases / Water / Hygiene, sanitation / Management of dead bodies / The Ebola epidemic)      â€¢ Nutritional crises: origins, consequences and interventions  (Introduction to nutrition / Under-nutrition and nutritional emergencies / Food security / Nutrition assessment / The Global Nutrition Cluster / Nutrition-specific and nutrition-sensitive programmes / Prevention & treatment of malnutrition / Infant & Young child Feeding / Right to Food / Nutrition promotion)    â€¢ Sexual and Reproductive Health (SRH)  (SRH interventions in Crises / SRH in inter-agency coordination mechanisms, funding mechanisms / Coordination, communication and advocacy / Gender Based Violence (GBV) / Coordinating clinical services for rape survivors / Maternal and New-born Health / Coordinating Maternal and New-born Health / Referral mechanisms / Family Planning / Coordinating HIV prevention / Comprehensive STI and HIV programming / Moving to comprehensive SRH / Logistics / RH Kits ordering / Monitoring and Evaluation)    â€¢ Violence and its impact on health  (Typology of violence / Measuring violence and its impact / Monitoring the cost of chronic armed violence in urban settings / Mental health in humanitarian settings / Addressing mental health needs of humanitarian workers / Mental health and psychosocial support programmes in humanitarian settings / Attacks on health care)    â€¢ Chronic diseases and the humanitarian response  (Issues and challenges / Non-communicable chronic diseases in emergencies / Assessing the needs, setting priorities / Designing an NCD programme â€“ minimal requirements / Integrating a NCD programme within an existing health programme /system / Testing new approaches for care delivery / Models of care for NCDs in humanitarian settings /Monitoring and evaluation / How to address screening and prevention? / Developing a strategy / Refugee health programmes)		Vulnerable groups (in general)				
Health of Populations Affected by Humanitarian Emergencies	<br>At the end of the course, participants will be able to:   Formulate, prioritise and review relevant humanitarian health interventions taking into account ethical issues, humanitarian principles, coordination mechanisms and the national context    In terms of knowledge  â€¢ Review the most important health problems in humanitarian settings   â€¢ Compare various intervention strategies to respond to these problems     In terms of skills  â€¢ Prioritize health interventions using a variety of methodological and technical tools   â€¢ Design a health intervention strategy in a variety of humanitarian contexts   â€¢ Monitor, evaluate and adapt a health programme to evolving needs     In terms of analytical competencies  â€¢ Compare and choose best options in addressing health issues in complex contexts   â€¢ Analyse the context including existing health policies and services   â€¢ Analyse and critically reflect on dilemmas of health action in crises		1	admincerah@unige.ch	2016-12-19 01:02:01	2017-09-12	2019-12-17 09:21:21	troped	troped	0		6 weeks in class + 1 week to work on the final paper. The final week can be also done at distance.	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2016-12-19 06:19:54	300 hours    â€¢ Face to face sessions (lectures, role play, group work): 210 hours (about 140h lectures, 50h group work and 20h role plays)  â€¢ Readings (Syllabus, additional readings on our Platform): 34 hours  â€¢ Personal work (final assessment): 56 hours			<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>Methods include a variety of teaching/learning approaches:  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and group discussion   â€¢ Computer-based exercises   â€¢ Role plays   â€¢ Individual presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session at the end of each week + end of the course  â€¢ Visits to organizations such as WHO, ICRC, UNICEF, UNHCR  â€¢ Self-study: readings, final paper	<br>The course â€œHealth of Populations Affected by Humanitarian Emergenciesâ€ focuses specifically on maintaining and improving the health situation of vulnerable populations during a humanitarian emergency.  For health professionals wishing to move into the humanitarian sector, this course will deliver the awareness and skills to adapt their knowledge to the humanitarian context. Troped students will be able to apply the knowledge and skills acquired during the core course to humanitarian contexts with a specific focus each week.    Each course week highlights the importance of assessment, monitoring and evaluation of humanitarian strategies and interventions. Humanitarian assessment tools are reviewed in class, and the importance of basic and specific needs underlined. Topics throughout the weeks are linked to research in humanitarian settings showing the importance of evidence-based policies, strategies and interventions. Humanitarian architecture and governance, and in particular the cluster approach, are an important feature of the course.    The teaching is very much rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work. Courses are held in classrooms at the CERAH, or in a variety of humanitarian organisationsâ€™ premises, such as WHO, UNHCR, MSF, etc. An added value of the course is certainly that it is taking place in Geneva, the capital of international health and of the humanitarian world.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on five assessments:  1) Active participation during class (engagement during group work and in plenary, relevance of contributions, accurate arguments) 20%    2) Written assignment in class (Health priorities and infectious diseases) 15%  3) On-line Minimum Initial Service Package (MISP) test + test in class 10%  4) Written assignment in class   (Chronic diseases) 15%  5) Paper 40%    Students receive feedback on all assessments with a mark and detailed comments, as these are considered part of their learning experience.    The course is accredited provided that a rate of 4/6 is reached for the course paper and provided that the average of 4/6 is reached in the overall rating.    A resit session is organized for students who fail the paper and for those who do not reach the overall average of 4/6 for the other assessments.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>â€¢ Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   â€¢ Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  â€¢ and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.    Recognised tests and required score  TOEFL (Test of English as a Foreign Language). Internet-test 100, Paper-test 600, Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)(Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)(Cambridge English, part of the University of Cambridge) AB      More specifically for this course:  â€¢ Humanitarian programme/project managers.   â€¢ Managers willing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 5000 (20% discount applicable for TropEd students = 4000 CHF)	None				<br>â€¢ Health in humanitarian emergencies: setting priorities and delivering services  (Health determinants and health systems / Health, Humanitarian Medicine and Humanitarian Principles / Mortality, Incidence, prevalence / Indicators Studies / Capacity and needs assessments / Addressing the needs of people with specific needs / Right to health, equity / Humanitarian Architecture: A health cluster perspective / Norms and standards / Health care delivery in humanitarian settings / Community-based health programmes in humanitarian settings)      â€¢ Epidemic diseases and humanitarian response  (Epidemic infectious diseases / Surveillance Outbreak investigation and response / Mass vaccination campaigns in humanitarian contexts / Diarrheal diseases / Vector-borne diseases / Water / Hygiene, sanitation / Management of dead bodies / The Ebola epidemic)      â€¢ Nutritional crises: origins, consequences and interventions  (Introduction to nutrition / Under-nutrition and nutritional emergencies / Food security / Nutrition assessment / The Global Nutrition Cluster / Nutrition-specific and nutrition-sensitive programmes / Prevention & treatment of malnutrition / Infant & Young child Feeding / Right to Food / Nutrition promotion)    â€¢ Sexual and Reproductive Health (SRH)  (SRH interventions in Crises / SRH in inter-agency coordination mechanisms, funding mechanisms / Coordination, communication and advocacy / Gender Based Violence (GBV) / Coordinating clinical services for rape survivors / Maternal and New-born Health / Coordinating Maternal and New-born Health / Referral mechanisms / Family Planning / Coordinating HIV prevention / Comprehensive STI and HIV programming / Moving to comprehensive SRH / Logistics / RH Kits ordering / Monitoring and Evaluation)    â€¢ Violence and its impact on health  (Typology of violence / Measuring violence and its impact / Monitoring the cost of chronic armed violence in urban settings / Mental health in humanitarian settings / Addressing mental health needs of humanitarian workers / Mental health and psychosocial support programmes in humanitarian settings / Attacks on health care)    â€¢ Chronic diseases and the humanitarian response  (Issues and challenges / Non-communicable chronic diseases in emergencies / Assessing the needs, setting priorities / Designing an NCD programme â€“ minimal requirements / Integrating a NCD programme within an existing health programme /system / Testing new approaches for care delivery / Models of care for NCDs in humanitarian settings /Monitoring and evaluation / How to address screening and prevention? / Developing a strategy / Refugee health programmes)						
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam	H. Ormel 	English	advanced optional	2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR	Netherlands	Financing	Face to face		4 ECTS credits	
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0		2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam				2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR		Governance				
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0		2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam				2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR		Health Policy (incl. advocacy)				
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0		2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam				2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR		Planning and programming (incl.. budgeting and evaluation)				
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0		2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam				2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR		Sexual & reproductive health				
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL)	<br>â€¢ Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms  â€¢ Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa  â€¢ Analyse policies and governance and financing structures and identify implications for planning and managing the responses  â€¢ Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief		1	F.Maldonado@kit.nl	2016-12-22 16:22:41	2018-06-21	2020-09-22 12:00:05	troped	troped	0		2 weeks	Royal Tropical Institute (KIT), Amsterdam  Mauritskade 63, Amsterdam				2016-12-22 21:36:59	112  Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment)	2021-05-17	2021-06-04	<br>Accredited in December 2016. Re-accredited in June 2018.  This accreditation is valid until June 2023.	<br>Learning methods are varied.  Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).  On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.  The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies.		<br>Participants will be assessed on a final paper (100%)  (summative assessment).  The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.  The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.  Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course.	<br>Maximum number of students: 25  Maximum number of tropEd students: 5   80% Attendance is the minimum required.	<br>â€¢ Academic training or professional qualification in a relevant area   â€¢ Three years of work experience in a related area, including experience in management or planning in developing countries   â€¢ Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF).	<br>First come, first served principle	<br> â‚¬ 2.060	<br>Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/	<br>â€¢ Learning methods were further diversified â€“ adding journal clubs, unguided group work  â€¢ The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment  â€¢ SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.  â€¢ The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).  â€¢ Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance	<br>In academic year 2016/2017, student evaluation of the module was as follows:  â€¢ Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time  â€¢ Students indicated the module objectives were achieved; that reading materials were appreciated; that participantsâ€™ experiences were sufficiently used; and that the study load was considered do-able  â€¢ Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner  â€¢ The policy brief writing process needs more time  â€¢ External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other)	<br>â€¢ We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another moduleâ€™s, somewhat easier writing assignment.  â€¢ Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time	<br>The module covers the following contents:  â€¢ SRHR-related international agreements, development commitments and financial mechanisms  â€¢ SRHR-related policy analysis  â€¢ How to write an effective policy brief.  â€¢ Health and SRHR governance issues  â€¢ International SRHR-related aid architecture  â€¢ Health systems and financing issues, incl. health insurance related to SRHR   â€¢ Human rights and advocacy for SRHR  â€¢ Universal access to health and implications for SRHR policy making  â€¢ Role of private sector in the field of SRHR  â€¢ Evidence-based strategic information and planning for SRHR policy making  â€¢ Mobilising and coordinating with local communities and other stakeholders in the field of SRHR						
Global TB epidemiology and intervention (online)	<br>Main objective:  At the end of the course, the student should be able to give an outline of the epidemiological situation of tuberculosis globally and current interventions to control the disease.     Specific learning objectives:  On completion of the course the student should be able to:    â€¢ identify important determinants of TB exposure, infection and disease   â€¢ identify a presumptive TB patient   â€¢ assess the significance and limitations of the various TB diagnostic methods  â€¢ interpret the data from laboratory and treatment registers used in the TB control programs to assess the performance of microscopy services, and recognize the early and late defaulters from treatment.   â€¢ know how to control TB in a public health approach, and to communicate this information.   â€¢ assess the epidemiological situation for t\TB globally and to apply the knowledge to improve the management of TB.		1	Linda.Forshaw@uib.no	2016-12-22 17:21:47	2017-09-12	2020-12-07 09:55:42	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	4 weeks, all teaching is online (no face-to face teaching). Tasks in the course are submitted online and feedback is given by the educators online.	Online Learning	Professor Sven Gudmund Hinderaker   	English	advanced optional	2016-12-22 22:50:34	Student investment time: total 150 hours, divided into online texts or videos 40 hrs, individual reading 50 hrs, and individual work 60 hrs.  Week 1-2 and 3 have 35 hours of student investment time each, and week 4 has 45 hours (including 3 hours exam).	2021-01-04	2021-01-29	<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>The course consists of on-line texts and activities combined with individual reading.  Each lecture has elements like this:    a) Texts to read 60 hours  b) Exercises based on clinical and epidemiological case scenarios (videos are shown sometimes) 20 hours  c) Relevant paper reviews 15 hours  d) Assignments given for individual work. Some assignments will be given where students work with tuberculosis registers used in the global tuberculosis control programmes. 40 hours  e) Online peer-discussion forums are developed, encouraged and monitored. 10 hours  f) The lectures are often followed by quizzes with multiple-choice questions with immediate correct responses and explanation. 5 hours	<br>Literature list  Toman: Tuberculosis: Case detection, treatment and monitoring. 2004. Freely downloadable from:  http://www.tbrieder.org/publications/books_english/toman_2.pdf   Ait-Khalid&al. Management of tuberculosis. 2010. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/management-of-tuberculosis-a-guide-to-the-essentials-of-good-clinical-practice   H.Rieder: Interventions for Tuberculosis Control and Elimination. 2002. Freely downloadable from:  http://www.theunion.org/what-we-do/publications/technical/interventions-for-tuberculosis-control-and-elimination   H.Rieder. Epidemiologic basis for tuberculosis. 1999. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/epidemiologic-basis-of-tuberculosis-control  Harries&al. TB/HIV. A clinical manual. 2nd ed. 2004. Freely downloadable from: http://www.tbrieder.org/publications/books_english/who_tbhiv.pdf   Rieder&al. Priorities for Tuberculosis Bacteriology Services in Low-Income Countries. 2007. Freely downloadable from: http://www.tbrieder.org/publications/books_english/red_book.pdf   Lazlo&al. Sputum examination for tuberculosis by direct microscopy in low income countries. Freely downloadable from: http://www.tbrieder.org/publications/books_english/microscopy.pdf   WHO. Guidelines for the programmatic management of drug resistant tuberculosis. 2011 update. Freely downloadable from: http://who.int/tb/publications/tb-drugresistant-guidelines/en/   Optional: Croftonâ€™s Clinical Tuberculosis. 1999. Freely downloadable from: http://www.tbrieder.org/publications/books_english/crofton_clinical.pdf   Optional: WHO. Guidelines for treatment of tuberculosis. 2009. Freely downloadable from: http://apps.who.int/iris/bitstream/10665/44165/1/9789241547833_eng.pdf?ua=1&ua=1	<br>Some assessments are embedded in the learning units in the forms of quizzes, exercises and assignments, all done online. These are not compulsory.    The main assessment is a written home examination at the end of the course, set to three hours of working time. This assessment uses MCQ for selected basic knowledge based questions (one hour work) in addition to questions that need more elaborate response (two hours). The questions asking for a more elaborative response will be based upon cases and/or situations which require knowledge from all parts of the course, to show that they fulfil the main learning objective from this course. For the grading, the MCG counts 30% and the more elaborate response counts for 70% of the grade.  Grading A-F.    If a student fails to pass the exam, he/she will be allowed to resit for exam in the same semester.	<br>A minimum of 5 students is needed to run the course, and a maximum of 25 students.  Maximum 15 TropEd students.	<br>Those who will attend this course should be students admitted to a Masterâ€™s Degree Programme; persons with a Bachelorâ€™s degree in medicine, dentistry or related disciplines of science or social sciences. In addition, the course is open for physicians and dentists with special interest in global TB epidemiology and intervention.  A good working knowledge of English is necessary; English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    This is an online course, the students need to have access to a personal computer with internet connection.	<br>Students on a Masterâ€™s programme in International health or Global health from UiB and other institutions within TropEd will be registered before others	<br>No fee.	<br>None available.				<br>This is an on-line course, containing sections addressing the following topics:    Tuberculosis history and epidemiology, clinical characteristics, microbiological aspects, diagnostic considerations, chemotherapy, treatment and follow-up strategies, drug resistance and its impact on global tuberculosis burden, preventive strategies,  the impact of HIV on tuberculosis, global tuberculosis control strategies and socioeconomic impact of tuberculosis.    -The learning units are as follows:   (1) Historical perspectives & epidemiology of TB,   (2) How does TB develop in humans,   (3) How does TB disease present in patients    (4)  What is the role of laboratory in the diagnosis and global TB management   (5) What are the principals of TB treatment, emergence and impact of  drug resistance on TB epidemic   (6) Socioeconomic and cultural aspects of TB and   (7) Global TB management  strategies.	Norway	Communicable diseases (in general)	Distance-based		5 ECTS credits	
Global TB epidemiology and intervention (online)	<br>Main objective:  At the end of the course, the student should be able to give an outline of the epidemiological situation of tuberculosis globally and current interventions to control the disease.     Specific learning objectives:  On completion of the course the student should be able to:    â€¢ identify important determinants of TB exposure, infection and disease   â€¢ identify a presumptive TB patient   â€¢ assess the significance and limitations of the various TB diagnostic methods  â€¢ interpret the data from laboratory and treatment registers used in the TB control programs to assess the performance of microscopy services, and recognize the early and late defaulters from treatment.   â€¢ know how to control TB in a public health approach, and to communicate this information.   â€¢ assess the epidemiological situation for t\TB globally and to apply the knowledge to improve the management of TB.		1	Linda.Forshaw@uib.no	2016-12-22 17:21:47	2017-09-12	2020-12-07 09:55:42	troped	romy	0		4 weeks, all teaching is online (no face-to face teaching). Tasks in the course are submitted online and feedback is given by the educators online.	Online Learning	Tehmina Mustafa			2016-12-22 22:50:34	Student investment time: total 150 hours, divided into online texts or videos 40 hrs, individual reading 50 hrs, and individual work 60 hrs.  Week 1-2 and 3 have 35 hours of student investment time each, and week 4 has 45 hours (including 3 hours exam).	2021-01-04	2021-01-29	<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>The course consists of on-line texts and activities combined with individual reading.  Each lecture has elements like this:    a) Texts to read 60 hours  b) Exercises based on clinical and epidemiological case scenarios (videos are shown sometimes) 20 hours  c) Relevant paper reviews 15 hours  d) Assignments given for individual work. Some assignments will be given where students work with tuberculosis registers used in the global tuberculosis control programmes. 40 hours  e) Online peer-discussion forums are developed, encouraged and monitored. 10 hours  f) The lectures are often followed by quizzes with multiple-choice questions with immediate correct responses and explanation. 5 hours	<br>Literature list  Toman: Tuberculosis: Case detection, treatment and monitoring. 2004. Freely downloadable from:  http://www.tbrieder.org/publications/books_english/toman_2.pdf   Ait-Khalid&al. Management of tuberculosis. 2010. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/management-of-tuberculosis-a-guide-to-the-essentials-of-good-clinical-practice   H.Rieder: Interventions for Tuberculosis Control and Elimination. 2002. Freely downloadable from:  http://www.theunion.org/what-we-do/publications/technical/interventions-for-tuberculosis-control-and-elimination   H.Rieder. Epidemiologic basis for tuberculosis. 1999. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/epidemiologic-basis-of-tuberculosis-control  Harries&al. TB/HIV. A clinical manual. 2nd ed. 2004. Freely downloadable from: http://www.tbrieder.org/publications/books_english/who_tbhiv.pdf   Rieder&al. Priorities for Tuberculosis Bacteriology Services in Low-Income Countries. 2007. Freely downloadable from: http://www.tbrieder.org/publications/books_english/red_book.pdf   Lazlo&al. Sputum examination for tuberculosis by direct microscopy in low income countries. Freely downloadable from: http://www.tbrieder.org/publications/books_english/microscopy.pdf   WHO. Guidelines for the programmatic management of drug resistant tuberculosis. 2011 update. Freely downloadable from: http://who.int/tb/publications/tb-drugresistant-guidelines/en/   Optional: Croftonâ€™s Clinical Tuberculosis. 1999. Freely downloadable from: http://www.tbrieder.org/publications/books_english/crofton_clinical.pdf   Optional: WHO. Guidelines for treatment of tuberculosis. 2009. Freely downloadable from: http://apps.who.int/iris/bitstream/10665/44165/1/9789241547833_eng.pdf?ua=1&ua=1	<br>Some assessments are embedded in the learning units in the forms of quizzes, exercises and assignments, all done online. These are not compulsory.    The main assessment is a written home examination at the end of the course, set to three hours of working time. This assessment uses MCQ for selected basic knowledge based questions (one hour work) in addition to questions that need more elaborate response (two hours). The questions asking for a more elaborative response will be based upon cases and/or situations which require knowledge from all parts of the course, to show that they fulfil the main learning objective from this course. For the grading, the MCG counts 30% and the more elaborate response counts for 70% of the grade.  Grading A-F.    If a student fails to pass the exam, he/she will be allowed to resit for exam in the same semester.	<br>A minimum of 5 students is needed to run the course, and a maximum of 25 students.  Maximum 15 TropEd students.	<br>Those who will attend this course should be students admitted to a Masterâ€™s Degree Programme; persons with a Bachelorâ€™s degree in medicine, dentistry or related disciplines of science or social sciences. In addition, the course is open for physicians and dentists with special interest in global TB epidemiology and intervention.  A good working knowledge of English is necessary; English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    This is an online course, the students need to have access to a personal computer with internet connection.	<br>Students on a Masterâ€™s programme in International health or Global health from UiB and other institutions within TropEd will be registered before others	<br>No fee.	<br>None available.				<br>This is an on-line course, containing sections addressing the following topics:    Tuberculosis history and epidemiology, clinical characteristics, microbiological aspects, diagnostic considerations, chemotherapy, treatment and follow-up strategies, drug resistance and its impact on global tuberculosis burden, preventive strategies,  the impact of HIV on tuberculosis, global tuberculosis control strategies and socioeconomic impact of tuberculosis.    -The learning units are as follows:   (1) Historical perspectives & epidemiology of TB,   (2) How does TB develop in humans,   (3) How does TB disease present in patients    (4)  What is the role of laboratory in the diagnosis and global TB management   (5) What are the principals of TB treatment, emergence and impact of  drug resistance on TB epidemic   (6) Socioeconomic and cultural aspects of TB and   (7) Global TB management  strategies.		Disease prevention & control				
Global TB epidemiology and intervention (online)	<br>Main objective:  At the end of the course, the student should be able to give an outline of the epidemiological situation of tuberculosis globally and current interventions to control the disease.     Specific learning objectives:  On completion of the course the student should be able to:    â€¢ identify important determinants of TB exposure, infection and disease   â€¢ identify a presumptive TB patient   â€¢ assess the significance and limitations of the various TB diagnostic methods  â€¢ interpret the data from laboratory and treatment registers used in the TB control programs to assess the performance of microscopy services, and recognize the early and late defaulters from treatment.   â€¢ know how to control TB in a public health approach, and to communicate this information.   â€¢ assess the epidemiological situation for t\TB globally and to apply the knowledge to improve the management of TB.		1	Linda.Forshaw@uib.no	2016-12-22 17:21:47	2017-09-12	2020-12-07 09:55:42	troped	romy	0		4 weeks, all teaching is online (no face-to face teaching). Tasks in the course are submitted online and feedback is given by the educators online.	Online Learning				2016-12-22 22:50:34	Student investment time: total 150 hours, divided into online texts or videos 40 hrs, individual reading 50 hrs, and individual work 60 hrs.  Week 1-2 and 3 have 35 hours of student investment time each, and week 4 has 45 hours (including 3 hours exam).	2021-01-04	2021-01-29	<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>The course consists of on-line texts and activities combined with individual reading.  Each lecture has elements like this:    a) Texts to read 60 hours  b) Exercises based on clinical and epidemiological case scenarios (videos are shown sometimes) 20 hours  c) Relevant paper reviews 15 hours  d) Assignments given for individual work. Some assignments will be given where students work with tuberculosis registers used in the global tuberculosis control programmes. 40 hours  e) Online peer-discussion forums are developed, encouraged and monitored. 10 hours  f) The lectures are often followed by quizzes with multiple-choice questions with immediate correct responses and explanation. 5 hours	<br>Literature list  Toman: Tuberculosis: Case detection, treatment and monitoring. 2004. Freely downloadable from:  http://www.tbrieder.org/publications/books_english/toman_2.pdf   Ait-Khalid&al. Management of tuberculosis. 2010. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/management-of-tuberculosis-a-guide-to-the-essentials-of-good-clinical-practice   H.Rieder: Interventions for Tuberculosis Control and Elimination. 2002. Freely downloadable from:  http://www.theunion.org/what-we-do/publications/technical/interventions-for-tuberculosis-control-and-elimination   H.Rieder. Epidemiologic basis for tuberculosis. 1999. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/epidemiologic-basis-of-tuberculosis-control  Harries&al. TB/HIV. A clinical manual. 2nd ed. 2004. Freely downloadable from: http://www.tbrieder.org/publications/books_english/who_tbhiv.pdf   Rieder&al. Priorities for Tuberculosis Bacteriology Services in Low-Income Countries. 2007. Freely downloadable from: http://www.tbrieder.org/publications/books_english/red_book.pdf   Lazlo&al. Sputum examination for tuberculosis by direct microscopy in low income countries. Freely downloadable from: http://www.tbrieder.org/publications/books_english/microscopy.pdf   WHO. Guidelines for the programmatic management of drug resistant tuberculosis. 2011 update. Freely downloadable from: http://who.int/tb/publications/tb-drugresistant-guidelines/en/   Optional: Croftonâ€™s Clinical Tuberculosis. 1999. Freely downloadable from: http://www.tbrieder.org/publications/books_english/crofton_clinical.pdf   Optional: WHO. Guidelines for treatment of tuberculosis. 2009. Freely downloadable from: http://apps.who.int/iris/bitstream/10665/44165/1/9789241547833_eng.pdf?ua=1&ua=1	<br>Some assessments are embedded in the learning units in the forms of quizzes, exercises and assignments, all done online. These are not compulsory.    The main assessment is a written home examination at the end of the course, set to three hours of working time. This assessment uses MCQ for selected basic knowledge based questions (one hour work) in addition to questions that need more elaborate response (two hours). The questions asking for a more elaborative response will be based upon cases and/or situations which require knowledge from all parts of the course, to show that they fulfil the main learning objective from this course. For the grading, the MCG counts 30% and the more elaborate response counts for 70% of the grade.  Grading A-F.    If a student fails to pass the exam, he/she will be allowed to resit for exam in the same semester.	<br>A minimum of 5 students is needed to run the course, and a maximum of 25 students.  Maximum 15 TropEd students.	<br>Those who will attend this course should be students admitted to a Masterâ€™s Degree Programme; persons with a Bachelorâ€™s degree in medicine, dentistry or related disciplines of science or social sciences. In addition, the course is open for physicians and dentists with special interest in global TB epidemiology and intervention.  A good working knowledge of English is necessary; English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    This is an online course, the students need to have access to a personal computer with internet connection.	<br>Students on a Masterâ€™s programme in International health or Global health from UiB and other institutions within TropEd will be registered before others	<br>No fee.	<br>None available.				<br>This is an on-line course, containing sections addressing the following topics:    Tuberculosis history and epidemiology, clinical characteristics, microbiological aspects, diagnostic considerations, chemotherapy, treatment and follow-up strategies, drug resistance and its impact on global tuberculosis burden, preventive strategies,  the impact of HIV on tuberculosis, global tuberculosis control strategies and socioeconomic impact of tuberculosis.    -The learning units are as follows:   (1) Historical perspectives & epidemiology of TB,   (2) How does TB develop in humans,   (3) How does TB disease present in patients    (4)  What is the role of laboratory in the diagnosis and global TB management   (5) What are the principals of TB treatment, emergence and impact of  drug resistance on TB epidemic   (6) Socioeconomic and cultural aspects of TB and   (7) Global TB management  strategies.		TB				
Global TB epidemiology and intervention (online)	<br>Main objective:  At the end of the course, the student should be able to give an outline of the epidemiological situation of tuberculosis globally and current interventions to control the disease.     Specific learning objectives:  On completion of the course the student should be able to:    â€¢ identify important determinants of TB exposure, infection and disease   â€¢ identify a presumptive TB patient   â€¢ assess the significance and limitations of the various TB diagnostic methods  â€¢ interpret the data from laboratory and treatment registers used in the TB control programs to assess the performance of microscopy services, and recognize the early and late defaulters from treatment.   â€¢ know how to control TB in a public health approach, and to communicate this information.   â€¢ assess the epidemiological situation for t\TB globally and to apply the knowledge to improve the management of TB.		1	Linda.Forshaw@uib.no	2016-12-22 17:21:47	2017-09-12	2020-12-07 09:55:42	troped	romy	0		4 weeks, all teaching is online (no face-to face teaching). Tasks in the course are submitted online and feedback is given by the educators online.	Online Learning				2016-12-22 22:50:34	Student investment time: total 150 hours, divided into online texts or videos 40 hrs, individual reading 50 hrs, and individual work 60 hrs.  Week 1-2 and 3 have 35 hours of student investment time each, and week 4 has 45 hours (including 3 hours exam).	2021-01-04	2021-01-29	<br>Accredited in December 2016. This accreditation is valid until December 2021.	<br>The course consists of on-line texts and activities combined with individual reading.  Each lecture has elements like this:    a) Texts to read 60 hours  b) Exercises based on clinical and epidemiological case scenarios (videos are shown sometimes) 20 hours  c) Relevant paper reviews 15 hours  d) Assignments given for individual work. Some assignments will be given where students work with tuberculosis registers used in the global tuberculosis control programmes. 40 hours  e) Online peer-discussion forums are developed, encouraged and monitored. 10 hours  f) The lectures are often followed by quizzes with multiple-choice questions with immediate correct responses and explanation. 5 hours	<br>Literature list  Toman: Tuberculosis: Case detection, treatment and monitoring. 2004. Freely downloadable from:  http://www.tbrieder.org/publications/books_english/toman_2.pdf   Ait-Khalid&al. Management of tuberculosis. 2010. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/management-of-tuberculosis-a-guide-to-the-essentials-of-good-clinical-practice   H.Rieder: Interventions for Tuberculosis Control and Elimination. 2002. Freely downloadable from:  http://www.theunion.org/what-we-do/publications/technical/interventions-for-tuberculosis-control-and-elimination   H.Rieder. Epidemiologic basis for tuberculosis. 1999. Freely downloadable from: http://www.theunion.org/what-we-do/publications/technical/epidemiologic-basis-of-tuberculosis-control  Harries&al. TB/HIV. A clinical manual. 2nd ed. 2004. Freely downloadable from: http://www.tbrieder.org/publications/books_english/who_tbhiv.pdf   Rieder&al. Priorities for Tuberculosis Bacteriology Services in Low-Income Countries. 2007. Freely downloadable from: http://www.tbrieder.org/publications/books_english/red_book.pdf   Lazlo&al. Sputum examination for tuberculosis by direct microscopy in low income countries. Freely downloadable from: http://www.tbrieder.org/publications/books_english/microscopy.pdf   WHO. Guidelines for the programmatic management of drug resistant tuberculosis. 2011 update. Freely downloadable from: http://who.int/tb/publications/tb-drugresistant-guidelines/en/   Optional: Croftonâ€™s Clinical Tuberculosis. 1999. Freely downloadable from: http://www.tbrieder.org/publications/books_english/crofton_clinical.pdf   Optional: WHO. Guidelines for treatment of tuberculosis. 2009. Freely downloadable from: http://apps.who.int/iris/bitstream/10665/44165/1/9789241547833_eng.pdf?ua=1&ua=1	<br>Some assessments are embedded in the learning units in the forms of quizzes, exercises and assignments, all done online. These are not compulsory.    The main assessment is a written home examination at the end of the course, set to three hours of working time. This assessment uses MCQ for selected basic knowledge based questions (one hour work) in addition to questions that need more elaborate response (two hours). The questions asking for a more elaborative response will be based upon cases and/or situations which require knowledge from all parts of the course, to show that they fulfil the main learning objective from this course. For the grading, the MCG counts 30% and the more elaborate response counts for 70% of the grade.  Grading A-F.    If a student fails to pass the exam, he/she will be allowed to resit for exam in the same semester.	<br>A minimum of 5 students is needed to run the course, and a maximum of 25 students.  Maximum 15 TropEd students.	<br>Those who will attend this course should be students admitted to a Masterâ€™s Degree Programme; persons with a Bachelorâ€™s degree in medicine, dentistry or related disciplines of science or social sciences. In addition, the course is open for physicians and dentists with special interest in global TB epidemiology and intervention.  A good working knowledge of English is necessary; English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    This is an online course, the students need to have access to a personal computer with internet connection.	<br>Students on a Masterâ€™s programme in International health or Global health from UiB and other institutions within TropEd will be registered before others	<br>No fee.	<br>None available.				<br>This is an on-line course, containing sections addressing the following topics:    Tuberculosis history and epidemiology, clinical characteristics, microbiological aspects, diagnostic considerations, chemotherapy, treatment and follow-up strategies, drug resistance and its impact on global tuberculosis burden, preventive strategies,  the impact of HIV on tuberculosis, global tuberculosis control strategies and socioeconomic impact of tuberculosis.    -The learning units are as follows:   (1) Historical perspectives & epidemiology of TB,   (2) How does TB develop in humans,   (3) How does TB disease present in patients    (4)  What is the role of laboratory in the diagnosis and global TB management   (5) What are the principals of TB treatment, emergence and impact of  drug resistance on TB epidemic   (6) Socioeconomic and cultural aspects of TB and   (7) Global TB management  strategies.						
Global Mental Health (GMH) in public health practice	<br>This course aims to provide students with the necessary tools to develop and to successfully implement evidence-informed decisions in GMH.  At the end of the course, students should be able:   â€¢ To critically analyse the epidemiology and social determinants of mental disorders globally   â€¢ To identify strategies to address the burden of disease  â€¢ To critically appraise examples of research and treatment/intervention models at regional level given different levels of economic (?) resources		1	grys@uni-heidelberg.de	2017-03-06 16:35:25	2018-06-10	2020-09-14 09:26:49	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	1 week  + 15 hours pre-course work	Ruprecht-Karls-UniversitÃ¤t Heidelberg  Institute of Public Health  D-69120 Heidelberg, Germany  Web Site: www.ukl-hd.de/ph/shortcourses  TropEd representative:   Anne-Kathrin Fabricius,   anne-kathrin.fabricius@uni-heidelberg.de	Dr. Wolfgang Krahl	English	advanced optional	2017-03-06 21:45:42	60 hours (31 contact and 29 self-study hours)	2021-06-28	2021-07-02	<br>Accredited in Barcelona, February 2017 and reacredited in June 2020 (Online GA_Hamburg). This accreditation is valid until June 2025.	<br>The course uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  â€¢ Pre-course preparation of case study (5 hours)  â€¢ Preparatory reading (10 hours)  â€¢ Interactive lectures (16 hours)    â€¢ Facilitated group work (5 hours)   â€¢ Individual and group presentations (7 hours)  â€¢ Panel debate and plenary discussion (3 hours)   â€¢ Individual written assignments (14 hours)   In preparation for the course, participants are expected to prepare a five-minute presentation (not to be assessed) on a GMH topic of their choice. This can be a presentation of the situation of GMH in a region/country/district or in a particular population/sub-population all over the world.	Group work:  Diagnosing mental disorders - a cultural approach    Group work to design an epidemiological study     Group work to design plan for their country to achieve SD 3.4.    Group work: Why do many families who have a mentally ill member feel burdened?  What can be done?    Group work: Alcohol and substance abuse in the context of public health.    Group work: How to prevent Burnout in others and  yourself    Group work: Design a programme for the integration of mental health into primary care in your country	<br>â€¢ 60% Multiple choice test (Grading A-D, F)    â€¢ 40% group presentation (15 minutes + discussion)  (peer assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each)       If the student fails to reach the passing grade of 60% (average from both assessments), students will be assigned a 2000-word essay on a topic as defined by the facilitators.   It can be submitted within a time frame defined by the facilitator.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	<br>Assessment procedures changed from assignment to multiple choice questions			<br>â€¢ GMH epidemiology and burden of disease  â€¢ GMH policy, strategy and service development  â€¢ Cultural aspects of GMH with a perspective on case definitions  â€¢ Needs assessment for GMH in crisis situation  â€¢ GMH and its manifestations: clinical cases  â€¢ Therapeutic approaches in GMH  â€¢ Anthropological concepts of GMH  â€¢ GMH case studies (from participantsâ€™ home countries)	Germany	Burden of Disease	Face to face		2 ECTS credits	
Global Mental Health (GMH) in public health practice	<br>This course aims to provide students with the necessary tools to develop and to successfully implement evidence-informed decisions in GMH.  At the end of the course, students should be able:   â€¢ To critically analyse the epidemiology and social determinants of mental disorders globally   â€¢ To identify strategies to address the burden of disease  â€¢ To critically appraise examples of research and treatment/intervention models at regional level given different levels of economic (?) resources		1	grys@uni-heidelberg.de	2017-03-06 16:35:25	2018-06-10	2020-09-14 09:26:49	troped	troped	0		1 week  + 15 hours pre-course work	Ruprecht-Karls-UniversitÃ¤t Heidelberg  Institute of Public Health  D-69120 Heidelberg, Germany  Web Site: www.ukl-hd.de/ph/shortcourses  TropEd representative:   Anne-Kathrin Fabricius,   anne-kathrin.fabricius@uni-heidelberg.de				2017-03-06 21:45:42	60 hours (31 contact and 29 self-study hours)	2021-06-28	2021-07-02	<br>Accredited in Barcelona, February 2017 and reacredited in June 2020 (Online GA_Hamburg). This accreditation is valid until June 2025.	<br>The course uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  â€¢ Pre-course preparation of case study (5 hours)  â€¢ Preparatory reading (10 hours)  â€¢ Interactive lectures (16 hours)    â€¢ Facilitated group work (5 hours)   â€¢ Individual and group presentations (7 hours)  â€¢ Panel debate and plenary discussion (3 hours)   â€¢ Individual written assignments (14 hours)   In preparation for the course, participants are expected to prepare a five-minute presentation (not to be assessed) on a GMH topic of their choice. This can be a presentation of the situation of GMH in a region/country/district or in a particular population/sub-population all over the world.	Group work:  Diagnosing mental disorders - a cultural approach    Group work to design an epidemiological study     Group work to design plan for their country to achieve SD 3.4.    Group work: Why do many families who have a mentally ill member feel burdened?  What can be done?    Group work: Alcohol and substance abuse in the context of public health.    Group work: How to prevent Burnout in others and  yourself    Group work: Design a programme for the integration of mental health into primary care in your country	<br>â€¢ 60% Multiple choice test (Grading A-D, F)    â€¢ 40% group presentation (15 minutes + discussion)  (peer assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each)       If the student fails to reach the passing grade of 60% (average from both assessments), students will be assigned a 2000-word essay on a topic as defined by the facilitators.   It can be submitted within a time frame defined by the facilitator.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	<br>Assessment procedures changed from assignment to multiple choice questions			<br>â€¢ GMH epidemiology and burden of disease  â€¢ GMH policy, strategy and service development  â€¢ Cultural aspects of GMH with a perspective on case definitions  â€¢ Needs assessment for GMH in crisis situation  â€¢ GMH and its manifestations: clinical cases  â€¢ Therapeutic approaches in GMH  â€¢ Anthropological concepts of GMH  â€¢ GMH case studies (from participantsâ€™ home countries)		International / global				
Global Mental Health (GMH) in public health practice	<br>This course aims to provide students with the necessary tools to develop and to successfully implement evidence-informed decisions in GMH.  At the end of the course, students should be able:   â€¢ To critically analyse the epidemiology and social determinants of mental disorders globally   â€¢ To identify strategies to address the burden of disease  â€¢ To critically appraise examples of research and treatment/intervention models at regional level given different levels of economic (?) resources		1	grys@uni-heidelberg.de	2017-03-06 16:35:25	2018-06-10	2020-09-14 09:26:49	troped	troped	0		1 week  + 15 hours pre-course work	Ruprecht-Karls-UniversitÃ¤t Heidelberg  Institute of Public Health  D-69120 Heidelberg, Germany  Web Site: www.ukl-hd.de/ph/shortcourses  TropEd representative:   Anne-Kathrin Fabricius,   anne-kathrin.fabricius@uni-heidelberg.de				2017-03-06 21:45:42	60 hours (31 contact and 29 self-study hours)	2021-06-28	2021-07-02	<br>Accredited in Barcelona, February 2017 and reacredited in June 2020 (Online GA_Hamburg). This accreditation is valid until June 2025.	<br>The course uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  â€¢ Pre-course preparation of case study (5 hours)  â€¢ Preparatory reading (10 hours)  â€¢ Interactive lectures (16 hours)    â€¢ Facilitated group work (5 hours)   â€¢ Individual and group presentations (7 hours)  â€¢ Panel debate and plenary discussion (3 hours)   â€¢ Individual written assignments (14 hours)   In preparation for the course, participants are expected to prepare a five-minute presentation (not to be assessed) on a GMH topic of their choice. This can be a presentation of the situation of GMH in a region/country/district or in a particular population/sub-population all over the world.	Group work:  Diagnosing mental disorders - a cultural approach    Group work to design an epidemiological study     Group work to design plan for their country to achieve SD 3.4.    Group work: Why do many families who have a mentally ill member feel burdened?  What can be done?    Group work: Alcohol and substance abuse in the context of public health.    Group work: How to prevent Burnout in others and  yourself    Group work: Design a programme for the integration of mental health into primary care in your country	<br>â€¢ 60% Multiple choice test (Grading A-D, F)    â€¢ 40% group presentation (15 minutes + discussion)  (peer assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each)       If the student fails to reach the passing grade of 60% (average from both assessments), students will be assigned a 2000-word essay on a topic as defined by the facilitators.   It can be submitted within a time frame defined by the facilitator.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	<br>Assessment procedures changed from assignment to multiple choice questions			<br>â€¢ GMH epidemiology and burden of disease  â€¢ GMH policy, strategy and service development  â€¢ Cultural aspects of GMH with a perspective on case definitions  â€¢ Needs assessment for GMH in crisis situation  â€¢ GMH and its manifestations: clinical cases  â€¢ Therapeutic approaches in GMH  â€¢ Anthropological concepts of GMH  â€¢ GMH case studies (from participantsâ€™ home countries)		Mental health problems				
Global Mental Health (GMH) in public health practice	<br>This course aims to provide students with the necessary tools to develop and to successfully implement evidence-informed decisions in GMH.  At the end of the course, students should be able:   â€¢ To critically analyse the epidemiology and social determinants of mental disorders globally   â€¢ To identify strategies to address the burden of disease  â€¢ To critically appraise examples of research and treatment/intervention models at regional level given different levels of economic (?) resources		1	grys@uni-heidelberg.de	2017-03-06 16:35:25	2018-06-10	2020-09-14 09:26:49	troped	troped	0		1 week  + 15 hours pre-course work	Ruprecht-Karls-UniversitÃ¤t Heidelberg  Institute of Public Health  D-69120 Heidelberg, Germany  Web Site: www.ukl-hd.de/ph/shortcourses  TropEd representative:   Anne-Kathrin Fabricius,   anne-kathrin.fabricius@uni-heidelberg.de				2017-03-06 21:45:42	60 hours (31 contact and 29 self-study hours)	2021-06-28	2021-07-02	<br>Accredited in Barcelona, February 2017 and reacredited in June 2020 (Online GA_Hamburg). This accreditation is valid until June 2025.	<br>The course uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  â€¢ Pre-course preparation of case study (5 hours)  â€¢ Preparatory reading (10 hours)  â€¢ Interactive lectures (16 hours)    â€¢ Facilitated group work (5 hours)   â€¢ Individual and group presentations (7 hours)  â€¢ Panel debate and plenary discussion (3 hours)   â€¢ Individual written assignments (14 hours)   In preparation for the course, participants are expected to prepare a five-minute presentation (not to be assessed) on a GMH topic of their choice. This can be a presentation of the situation of GMH in a region/country/district or in a particular population/sub-population all over the world.	Group work:  Diagnosing mental disorders - a cultural approach    Group work to design an epidemiological study     Group work to design plan for their country to achieve SD 3.4.    Group work: Why do many families who have a mentally ill member feel burdened?  What can be done?    Group work: Alcohol and substance abuse in the context of public health.    Group work: How to prevent Burnout in others and  yourself    Group work: Design a programme for the integration of mental health into primary care in your country	<br>â€¢ 60% Multiple choice test (Grading A-D, F)    â€¢ 40% group presentation (15 minutes + discussion)  (peer assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each)       If the student fails to reach the passing grade of 60% (average from both assessments), students will be assigned a 2000-word essay on a topic as defined by the facilitators.   It can be submitted within a time frame defined by the facilitator.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	<br>Assessment procedures changed from assignment to multiple choice questions			<br>â€¢ GMH epidemiology and burden of disease  â€¢ GMH policy, strategy and service development  â€¢ Cultural aspects of GMH with a perspective on case definitions  â€¢ Needs assessment for GMH in crisis situation  â€¢ GMH and its manifestations: clinical cases  â€¢ Therapeutic approaches in GMH  â€¢ Anthropological concepts of GMH  â€¢ GMH case studies (from participantsâ€™ home countries)		Public Health				
Global Mental Health (GMH) in public health practice	<br>This course aims to provide students with the necessary tools to develop and to successfully implement evidence-informed decisions in GMH.  At the end of the course, students should be able:   â€¢ To critically analyse the epidemiology and social determinants of mental disorders globally   â€¢ To identify strategies to address the burden of disease  â€¢ To critically appraise examples of research and treatment/intervention models at regional level given different levels of economic (?) resources		1	grys@uni-heidelberg.de	2017-03-06 16:35:25	2018-06-10	2020-09-14 09:26:49	troped	troped	0		1 week  + 15 hours pre-course work	Ruprecht-Karls-UniversitÃ¤t Heidelberg  Institute of Public Health  D-69120 Heidelberg, Germany  Web Site: www.ukl-hd.de/ph/shortcourses  TropEd representative:   Anne-Kathrin Fabricius,   anne-kathrin.fabricius@uni-heidelberg.de				2017-03-06 21:45:42	60 hours (31 contact and 29 self-study hours)	2021-06-28	2021-07-02	<br>Accredited in Barcelona, February 2017 and reacredited in June 2020 (Online GA_Hamburg). This accreditation is valid until June 2025.	<br>The course uses a mixture of interactive lectures, individual assignments, case studies, group work and presentations, and a panel debate.  â€¢ Pre-course preparation of case study (5 hours)  â€¢ Preparatory reading (10 hours)  â€¢ Interactive lectures (16 hours)    â€¢ Facilitated group work (5 hours)   â€¢ Individual and group presentations (7 hours)  â€¢ Panel debate and plenary discussion (3 hours)   â€¢ Individual written assignments (14 hours)   In preparation for the course, participants are expected to prepare a five-minute presentation (not to be assessed) on a GMH topic of their choice. This can be a presentation of the situation of GMH in a region/country/district or in a particular population/sub-population all over the world.	Group work:  Diagnosing mental disorders - a cultural approach    Group work to design an epidemiological study     Group work to design plan for their country to achieve SD 3.4.    Group work: Why do many families who have a mentally ill member feel burdened?  What can be done?    Group work: Alcohol and substance abuse in the context of public health.    Group work: How to prevent Burnout in others and  yourself    Group work: Design a programme for the integration of mental health into primary care in your country	<br>â€¢ 60% Multiple choice test (Grading A-D, F)    â€¢ 40% group presentation (15 minutes + discussion)  (peer assessment using a standard form accounts for 10% and two facilitatorsÂ´ assessment using a standard form account for 15% each)       If the student fails to reach the passing grade of 60% (average from both assessments), students will be assigned a 2000-word essay on a topic as defined by the facilitators.   It can be submitted within a time frame defined by the facilitator.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	<br>Assessment procedures changed from assignment to multiple choice questions			<br>â€¢ GMH epidemiology and burden of disease  â€¢ GMH policy, strategy and service development  â€¢ Cultural aspects of GMH with a perspective on case definitions  â€¢ Needs assessment for GMH in crisis situation  â€¢ GMH and its manifestations: clinical cases  â€¢ Therapeutic approaches in GMH  â€¢ Anthropological concepts of GMH  â€¢ GMH case studies (from participantsâ€™ home countries)						
Health Systems Strengthening in Low and Middle-Income Countries	<br>The key objective of the course is to help participants develop an understanding of how health care systems work and what the key issues are in the current functioning of health and healthcare systems worldwide. Using the WHO Six Building Blocks Framework as the main point of departure, we will introduce contemporary themes in â€œsystems thinkingâ€ approaches to health systems strengthening.     At the end of the short course, participants should be able to:    â€¢ Outline theoretical and practical aspects of HSS in the context of LMICs, including the critical review of conceptual frameworks, strategic approaches to HSS, and political and economic aspects that determine health policy choices.  â€¢ Evaluate operational aspects of HSS, including approaches and methods to diagnose gaps in health systems performance, design interventions and measure the performance of health systems strengthening interventions and programs.  â€¢ Specifically:  1. Identify mechanisms of healthcare financing and prioritization.  2. Understand the principles of governance and leadership.   3. Analyse the importance of health information systems and data for evidence informed decision-making.  4. Identify issues in management of human resources for health.  5. Review challenges to access to essential medicines globally.  6. Identify the challenges with health service delivery, utilization, and quality.		1	grys@uni-heidelberg.de	2017-03-06 16:47:43	2018-06-10	2020-12-10 14:10:06	troped	romy	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	15 hours pre and post-course work 5 days of in presence sessions	Heidelberg, Germany	Dr. Revati Phalkey	English	advanced optional	2017-03-06 22:01:00	60 hours SIT (30 contact time and 30 self-study hours)	2021-05-24	2021-05-28	<br>Accredited in Barcelona, February 2017. Re-accredited Hamburg Oct 2020	<br>The course facilitates an active participatory learning process. The sessions will be led by both health care practitioners and academics and will involve a mix of taught sessions, group work activities and interactive discussions. Facilitators use a mixture of interactive lectures, individual assignments, case studies, group work and presentations.   30 hours contact time:   â€¢ Interactive lectures 20 hours  â€¢ Tutored group work 10 hours  â€¢ Assessed group presentations 3 hours  30  hours individual work:  â€¢ Preparatory reading 20 hours   â€¢ Developing group presentations (PPT) 10 hours	Catalytic role of health systems strengthening (HSS) for improving populationâ€™s health and protecting against health-related financial risks in low/middle-income countries (LMICs) is well-documented. During the last few decades international donor and technical agencies intermittently used the disease-specific (â€œverticalâ€) and system-specific (â€œhorizontalâ€) strategies for providing health support to LMICs. While the epidemiologic impact of the former has been impressive, sustaining results, due to poorly performing health systems, has been a challenge. The integrated approach has recently emerged as a more effective strategy, where investments in disease-control programs and HSS complement each other. The â€˜diagonalâ€™ approach, which implies designing system-related solutions to address disease-related challenges, has been embedded in the global Sustainable Development Goals framework (SDGs 2016-2030), which places increased emphasis on achieving universal health coverage through improved performance of countriesâ€™ health systems. Moving further the course will introduce a systemâ€™s thinking approach to health systems strengthening including diagnosing and responding to challenges in a constantly evolving complex adaptive system.	<br>(i) 40% Group-work PPT presentation:   The group work consists of a 20 minutes group presentation at the end of Day 5 as part of reflections based on the Health Resources Allocation board game.    (ii) 60% individual written assignment:  Essays will be between 1500-2000 words. Participants will be asked to select one of the six building blocks of the WHO Framework for Strengthening Health Systems, and critically analyse a national healthcare system of their choice in relation to that topic.    Suitable topics are:  â€¢ Governance and leadership  â€¢ Financing and priority setting  â€¢ Health Information Systems (HIS)  â€¢ Access to medicines, equipment and diagnostics   â€¢ Human Resources for Health (HRH)  â€¢ Service delivery    Participants should develop critical arguments of the main issues and challenges identified and appraise the strengths and weaknesses of the countryâ€™s current approach in handling them and recommend steps for improvement.  Participants will have the opportunity to discuss the outline and structure of their essays with the course coordinator throughout the week. Essays have to be submitted within one week after the end of the course.  Detailed assignment guidance and marking scheme (60 Marks) is as attached and includes:   â€¢ Background including key SE, demographic and health indicators for the country (10 Marks)  â€¢ Situational analysis including review of the structure of the HSS and key challenges the chosen building block within the country (15 marks)  â€¢ Critical appraisal of the strengths and weaknesses of in-country efforts to address identified challenges (15 marks)   â€¢ Recommendations based on the analyses above alongside barriers to implementation (20 marks).   If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	adjustments to the descriptions of the objectives and exam topics	sometimes I missed a little bit more theory/overview; more practical work experience regarding HSS via case studies from field work from experienced lecturers - overall, the course was too theoretical	Clarification of objectives	<br>â€¢ Overview of key concepts, frameworks, values and principles and their application to diagnose and respond to health system issues   â€¢ Assess gaps in health system performance     â€¢ How does the health system deliver healthcare? Understand the structure, function and operations within a healthcare system including supply factors that are necessary for healthcare delivery  â€¢ Overview of the importance of health information systems and data for decision making  â€¢ Introduction to key concepts in governance, leadership and change management   â€¢ Introduction to the underlying principles of healthcare financing including approaches to assess and address issues in healthcare financing and prioritization from a systems perspective  â€¢ Introduction to human resources for health and workforce management  â€¢ Introduction to global challenges in access to essential medicines, diagnostics and technologies  â€¢ Introduction to principles of integrated health services provision and quality of care  â€¢ Applying systems thinking approaches to health systems strengthening  â€¢ Mapping links across the WHO six building blocks	Germany	Governance	Face to face		2 ECTS credits	
Health Systems Strengthening in Low and Middle-Income Countries	<br>The key objective of the course is to help participants develop an understanding of how health care systems work and what the key issues are in the current functioning of health and healthcare systems worldwide. Using the WHO Six Building Blocks Framework as the main point of departure, we will introduce contemporary themes in â€œsystems thinkingâ€ approaches to health systems strengthening.     At the end of the short course, participants should be able to:    â€¢ Outline theoretical and practical aspects of HSS in the context of LMICs, including the critical review of conceptual frameworks, strategic approaches to HSS, and political and economic aspects that determine health policy choices.  â€¢ Evaluate operational aspects of HSS, including approaches and methods to diagnose gaps in health systems performance, design interventions and measure the performance of health systems strengthening interventions and programs.  â€¢ Specifically:  1. Identify mechanisms of healthcare financing and prioritization.  2. Understand the principles of governance and leadership.   3. Analyse the importance of health information systems and data for evidence informed decision-making.  4. Identify issues in management of human resources for health.  5. Review challenges to access to essential medicines globally.  6. Identify the challenges with health service delivery, utilization, and quality.		1	grys@uni-heidelberg.de	2017-03-06 16:47:43	2018-06-10	2020-12-10 14:10:06	troped	romy	0		15 hours pre and post-course work 5 days of in presence sessions	Heidelberg, Germany				2017-03-06 22:01:00	60 hours SIT (30 contact time and 30 self-study hours)	2021-05-24	2021-05-28	<br>Accredited in Barcelona, February 2017. Re-accredited Hamburg Oct 2020	<br>The course facilitates an active participatory learning process. The sessions will be led by both health care practitioners and academics and will involve a mix of taught sessions, group work activities and interactive discussions. Facilitators use a mixture of interactive lectures, individual assignments, case studies, group work and presentations.   30 hours contact time:   â€¢ Interactive lectures 20 hours  â€¢ Tutored group work 10 hours  â€¢ Assessed group presentations 3 hours  30  hours individual work:  â€¢ Preparatory reading 20 hours   â€¢ Developing group presentations (PPT) 10 hours	Catalytic role of health systems strengthening (HSS) for improving populationâ€™s health and protecting against health-related financial risks in low/middle-income countries (LMICs) is well-documented. During the last few decades international donor and technical agencies intermittently used the disease-specific (â€œverticalâ€) and system-specific (â€œhorizontalâ€) strategies for providing health support to LMICs. While the epidemiologic impact of the former has been impressive, sustaining results, due to poorly performing health systems, has been a challenge. The integrated approach has recently emerged as a more effective strategy, where investments in disease-control programs and HSS complement each other. The â€˜diagonalâ€™ approach, which implies designing system-related solutions to address disease-related challenges, has been embedded in the global Sustainable Development Goals framework (SDGs 2016-2030), which places increased emphasis on achieving universal health coverage through improved performance of countriesâ€™ health systems. Moving further the course will introduce a systemâ€™s thinking approach to health systems strengthening including diagnosing and responding to challenges in a constantly evolving complex adaptive system.	<br>(i) 40% Group-work PPT presentation:   The group work consists of a 20 minutes group presentation at the end of Day 5 as part of reflections based on the Health Resources Allocation board game.    (ii) 60% individual written assignment:  Essays will be between 1500-2000 words. Participants will be asked to select one of the six building blocks of the WHO Framework for Strengthening Health Systems, and critically analyse a national healthcare system of their choice in relation to that topic.    Suitable topics are:  â€¢ Governance and leadership  â€¢ Financing and priority setting  â€¢ Health Information Systems (HIS)  â€¢ Access to medicines, equipment and diagnostics   â€¢ Human Resources for Health (HRH)  â€¢ Service delivery    Participants should develop critical arguments of the main issues and challenges identified and appraise the strengths and weaknesses of the countryâ€™s current approach in handling them and recommend steps for improvement.  Participants will have the opportunity to discuss the outline and structure of their essays with the course coordinator throughout the week. Essays have to be submitted within one week after the end of the course.  Detailed assignment guidance and marking scheme (60 Marks) is as attached and includes:   â€¢ Background including key SE, demographic and health indicators for the country (10 Marks)  â€¢ Situational analysis including review of the structure of the HSS and key challenges the chosen building block within the country (15 marks)  â€¢ Critical appraisal of the strengths and weaknesses of in-country efforts to address identified challenges (15 marks)   â€¢ Recommendations based on the analyses above alongside barriers to implementation (20 marks).   If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	adjustments to the descriptions of the objectives and exam topics	sometimes I missed a little bit more theory/overview; more practical work experience regarding HSS via case studies from field work from experienced lecturers - overall, the course was too theoretical	Clarification of objectives	<br>â€¢ Overview of key concepts, frameworks, values and principles and their application to diagnose and respond to health system issues   â€¢ Assess gaps in health system performance     â€¢ How does the health system deliver healthcare? Understand the structure, function and operations within a healthcare system including supply factors that are necessary for healthcare delivery  â€¢ Overview of the importance of health information systems and data for decision making  â€¢ Introduction to key concepts in governance, leadership and change management   â€¢ Introduction to the underlying principles of healthcare financing including approaches to assess and address issues in healthcare financing and prioritization from a systems perspective  â€¢ Introduction to human resources for health and workforce management  â€¢ Introduction to global challenges in access to essential medicines, diagnostics and technologies  â€¢ Introduction to principles of integrated health services provision and quality of care  â€¢ Applying systems thinking approaches to health systems strengthening  â€¢ Mapping links across the WHO six building blocks		Health systems				
Health Systems Strengthening in Low and Middle-Income Countries	<br>The key objective of the course is to help participants develop an understanding of how health care systems work and what the key issues are in the current functioning of health and healthcare systems worldwide. Using the WHO Six Building Blocks Framework as the main point of departure, we will introduce contemporary themes in â€œsystems thinkingâ€ approaches to health systems strengthening.     At the end of the short course, participants should be able to:    â€¢ Outline theoretical and practical aspects of HSS in the context of LMICs, including the critical review of conceptual frameworks, strategic approaches to HSS, and political and economic aspects that determine health policy choices.  â€¢ Evaluate operational aspects of HSS, including approaches and methods to diagnose gaps in health systems performance, design interventions and measure the performance of health systems strengthening interventions and programs.  â€¢ Specifically:  1. Identify mechanisms of healthcare financing and prioritization.  2. Understand the principles of governance and leadership.   3. Analyse the importance of health information systems and data for evidence informed decision-making.  4. Identify issues in management of human resources for health.  5. Review challenges to access to essential medicines globally.  6. Identify the challenges with health service delivery, utilization, and quality.		1	grys@uni-heidelberg.de	2017-03-06 16:47:43	2018-06-10	2020-12-10 14:10:06	troped	romy	0		15 hours pre and post-course work 5 days of in presence sessions	Heidelberg, Germany				2017-03-06 22:01:00	60 hours SIT (30 contact time and 30 self-study hours)	2021-05-24	2021-05-28	<br>Accredited in Barcelona, February 2017. Re-accredited Hamburg Oct 2020	<br>The course facilitates an active participatory learning process. The sessions will be led by both health care practitioners and academics and will involve a mix of taught sessions, group work activities and interactive discussions. Facilitators use a mixture of interactive lectures, individual assignments, case studies, group work and presentations.   30 hours contact time:   â€¢ Interactive lectures 20 hours  â€¢ Tutored group work 10 hours  â€¢ Assessed group presentations 3 hours  30  hours individual work:  â€¢ Preparatory reading 20 hours   â€¢ Developing group presentations (PPT) 10 hours	Catalytic role of health systems strengthening (HSS) for improving populationâ€™s health and protecting against health-related financial risks in low/middle-income countries (LMICs) is well-documented. During the last few decades international donor and technical agencies intermittently used the disease-specific (â€œverticalâ€) and system-specific (â€œhorizontalâ€) strategies for providing health support to LMICs. While the epidemiologic impact of the former has been impressive, sustaining results, due to poorly performing health systems, has been a challenge. The integrated approach has recently emerged as a more effective strategy, where investments in disease-control programs and HSS complement each other. The â€˜diagonalâ€™ approach, which implies designing system-related solutions to address disease-related challenges, has been embedded in the global Sustainable Development Goals framework (SDGs 2016-2030), which places increased emphasis on achieving universal health coverage through improved performance of countriesâ€™ health systems. Moving further the course will introduce a systemâ€™s thinking approach to health systems strengthening including diagnosing and responding to challenges in a constantly evolving complex adaptive system.	<br>(i) 40% Group-work PPT presentation:   The group work consists of a 20 minutes group presentation at the end of Day 5 as part of reflections based on the Health Resources Allocation board game.    (ii) 60% individual written assignment:  Essays will be between 1500-2000 words. Participants will be asked to select one of the six building blocks of the WHO Framework for Strengthening Health Systems, and critically analyse a national healthcare system of their choice in relation to that topic.    Suitable topics are:  â€¢ Governance and leadership  â€¢ Financing and priority setting  â€¢ Health Information Systems (HIS)  â€¢ Access to medicines, equipment and diagnostics   â€¢ Human Resources for Health (HRH)  â€¢ Service delivery    Participants should develop critical arguments of the main issues and challenges identified and appraise the strengths and weaknesses of the countryâ€™s current approach in handling them and recommend steps for improvement.  Participants will have the opportunity to discuss the outline and structure of their essays with the course coordinator throughout the week. Essays have to be submitted within one week after the end of the course.  Detailed assignment guidance and marking scheme (60 Marks) is as attached and includes:   â€¢ Background including key SE, demographic and health indicators for the country (10 Marks)  â€¢ Situational analysis including review of the structure of the HSS and key challenges the chosen building block within the country (15 marks)  â€¢ Critical appraisal of the strengths and weaknesses of in-country efforts to address identified challenges (15 marks)   â€¢ Recommendations based on the analyses above alongside barriers to implementation (20 marks).   If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	adjustments to the descriptions of the objectives and exam topics	sometimes I missed a little bit more theory/overview; more practical work experience regarding HSS via case studies from field work from experienced lecturers - overall, the course was too theoretical	Clarification of objectives	<br>â€¢ Overview of key concepts, frameworks, values and principles and their application to diagnose and respond to health system issues   â€¢ Assess gaps in health system performance     â€¢ How does the health system deliver healthcare? Understand the structure, function and operations within a healthcare system including supply factors that are necessary for healthcare delivery  â€¢ Overview of the importance of health information systems and data for decision making  â€¢ Introduction to key concepts in governance, leadership and change management   â€¢ Introduction to the underlying principles of healthcare financing including approaches to assess and address issues in healthcare financing and prioritization from a systems perspective  â€¢ Introduction to human resources for health and workforce management  â€¢ Introduction to global challenges in access to essential medicines, diagnostics and technologies  â€¢ Introduction to principles of integrated health services provision and quality of care  â€¢ Applying systems thinking approaches to health systems strengthening  â€¢ Mapping links across the WHO six building blocks		Planning and programming (incl.. budgeting and evaluation)				
Health Systems Strengthening in Low and Middle-Income Countries	<br>The key objective of the course is to help participants develop an understanding of how health care systems work and what the key issues are in the current functioning of health and healthcare systems worldwide. Using the WHO Six Building Blocks Framework as the main point of departure, we will introduce contemporary themes in â€œsystems thinkingâ€ approaches to health systems strengthening.     At the end of the short course, participants should be able to:    â€¢ Outline theoretical and practical aspects of HSS in the context of LMICs, including the critical review of conceptual frameworks, strategic approaches to HSS, and political and economic aspects that determine health policy choices.  â€¢ Evaluate operational aspects of HSS, including approaches and methods to diagnose gaps in health systems performance, design interventions and measure the performance of health systems strengthening interventions and programs.  â€¢ Specifically:  1. Identify mechanisms of healthcare financing and prioritization.  2. Understand the principles of governance and leadership.   3. Analyse the importance of health information systems and data for evidence informed decision-making.  4. Identify issues in management of human resources for health.  5. Review challenges to access to essential medicines globally.  6. Identify the challenges with health service delivery, utilization, and quality.		1	grys@uni-heidelberg.de	2017-03-06 16:47:43	2018-06-10	2020-12-10 14:10:06	troped	romy	0		15 hours pre and post-course work 5 days of in presence sessions	Heidelberg, Germany				2017-03-06 22:01:00	60 hours SIT (30 contact time and 30 self-study hours)	2021-05-24	2021-05-28	<br>Accredited in Barcelona, February 2017. Re-accredited Hamburg Oct 2020	<br>The course facilitates an active participatory learning process. The sessions will be led by both health care practitioners and academics and will involve a mix of taught sessions, group work activities and interactive discussions. Facilitators use a mixture of interactive lectures, individual assignments, case studies, group work and presentations.   30 hours contact time:   â€¢ Interactive lectures 20 hours  â€¢ Tutored group work 10 hours  â€¢ Assessed group presentations 3 hours  30  hours individual work:  â€¢ Preparatory reading 20 hours   â€¢ Developing group presentations (PPT) 10 hours	Catalytic role of health systems strengthening (HSS) for improving populationâ€™s health and protecting against health-related financial risks in low/middle-income countries (LMICs) is well-documented. During the last few decades international donor and technical agencies intermittently used the disease-specific (â€œverticalâ€) and system-specific (â€œhorizontalâ€) strategies for providing health support to LMICs. While the epidemiologic impact of the former has been impressive, sustaining results, due to poorly performing health systems, has been a challenge. The integrated approach has recently emerged as a more effective strategy, where investments in disease-control programs and HSS complement each other. The â€˜diagonalâ€™ approach, which implies designing system-related solutions to address disease-related challenges, has been embedded in the global Sustainable Development Goals framework (SDGs 2016-2030), which places increased emphasis on achieving universal health coverage through improved performance of countriesâ€™ health systems. Moving further the course will introduce a systemâ€™s thinking approach to health systems strengthening including diagnosing and responding to challenges in a constantly evolving complex adaptive system.	<br>(i) 40% Group-work PPT presentation:   The group work consists of a 20 minutes group presentation at the end of Day 5 as part of reflections based on the Health Resources Allocation board game.    (ii) 60% individual written assignment:  Essays will be between 1500-2000 words. Participants will be asked to select one of the six building blocks of the WHO Framework for Strengthening Health Systems, and critically analyse a national healthcare system of their choice in relation to that topic.    Suitable topics are:  â€¢ Governance and leadership  â€¢ Financing and priority setting  â€¢ Health Information Systems (HIS)  â€¢ Access to medicines, equipment and diagnostics   â€¢ Human Resources for Health (HRH)  â€¢ Service delivery    Participants should develop critical arguments of the main issues and challenges identified and appraise the strengths and weaknesses of the countryâ€™s current approach in handling them and recommend steps for improvement.  Participants will have the opportunity to discuss the outline and structure of their essays with the course coordinator throughout the week. Essays have to be submitted within one week after the end of the course.  Detailed assignment guidance and marking scheme (60 Marks) is as attached and includes:   â€¢ Background including key SE, demographic and health indicators for the country (10 Marks)  â€¢ Situational analysis including review of the structure of the HSS and key challenges the chosen building block within the country (15 marks)  â€¢ Critical appraisal of the strengths and weaknesses of in-country efforts to address identified challenges (15 marks)   â€¢ Recommendations based on the analyses above alongside barriers to implementation (20 marks).   If the student fails to reach the passing grade of 60% (average from both assessments), s/he will be able to re-submit the individual written assignment not later than 2 weeks after receiving coordinatorâ€™s comments.	<br>Max Number of participants :25. (no limit for tropEd students)	<br>Evidence of adequate English language skills (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test)	<br>First come first served	<br>Course fee: â‚¬ 750   Reduced fee for participants enrolled in the tropEd programme: â‚¬ 500 (proof of tropEd student status needs to be provided)	<br>None available	adjustments to the descriptions of the objectives and exam topics	sometimes I missed a little bit more theory/overview; more practical work experience regarding HSS via case studies from field work from experienced lecturers - overall, the course was too theoretical	Clarification of objectives	<br>â€¢ Overview of key concepts, frameworks, values and principles and their application to diagnose and respond to health system issues   â€¢ Assess gaps in health system performance     â€¢ How does the health system deliver healthcare? Understand the structure, function and operations within a healthcare system including supply factors that are necessary for healthcare delivery  â€¢ Overview of the importance of health information systems and data for decision making  â€¢ Introduction to key concepts in governance, leadership and change management   â€¢ Introduction to the underlying principles of healthcare financing including approaches to assess and address issues in healthcare financing and prioritization from a systems perspective  â€¢ Introduction to human resources for health and workforce management  â€¢ Introduction to global challenges in access to essential medicines, diagnostics and technologies  â€¢ Introduction to principles of integrated health services provision and quality of care  â€¢ Applying systems thinking approaches to health systems strengthening  â€¢ Mapping links across the WHO six building blocks						
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway	Prof. Ingunn Marie S. Engebretsen	English	advanced optional	2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.	Norway	Child health	Face to face		5 ECTS credits	
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0		Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.		Food				
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0		Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.		Health Policy (incl. advocacy)				
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0		Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.		Nutrition				
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0		Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.		Research (in general)				
Global Nutrition	<br>At the end of this module students should be able to  1. Appraise the interdisciplinary nature of nutritional problems in low-income countries  2. Differentiate regional trends in nutritional indicators;  3. Relate diet, nutritional status and socio-economic factors to public health and social development  4. Recognise epidemiological models for assessing the interaction between nutrition and child health/development in low-resource settings  5. Design relevant nutrition research strategies for a given nutritional problem in a specific LMIC setting  6. Relate gender, trade and climate change to the production of the commonest food crops in the world, smallholderâ€™s production systems, subsistence farmersâ€™ strategies and livestock  7. Explain the role of food and nutrition in international development and the UN system and discuss the human rights to water and food		1	ingunn.engebretsen@uib.no	2017-06-22 14:28:06	2017-10-02	2020-11-23 13:17:03	troped	romy	0		Pre-reading before the course starts: 0,5 ECTS/15 hrs SIT +3 weeks full-time study, The course will run from 20 April â€“ 8 May and the written exam will take place 15 May.	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2017-06-22 19:01:51	The course time of three weeks is broken down as follows:  - 44 hrs of fixed hours: lectures 37, 5 hrs lectures (including food demonstration, data lab) and 6,5 hrs group work dissemination and exam  - 6 hrs e-learning, tutor lead (1 day)  - 35 hrs group work  - 50 hrs individual reading  In addition, the course requires pre-reading of 15 hours.	2021-04-12	2021-05-07	<br>Accredited in May 2017. This accreditation is valid until May 2022.	<br>Assigned pre-reading of course literature provides necessary background information to follow the course. This will be informed via the electronic course platform. Each day has a mixture of lectures and practical sessions, with group work or individual work on specific assignments and the use of the computer laboratory for data analysis under supervision. The lectures are interactive, and course participants are encouraged to ask questions and discuss during all sessions.   The group work also facilitates student-to-student interaction. The individual tasks facilitate direct feedback from lecturer. The reference literature will be made available online at least 2 weeks in advance of the course. Scientific papers will be handed out for reading, group work and presentations/discussions in plenary together with the course facilitators/lecturers. This part test mostly the learning objective on epidemiological models and trends. This tests particularly learning objective 2 and 4.  About 33% (44+6/ 150 SIT) of the course is lectures/tutor contact; 23 % is group work and 43% is individual work writing tasks and reading.   Mainly the learning objectives 1,3, 5, 6 and 7 will be tested in this part.	<br>Recommended relevant literature is listed below. The literature list on papers is under yearly editing. Details on the reading plan will be given at the start of each course.    Books:  Lindstrand A, BergstrÃ¶m S, Rosling H, Rubenson B, Stenson B, TylleskÃ¤r T. Global health - an introductory textbook. Studentlitteratur, Lund 2006.   Antonsson-Ogle, B, Gustafsson, O, Hambraeus L and Holmgren G, TylleskÃ¤r T. Nutrition, agriculture and health when resources are scarce. 2nd ed. Uppsala University, Uppsala 2000   Savage King, F and Burgess, A. Nutrition for developing countries. Oxford University Press, Oxford 2015 3rd ed.     Reports:  UN Standing Committee on Nutrition. 6th report/latest on the world nutrition situation. UN SCN Geneva 2010  Selected parts of Bowman BA, Russel RM (eds). Present knowledge in Nutrition (9th Ed). ILSI Washington 2004.   UNICEF. The state of the worldÂ´s children, Annual Yearbook.    Freestanding research papers:  The Lancet series on nutrition and child development 2003; 2007; 2008; 2003 (pre-reading assignment)  -Relevant papers â€“ annual update of literature list (30-40 individual research papers)	<br>Three separate assessments will be combined to the students final grade:  1. One individual assignment: 33.3% (submission at the midpoint of the course, before the exam â€“ individual feedback will be given). The assignment is 800-1200 words and the task is to respond to nutrition recommendations from a policy document considering sustainability and equity perspectives; With respect to testing any of the learning objectives of the course.   If the student does not pass, the student is allowed to resit shortly after, during the same semester  2. One group presentation: 33.3% ; the groups will give a 2000-3000 word contribution on topics covering nutritional epidemiology; trends and development from regional and global perspectives, and present this at an oral presentation towards end of course, before the exam. Feedback will be given to the group. If the group does not pass, the group will be allowed to resit shortly after, during the same semester. Also, if any individual member of the group do not pass, the individual will be allowed to resit with an individual presentation shortly after, during the same semester.  3.One 2 h multiple choice and short text answer exam: 33.3%    Grades A-F    The student needs to pass the individual assignment and the group presentation before being allowed to sit for the final 2h exam.  If the student fails to pass the 2 h exam, he/she will be allowed to resit for this 2 h exam later in the same semester.	<br>Maximum 40 students in total, including max. 10 Troped students. Minimum 5 students.	<br>Students admitted to a Masters degree Programme may join this course (e.g. TropEd Europe network). Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test) is required.  The course is targeted for those holding a bachelorÂ´s degree in nutrition; agriculture, food and nutrition, medicine, social anthropology or other allied health professions. Previous work experience in a low-income country is a merit. Precedence will be given to those registered for an MSc or PhD programme.	<br>Preference will be given to those registered for an MSc or PhD programme in international health/global heath; Master in  clinical or human nutrition at University of Bergen and Troped students. Other students from other health disciplines at a master level can also attend, as well as students from other universities outside Bergen/tropEd.	<br>No course fee, only a semester fee to the student union of around 500 NOK; about 55 Euro must be paid by students outside the University of Berge; to cover administrative cost.	<br>None				<br>The course content is divided into three parts:    Overview of global nutrition:  Overview of the world nutrition situation in relation to other critical issues for our common future, including:   -Poverty, demographic changes, water, sanitation and other environmental issues, the UN Sustainable Development Goals and food as a Human Right  -Epidemiological trends on global nutritional problems    Health and nutrition:  The influence of nutrition on the health status, including:   - Immunity  - Diseases of poverty  - Maternal and child health  - Breastfeeding  - HIV/Aids  - Tuberculosis.    Food production and nutrition in low-resource settings:  - Overview of crop and livestock systems, household fuel, food production, post-harvest technology, marketing and participatory rural appraisal.   - Food security and gender issues in food production.  - A food and crop seminar for students to research and present farming and production systems, environmental aspects, nutritional and health values of the respective chosen crop (roots, legumes, lentils and vegetables uncommon in HICs);  this seminar includes preparing the crop for eating.						
Applying the Rights Based Approach in achieving health related SDGs.	<br>By the end of the course participants should be able to:      â€¢ Critically appraise the importance of the rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ focusing on health related SDGs.   â€¢ Debate key international, national and regional mechanisms designed to protect and promote human rights within the health sector.   â€¢ Design strategies to advocate for and monitor the application of human rights principles in the health sector to achieve health related SDGs.		1	grys@uni-heidelberg.de	2017-10-22 15:08:11	2018-06-10	2020-09-16 11:17:57	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	1 week + 10 hours pre-reading before course start and additional 5 hours for individual assignment after course end	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Dr. Florian Neuhann 	English	advanced optional	2017-10-22 19:22:30	60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.)	2021-05-17	2021-05-21	<br> This course is accredited in Antwerp GA meeting, October 2017. This accreditation is valid until October 2022.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures, case studies, films and discussions in plenary (= total 30 hours), group work and presentations (= total 15 hours) and self-study (=15 hours).	<br>This course has evolved from the â€œHealth and Human Rightsâ€ course offered by Heidelberg IPH over the last years. The originally 2-weeks course has been re-structured and condensed into this new 5-day course.    This course is jointly coordinated by two people:  Huzeifa Bodal: GIZ (German Corporation for International Cooperation)  Dr. Florian Neuhann: University of Heidelberg, Institute of Public Health    The various course lecturers bring forth a diverse academic and organizational background such a Medicine, Law, Ethics, Administration from practitioners working in international organizations such as WHO, GIZ, INGOâ€™s, etc.  These experts present and share their knowledge and experience in the field of human rights in health.	<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.     Assessment is based on an individual written assignment (approx. 1000 words); The writing task will be introduced during the first day of the course and will be submitted one week after course end the latest.  The participant can choose between two options:  â€¢ Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   â€¢ An essay arguing the advantages and disadvantages of a health policy or a public health law.     If the student fails to reach the passing grade of 60% s/he will be able to submit a new written assignment on a different topic to be agreed upon together with the course coordinator and to be submitted not later than 2 weeks after receiving assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission:  750 EUR	<br>None				<br>â€¢ Theoretical framework and general concepts and principles of human rights, their relationship to and impact within the health sector  â€¢ Rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ with particular emphasis on health related SDGs.   â€¢ Country case studies about integration of a human rights based approach into health policies, strategies, programming, implementation as well as monitoring and evaluation, with relation to indicators of health related SDGs    â€¢ Policy briefs for advocating application of human rights principles in the health sector.  â€¢ Roles of state and non-state actors in terms of rights-holders and duty-bearers	Germany	Health Policy (incl. advocacy)	Face to face		2 ECTS credits	
Applying the Rights Based Approach in achieving health related SDGs.	<br>By the end of the course participants should be able to:      â€¢ Critically appraise the importance of the rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ focusing on health related SDGs.   â€¢ Debate key international, national and regional mechanisms designed to protect and promote human rights within the health sector.   â€¢ Design strategies to advocate for and monitor the application of human rights principles in the health sector to achieve health related SDGs.		1	grys@uni-heidelberg.de	2017-10-22 15:08:11	2018-06-10	2020-09-16 11:17:57	troped	troped	0		1 week + 10 hours pre-reading before course start and additional 5 hours for individual assignment after course end	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany	Huzeifa Bodal			2017-10-22 19:22:30	60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.)	2021-05-17	2021-05-21	<br> This course is accredited in Antwerp GA meeting, October 2017. This accreditation is valid until October 2022.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures, case studies, films and discussions in plenary (= total 30 hours), group work and presentations (= total 15 hours) and self-study (=15 hours).	<br>This course has evolved from the â€œHealth and Human Rightsâ€ course offered by Heidelberg IPH over the last years. The originally 2-weeks course has been re-structured and condensed into this new 5-day course.    This course is jointly coordinated by two people:  Huzeifa Bodal: GIZ (German Corporation for International Cooperation)  Dr. Florian Neuhann: University of Heidelberg, Institute of Public Health    The various course lecturers bring forth a diverse academic and organizational background such a Medicine, Law, Ethics, Administration from practitioners working in international organizations such as WHO, GIZ, INGOâ€™s, etc.  These experts present and share their knowledge and experience in the field of human rights in health.	<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.     Assessment is based on an individual written assignment (approx. 1000 words); The writing task will be introduced during the first day of the course and will be submitted one week after course end the latest.  The participant can choose between two options:  â€¢ Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   â€¢ An essay arguing the advantages and disadvantages of a health policy or a public health law.     If the student fails to reach the passing grade of 60% s/he will be able to submit a new written assignment on a different topic to be agreed upon together with the course coordinator and to be submitted not later than 2 weeks after receiving assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission:  750 EUR	<br>None				<br>â€¢ Theoretical framework and general concepts and principles of human rights, their relationship to and impact within the health sector  â€¢ Rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ with particular emphasis on health related SDGs.   â€¢ Country case studies about integration of a human rights based approach into health policies, strategies, programming, implementation as well as monitoring and evaluation, with relation to indicators of health related SDGs    â€¢ Policy briefs for advocating application of human rights principles in the health sector.  â€¢ Roles of state and non-state actors in terms of rights-holders and duty-bearers		Human Rights				
Applying the Rights Based Approach in achieving health related SDGs.	<br>By the end of the course participants should be able to:      â€¢ Critically appraise the importance of the rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ focusing on health related SDGs.   â€¢ Debate key international, national and regional mechanisms designed to protect and promote human rights within the health sector.   â€¢ Design strategies to advocate for and monitor the application of human rights principles in the health sector to achieve health related SDGs.		1	grys@uni-heidelberg.de	2017-10-22 15:08:11	2018-06-10	2020-09-16 11:17:57	troped	troped	0		1 week + 10 hours pre-reading before course start and additional 5 hours for individual assignment after course end	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2017-10-22 19:22:30	60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.)	2021-05-17	2021-05-21	<br> This course is accredited in Antwerp GA meeting, October 2017. This accreditation is valid until October 2022.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures, case studies, films and discussions in plenary (= total 30 hours), group work and presentations (= total 15 hours) and self-study (=15 hours).	<br>This course has evolved from the â€œHealth and Human Rightsâ€ course offered by Heidelberg IPH over the last years. The originally 2-weeks course has been re-structured and condensed into this new 5-day course.    This course is jointly coordinated by two people:  Huzeifa Bodal: GIZ (German Corporation for International Cooperation)  Dr. Florian Neuhann: University of Heidelberg, Institute of Public Health    The various course lecturers bring forth a diverse academic and organizational background such a Medicine, Law, Ethics, Administration from practitioners working in international organizations such as WHO, GIZ, INGOâ€™s, etc.  These experts present and share their knowledge and experience in the field of human rights in health.	<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.     Assessment is based on an individual written assignment (approx. 1000 words); The writing task will be introduced during the first day of the course and will be submitted one week after course end the latest.  The participant can choose between two options:  â€¢ Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   â€¢ An essay arguing the advantages and disadvantages of a health policy or a public health law.     If the student fails to reach the passing grade of 60% s/he will be able to submit a new written assignment on a different topic to be agreed upon together with the course coordinator and to be submitted not later than 2 weeks after receiving assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission:  750 EUR	<br>None				<br>â€¢ Theoretical framework and general concepts and principles of human rights, their relationship to and impact within the health sector  â€¢ Rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ with particular emphasis on health related SDGs.   â€¢ Country case studies about integration of a human rights based approach into health policies, strategies, programming, implementation as well as monitoring and evaluation, with relation to indicators of health related SDGs    â€¢ Policy briefs for advocating application of human rights principles in the health sector.  â€¢ Roles of state and non-state actors in terms of rights-holders and duty-bearers		SDGs				
Applying the Rights Based Approach in achieving health related SDGs.	<br>By the end of the course participants should be able to:      â€¢ Critically appraise the importance of the rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ focusing on health related SDGs.   â€¢ Debate key international, national and regional mechanisms designed to protect and promote human rights within the health sector.   â€¢ Design strategies to advocate for and monitor the application of human rights principles in the health sector to achieve health related SDGs.		1	grys@uni-heidelberg.de	2017-10-22 15:08:11	2018-06-10	2020-09-16 11:17:57	troped	troped	0		1 week + 10 hours pre-reading before course start and additional 5 hours for individual assignment after course end	Institute of Public Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany				2017-10-22 19:22:30	60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 10 hours are allocated for pre-reading before course start + 5 additional hours for individual assignment after course end.)	2021-05-17	2021-05-21	<br> This course is accredited in Antwerp GA meeting, October 2017. This accreditation is valid until October 2022.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures, case studies, films and discussions in plenary (= total 30 hours), group work and presentations (= total 15 hours) and self-study (=15 hours).	<br>This course has evolved from the â€œHealth and Human Rightsâ€ course offered by Heidelberg IPH over the last years. The originally 2-weeks course has been re-structured and condensed into this new 5-day course.    This course is jointly coordinated by two people:  Huzeifa Bodal: GIZ (German Corporation for International Cooperation)  Dr. Florian Neuhann: University of Heidelberg, Institute of Public Health    The various course lecturers bring forth a diverse academic and organizational background such a Medicine, Law, Ethics, Administration from practitioners working in international organizations such as WHO, GIZ, INGOâ€™s, etc.  These experts present and share their knowledge and experience in the field of human rights in health.	<br>Course participants are expected to attend teaching sessions full-time and participate actively in discussions and group assignments.     Assessment is based on an individual written assignment (approx. 1000 words); The writing task will be introduced during the first day of the course and will be submitted one week after course end the latest.  The participant can choose between two options:  â€¢ Policy brief for audiences such as decision-makers in the ministry of health, members of health committees in parliament, etc.   â€¢ An essay arguing the advantages and disadvantages of a health policy or a public health law.     If the student fails to reach the passing grade of 60% s/he will be able to submit a new written assignment on a different topic to be agreed upon together with the course coordinator and to be submitted not later than 2 weeks after receiving assessment result.	<br>Maximum number of students (including tropEd students): 25	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission:  750 EUR	<br>None				<br>â€¢ Theoretical framework and general concepts and principles of human rights, their relationship to and impact within the health sector  â€¢ Rights based approach in achieving the promise of the 2030 Agenda for Sustainable Development to â€œleave no one behind,â€ with particular emphasis on health related SDGs.   â€¢ Country case studies about integration of a human rights based approach into health policies, strategies, programming, implementation as well as monitoring and evaluation, with relation to indicators of health related SDGs    â€¢ Policy briefs for advocating application of human rights principles in the health sector.  â€¢ Roles of state and non-state actors in terms of rights-holders and duty-bearers						
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform	Maaike FlinkenflÃ¶gel	English	advanced optional	2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems	Netherlands	Fragile environment	Distance-based		5 ECTS credits	
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0		12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform				2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems		Governance				
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0		12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform				2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems		Health Policy (incl. advocacy)				
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0		12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform				2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems		Health systems				
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0		12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform				2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems		Resilience				
Rebuilding Disrupted Health Systems â€“ Developing context-specific strategies for health care policies, implementation and governance	<br>By the end of the course student should be able to:   1. Identify policy and implementation gaps and discuss options to address these in fragile and conflict affected environments  2. Discuss governance challenges and the key issues while addressing them in fragile and conflict affected environments  3. Analyse the challenges of regulating health care provision in fragile and conflict affected environments   4. Analyse the challenges of allocating limited resources in fragile and conflict affected environments  5. Analyse short and long term approaches for health services delivery aiming to address the health needs of populations living in fragile and conflict affected environments  6. Develop context-specific strategies to address challenges in rebuilding health systems in fragile and conflict affected environments		1	F.Maldonado@kit.nl	2017-10-22 15:31:41	2018-07-18	2020-09-22 11:48:09	troped	troped	0		12 weeks in total: 10 weeks interactive learning & 2 weeks working on assignment and final exam, 150 hours in total.	Distance based via E-learning platform				2017-10-22 19:51:03	150 hours total:   â€¢ 60 hours interactive learning (peer-to-peer learning or tutor facilitated)  â€¢  55 hours self-study  â€¢  5 hours formative assessment   â€¢ 30 hours summative assessment	2021-03-29	2021-06-18	<br> Accredited in Antwerp, October 2017. This accreditation is valid until October 2022.	<br>Lectures, interactive discussions, exercises, case studies, group work, self-study, journal clubs, videos:  - Pre-course reading: 5 hours  - Introductory lectures, exercises and case studies as well as interactive group discussions, building on participant experiences: 40 hours  - Group work will include working on a case study and journal clubs: 20 hours  - Self-study: 50 hours in-course reading assignments to support lectures and journal clubs, watching videos group work  - 5 hours formative assessment  - 30 hours summative assessment		<br>A formative assessment using quiz and peer-to-peer interview will be done in weeks 1-5.    Summative assessment:  - Written essay (2500 words) at the end of the course focusing on the development of a health systems strengthening plan for fragile and conflict affected settings: 80%  - 10 minute video presentation (recorded; halfway in the course): 20%    In case of failure students are allowed to redo an assignment.    Students will be asked to periodically upload draft versions of their assignments. This, combined with tutoring sessions will be used as a system to verify that the product submitted is the studentsâ€™ personal work. All assignments will go through Urkund as a mean to check for plagiarism.	<br>25 students (maximum 30 students)	<br>The following criteria will be used for the selection of participants:  - a degree equivalent to Bachelorâ€™s level in medicine, public health, social sciences or related disciplines  - at least 3 years of work experience preferable including at least 1 year in humanitarian action or health systems development, preferably in contexts affected by crisis;  - For academic credit an  English competency exam is required (TOEFL paper-based test: 550, computer-based test: 213 or IELTS academic version: 6.0).	<br>We will use a first come first serve approach for applications that fulfill admission criteria.	<br> 1.980 â‚¬  1.580 â‚¬ for tropEd students  Early Bird Fee 1.840â‚¬ (deadline: 1.02.2021)	<br>None				<br>Health policies  - policy analysis â€“ introduction  - the policy cycle    Governance in fragile and conflict-affected settings  - governance in health  - decentralization and decision space within the health sector  - engagement of local communities  - aid architecture    Considerations while rebuilding disrupted health systems  - resilience and humanitarian-development nexus  - UHC & the SDGs   - equity & human rights    Approaches to rebuild disrupted health systems   - health needs  - health financing - transitioning from humanitarian to development phase  - essential health packages   - costing  - regulation of service providers by government  - regulation of medical products (pharma)  - contracting  - M&E of health systems						
Qualitative Research Methods for Global Public Health (online)	<br>The course aims to prepare the students for the use of qualitative research in global public health.  On successful completion of the module, the student will be able to:  Â· Design and implement a qualitative research project in global public health using in-depth interview, focus group discussion and participant observation as data collection methods  Â· Apply the principles for coding and analysis of qualitative data  Â· Assess the strengths and limitations of qualitative research  Â· Assess and practice ethical principles in qualitative health research  Â· Apply the principles for appraising the trustworthiness of quality research		1	Karen.moland@uib.no	2017-10-22 15:57:54	2017-10-22	2020-12-07 10:24:41	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	Total number of weeks: Six weeks	Delivered electronically from Centre for International Health, University of Bergen	Professor Karen Marie Moland	English	advanced optional	2019-10-25 07:27:32	Total: 125 hours SIT  Â· Individual studies of web-based lectures (text reading,  videos and small exercises/quizzes): 45 hours  Â· Participation in web-based discussions in groups of student, moderated by professor: 20 hours  Assignments of 60 hours:  Â· Development of a project proposal for research, together with a team of students (10 hours)  Â· Development of a mini research report from a mini research exercise performed by a team of students (40 hours)  Â· Development of a written individual reflection report (10 hours)	2021-02-01	2021-02-26	<br>Accredited in Antwerp GA in October 2017. This accreditation is valid until October 2022.	<br>Â· Web-based lectures (reading web-based texts, videos,small exercises/quizzes) 35%.  Â· Participation in moderated discussion boards 20%  Groups of students will be given questions for discussion, and a moderator/teacher will participate in each discussion for a limited period of time.  Â· Group proposal development exercise. Students will study in teams to develop a mini research project proposal. Help and advice will be given to the groups of students from the professor during this process 10%.  Â· Group mini research exercise: Students will study in teams to formulate, design, develop and carry out a small qualitative research project using one or more of the methods discussed in the course. Students will analyze the results together, and deliver presentations during the final session of the course 35%.		<br>The assessment has three parts:  1+2) Two parts made by a team of students  The students are placed in teams in the first week of the course, and work together on these two parts of the assessment during the course. Team size: 4-5 students.  1. A mini research project proposal will be developed by the team and submitted as a written text of minimum 300, maximum 500 words in My UiB,  2. A mini research report will be developed from a small study performed by the team and delivered on My UiB as a power point presentation of minimum 10, maximum 20 slides, or it can be submitted as a word document of minimum 1200, maximum 2000 words.  Each of these two parts contribute to 30% of the grade.  3) Individual assignment  Each individual student must deliver a home assignment. The topic of the assignment is methodological challenges; this must be written related to the team mini research report (the one the group delivered for part 2), and be of minimum 1000, maximum 1500 words.  This part contributes to 40% of the grade.  Grading â€“A-F.  If the team fails in one or both of the team based parts, they will be allowed to resit for exam in the same semester.  If there are problems on the resit for the same team, a new team will be established.  If the individual student fails the individual exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be adviced to participate in the course one more time. A third resit.will be possible in October the same year, or one year after.	<br>A minimum of 5 students is needed to run the course, and a maximum of 20 students.	<br>Students admitted to a Masterâ€™s Degree Programme may join this course. A good working knowledge of English is necessary (English TOEFL test, score of at least 550 points paper-based  or 213 points computer-based, or an equivalent approved test).	<br>Priority:  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within TropEd will be registered before others.	<br>No fee.	<br>None available.				<br>The course gives an overview of qualitative research designs and presents various qualitative research methods and approaches. The course will demonstrate the use of these methods in public health research projects. Coding and analysis of data obtained from qualitative research will be demonstrated and practiced in exercises. The strengths and weaknesses of qualitative research approaches will be discussed.  The main topics covered in the lectures/seminars:  Â· Characteristics of qualitative research in global public health  Â· Strategies of inquiry in health research, how to define research questions in global public health  Â· How to design a qualitative research project in global public health  Â· Data collection methods: In-depth interview, Focus Group Discussion and Participant observation  Â· How to develop interview / topic guides in qualitative research  Â· Qualitative data analysis  Â· How to report data and write descriptions of results obtained from qualitative studies in global public health  Â· Confidentiality issues and informed consent in research  Â· How to obtain trustworthiness in qualitative research  Â· Ethical issues in public health research	Norway	Qualitative methods	Distance-based		5 ECTS credits	
Qualitative Research Methods for Global Public Health (online)	<br>The course aims to prepare the students for the use of qualitative research in global public health.  On successful completion of the module, the student will be able to:  Â· Design and implement a qualitative research project in global public health using in-depth interview, focus group discussion and participant observation as data collection methods  Â· Apply the principles for coding and analysis of qualitative data  Â· Assess the strengths and limitations of qualitative research  Â· Assess and practice ethical principles in qualitative health research  Â· Apply the principles for appraising the trustworthiness of quality research		1	Karen.moland@uib.no	2017-10-22 15:57:54	2017-10-22	2020-12-07 10:24:41	troped	romy	0		Total number of weeks: Six weeks	Delivered electronically from Centre for International Health, University of Bergen				2019-10-25 07:27:32	Total: 125 hours SIT  Â· Individual studies of web-based lectures (text reading,  videos and small exercises/quizzes): 45 hours  Â· Participation in web-based discussions in groups of student, moderated by professor: 20 hours  Assignments of 60 hours:  Â· Development of a project proposal for research, together with a team of students (10 hours)  Â· Development of a mini research report from a mini research exercise performed by a team of students (40 hours)  Â· Development of a written individual reflection report (10 hours)	2021-02-01	2021-02-26	<br>Accredited in Antwerp GA in October 2017. This accreditation is valid until October 2022.	<br>Â· Web-based lectures (reading web-based texts, videos,small exercises/quizzes) 35%.  Â· Participation in moderated discussion boards 20%  Groups of students will be given questions for discussion, and a moderator/teacher will participate in each discussion for a limited period of time.  Â· Group proposal development exercise. Students will study in teams to develop a mini research project proposal. Help and advice will be given to the groups of students from the professor during this process 10%.  Â· Group mini research exercise: Students will study in teams to formulate, design, develop and carry out a small qualitative research project using one or more of the methods discussed in the course. Students will analyze the results together, and deliver presentations during the final session of the course 35%.		<br>The assessment has three parts:  1+2) Two parts made by a team of students  The students are placed in teams in the first week of the course, and work together on these two parts of the assessment during the course. Team size: 4-5 students.  1. A mini research project proposal will be developed by the team and submitted as a written text of minimum 300, maximum 500 words in My UiB,  2. A mini research report will be developed from a small study performed by the team and delivered on My UiB as a power point presentation of minimum 10, maximum 20 slides, or it can be submitted as a word document of minimum 1200, maximum 2000 words.  Each of these two parts contribute to 30% of the grade.  3) Individual assignment  Each individual student must deliver a home assignment. The topic of the assignment is methodological challenges; this must be written related to the team mini research report (the one the group delivered for part 2), and be of minimum 1000, maximum 1500 words.  This part contributes to 40% of the grade.  Grading â€“A-F.  If the team fails in one or both of the team based parts, they will be allowed to resit for exam in the same semester.  If there are problems on the resit for the same team, a new team will be established.  If the individual student fails the individual exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be adviced to participate in the course one more time. A third resit.will be possible in October the same year, or one year after.	<br>A minimum of 5 students is needed to run the course, and a maximum of 20 students.	<br>Students admitted to a Masterâ€™s Degree Programme may join this course. A good working knowledge of English is necessary (English TOEFL test, score of at least 550 points paper-based  or 213 points computer-based, or an equivalent approved test).	<br>Priority:  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within TropEd will be registered before others.	<br>No fee.	<br>None available.				<br>The course gives an overview of qualitative research designs and presents various qualitative research methods and approaches. The course will demonstrate the use of these methods in public health research projects. Coding and analysis of data obtained from qualitative research will be demonstrated and practiced in exercises. The strengths and weaknesses of qualitative research approaches will be discussed.  The main topics covered in the lectures/seminars:  Â· Characteristics of qualitative research in global public health  Â· Strategies of inquiry in health research, how to define research questions in global public health  Â· How to design a qualitative research project in global public health  Â· Data collection methods: In-depth interview, Focus Group Discussion and Participant observation  Â· How to develop interview / topic guides in qualitative research  Â· Qualitative data analysis  Â· How to report data and write descriptions of results obtained from qualitative studies in global public health  Â· Confidentiality issues and informed consent in research  Â· How to obtain trustworthiness in qualitative research  Â· Ethical issues in public health research						
Clinical Decision-Making for Drug-Resistant Tuberculosis (Acronym DR-TB)	<br>At the end of this course, participants should be able to:    â€¢ Define the problems with DR TB in their country in terms of occurrence, diagnosis and treatment, using available data;  â€¢ Assess harm and benefit of clinical decisions in the field of DR TB diagnosis and treatment;   â€¢ Formulate contextualized evidence-based recommendations for the prevention, diagnosis and treatment of DR TB for case studies  from different contexts		1	gvheusden@itg.be	2017-10-22 16:23:24	2017-10-22	2020-04-23 07:27:19	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	8 weeks part-time at distance and 8 days face-to-face	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium	Prof Dr Bouke de Jong (ITM Biomedical Sciences Department)	English	advanced optional	2017-10-22 20:37:38	Distance learning: 74h online + 12h self-study= 86h  Face-to-face: 52h contact hours (6,5 hrs / day) + 5h self-study (case study preparation)= 57h  Total: 143 hrs	2020-02-17	2020-05-22	<br>Accredited in Antwerp GA, October 2017. This accreditation is valid until October 2022.	<br>At application, a written description of a topic that shows challenges with diagnosis and/or the treatment of DR TB (including the clinical problem description, type of patients affected, the importance of the problem, and how clinicians currently deal with this problem in his/her own setting; max length: Â½ A4) is required. This topic will be further developed as a case study during the course.    During the online part each week contains an interactive lecture, an interactive discussion platform, and an assignment  Each week corresponds to an average of 10 hours student investment time.    Problem-based learning:  During both parts (online and F2F)  case studies are used. As such the learning experience fits as much as possible the problems experienced by participants in their programmatic setting. Moreover, face-to-face sessions often start with a case study presentation. Case studies are followed by an interactive debate between participants and experts. At the end of a session, the expert provides a lecture to complement the debate. As such the theory aligns well with the problems identified by participants.    Flipped learning: During the online part the F2F debates have been prepared. Most of the theory was digested at home, which allowed students to use the precious class time for interaction with peers and experts.   Participants have access to guidelines and other sources of evidence for consultation, and gaps in the evidence base are identified. Using specific examples, measures of test performance and the concept of treatment threshold in clinical decision making are addressed. In addition challenges and achievements in diagnosing and treating DR TB, as experienced by the participants, will be discussed. Students are requested to reflect as a group on the key learning points of the day and to summarize them the next morning.    The 8 days face-to-face builds further on the content addressed during the online part, and includes group discussions, case presentations, summary of key learning points by students, and interactive lectures (didactic lecturing takes 30% of the contact hours) on interpretation of different diagnostic tests (2 days), treatment of DR-TB (4 days) and implications of treatment, clinical decision-making (1 day), and the presentations of the final assignment by the participants (1 day) including discussions and formative assessment by DR-TB experts.	<br>Faculty:  Armand Van Deun, Damien Foundation and Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Bouke de Jong, Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Leen Rigouts,  Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Lut Lynen, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Emmanuel Bottieau, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Alberto Piubello, Damien Foundation/ The Union   Anita Mesic, MÃ©decins Sans FrontiÃ¨res Operational Centre Amsterdam   Gunta Dravniece, KNCV Tuberculosis Foundation  Hans L Rieder, University of Zurich	<br>Summative assessment of the participants is based on participation during the online part (exercises/assignments based on case studies presented by faculty and online discussions)  and  development of a case study originating from the participantâ€™s own context with a presentation of recommendations at the end of the face-to-face part.     Final score calculation:     The final score is based on five online assignments (1. Critical review of DR-TB cascade in their country, 2. Analysis of DR-TB diagnostic methods available in their country and a proposal for a diagnostic flowchart, 3. Peer review and feedback on the diagnostic flowchart of other participants, 4. Discussion on challenges to access new DR-TB drugs and regimens, 5.Quiz on the building of a conventional and short MDR-TB regimen) during the online part (50%) and a personal project during the F2F part; analysis of a case study with recommendations for DR-TB care contextualized to the setting of the participants (50%). This personal project is presented and defended in front of a jury of DR-TB experts. This final assessment includes 10 minutes presentation and 10 minutes for â€œquestions and answersâ€.    1. As the face-to-face part builds on the online part, participants who fail to participate during the online part in at least 7 out of 8 discussion forums will not be allowed to join the face-to-face part in Antwerp; participants also fail if they donâ€™t submit all 5 online assignments.    2. Criteria for the score on the presentation of the case study during the face-to-face part will consist of the following:    â€¢ introduction (context of the program, patient history, clinical presentation, available lab results) & problem statement;    â€¢ formulation of recommendations for diagnostic tests and treatment within the current program;    â€¢ balance benefit / harm of clinical decisions;    â€¢ formulation of recommendations for implementation of new diagnostic tools / treatment to treat optimally the described case.    Remark:  The case study presented as final assessment differs from the first presentation of the case study. The focus of the first presentation (during class hours) is on presenting the context and the clinical challenge in the field of DR TB prevention, diagnosis and/or treatment, while the second presentation focusses on recommendations for clinical DR TB care and the DR TB program, to illustrate the take home messages the student retrieved from participation in the DR TB course.	<br>Max 25 students	<br>The course targets medical doctors involved for at least 25% of their time in clinical care for patients with DR-TB, in a setting where molecular diagnostic techniques, such as Xpert MTB/RIF and/or line probe assays, are available.  Participants should be holders of a medical university degree.    Candidates who are non-native English speakers or who have not already successfully completed higher education in English, must be able to prove their language proficiency with a certificate from a recognized institution (required level: TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. (ITM TOEFL Code: 7727).	<br>Candidates will be selected based on the following criteria:  â€¢ Work experience in DR TB care;  â€¢ Profile of clinicians working in the field of DR TB as shown in the Curriculum Vitae;  â€¢ Motivation letter (including a description of the challenges in DR TB care you are confronted with and the commitment from own home institution in supporting your application);  â€¢ A written case study on the diagnosis and/or treatment of DR TB.	<br>1600 EUR	<br>ITM offers a limited number of scholarships  with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships				<br>The following subjects will be addressed:   â€¢ identification of persons to be evaluated for DR TB,   â€¢ epidemiology of DR-TB in the participantâ€™s setting,   â€¢ diagnosis of DR TB using phenotypic and genotypic methods  â€¢ dealing with discordant diagnostic test results,   â€¢ DR TB classification,   â€¢ activity and therapeutic efficacy of the different TB drugs and regimens,   â€¢ criteria for choosing the most appropriate treatment regimens,   â€¢ clinical-decision making, and the concept of treatment threshold  â€¢ design of treatment regimens for patients with adverse drug events and/or resistance to one or more DR-TB drugs,   â€¢ management of DR TB patients with co-morbidities   â€¢ monitoring of treatment effectiveness (including efficacy and tolerance), surveillance of drug-resistance, and   â€¢ DR TB care program implementation, including new drugs and regimens.    During the online part the case studies are provided by the course faculty. During the F2F part, case studies are provided by the faculty and the participants.    The 8 weeks online phase address the following subjects:   â€¢ Epidemiology of DR TB in the participantâ€™s setting (1 week, LO 1)  â€¢ Phenotypic and genotypic diagnostic tests for DR TB (2 weeks, LO  1)  â€¢ Drugs and regimens for DR TB treatment (2 weeks, LO 1)  â€¢ Clinical decision making in DR TB (2 weeks, LO 1 & 2)  â€¢ Implementation of new drugs and regimens (1 week, LO 1 & 3)	Belgium	Medical & Clinical sciences (EBM incl..)	Blended-learning		5 ECTS credits	
Clinical Decision-Making for Drug-Resistant Tuberculosis (Acronym DR-TB)	<br>At the end of this course, participants should be able to:    â€¢ Define the problems with DR TB in their country in terms of occurrence, diagnosis and treatment, using available data;  â€¢ Assess harm and benefit of clinical decisions in the field of DR TB diagnosis and treatment;   â€¢ Formulate contextualized evidence-based recommendations for the prevention, diagnosis and treatment of DR TB for case studies  from different contexts		1	gvheusden@itg.be	2017-10-22 16:23:24	2017-10-22	2020-04-23 07:27:19	troped	troped	0		8 weeks part-time at distance and 8 days face-to-face	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium	Prof Dr Lutgarde Lynen (ITM Clinical Sciences Department)			2017-10-22 20:37:38	Distance learning: 74h online + 12h self-study= 86h  Face-to-face: 52h contact hours (6,5 hrs / day) + 5h self-study (case study preparation)= 57h  Total: 143 hrs	2020-02-17	2020-05-22	<br>Accredited in Antwerp GA, October 2017. This accreditation is valid until October 2022.	<br>At application, a written description of a topic that shows challenges with diagnosis and/or the treatment of DR TB (including the clinical problem description, type of patients affected, the importance of the problem, and how clinicians currently deal with this problem in his/her own setting; max length: Â½ A4) is required. This topic will be further developed as a case study during the course.    During the online part each week contains an interactive lecture, an interactive discussion platform, and an assignment  Each week corresponds to an average of 10 hours student investment time.    Problem-based learning:  During both parts (online and F2F)  case studies are used. As such the learning experience fits as much as possible the problems experienced by participants in their programmatic setting. Moreover, face-to-face sessions often start with a case study presentation. Case studies are followed by an interactive debate between participants and experts. At the end of a session, the expert provides a lecture to complement the debate. As such the theory aligns well with the problems identified by participants.    Flipped learning: During the online part the F2F debates have been prepared. Most of the theory was digested at home, which allowed students to use the precious class time for interaction with peers and experts.   Participants have access to guidelines and other sources of evidence for consultation, and gaps in the evidence base are identified. Using specific examples, measures of test performance and the concept of treatment threshold in clinical decision making are addressed. In addition challenges and achievements in diagnosing and treating DR TB, as experienced by the participants, will be discussed. Students are requested to reflect as a group on the key learning points of the day and to summarize them the next morning.    The 8 days face-to-face builds further on the content addressed during the online part, and includes group discussions, case presentations, summary of key learning points by students, and interactive lectures (didactic lecturing takes 30% of the contact hours) on interpretation of different diagnostic tests (2 days), treatment of DR-TB (4 days) and implications of treatment, clinical decision-making (1 day), and the presentations of the final assignment by the participants (1 day) including discussions and formative assessment by DR-TB experts.	<br>Faculty:  Armand Van Deun, Damien Foundation and Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Bouke de Jong, Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Leen Rigouts,  Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Lut Lynen, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Emmanuel Bottieau, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Alberto Piubello, Damien Foundation/ The Union   Anita Mesic, MÃ©decins Sans FrontiÃ¨res Operational Centre Amsterdam   Gunta Dravniece, KNCV Tuberculosis Foundation  Hans L Rieder, University of Zurich	<br>Summative assessment of the participants is based on participation during the online part (exercises/assignments based on case studies presented by faculty and online discussions)  and  development of a case study originating from the participantâ€™s own context with a presentation of recommendations at the end of the face-to-face part.     Final score calculation:     The final score is based on five online assignments (1. Critical review of DR-TB cascade in their country, 2. Analysis of DR-TB diagnostic methods available in their country and a proposal for a diagnostic flowchart, 3. Peer review and feedback on the diagnostic flowchart of other participants, 4. Discussion on challenges to access new DR-TB drugs and regimens, 5.Quiz on the building of a conventional and short MDR-TB regimen) during the online part (50%) and a personal project during the F2F part; analysis of a case study with recommendations for DR-TB care contextualized to the setting of the participants (50%). This personal project is presented and defended in front of a jury of DR-TB experts. This final assessment includes 10 minutes presentation and 10 minutes for â€œquestions and answersâ€.    1. As the face-to-face part builds on the online part, participants who fail to participate during the online part in at least 7 out of 8 discussion forums will not be allowed to join the face-to-face part in Antwerp; participants also fail if they donâ€™t submit all 5 online assignments.    2. Criteria for the score on the presentation of the case study during the face-to-face part will consist of the following:    â€¢ introduction (context of the program, patient history, clinical presentation, available lab results) & problem statement;    â€¢ formulation of recommendations for diagnostic tests and treatment within the current program;    â€¢ balance benefit / harm of clinical decisions;    â€¢ formulation of recommendations for implementation of new diagnostic tools / treatment to treat optimally the described case.    Remark:  The case study presented as final assessment differs from the first presentation of the case study. The focus of the first presentation (during class hours) is on presenting the context and the clinical challenge in the field of DR TB prevention, diagnosis and/or treatment, while the second presentation focusses on recommendations for clinical DR TB care and the DR TB program, to illustrate the take home messages the student retrieved from participation in the DR TB course.	<br>Max 25 students	<br>The course targets medical doctors involved for at least 25% of their time in clinical care for patients with DR-TB, in a setting where molecular diagnostic techniques, such as Xpert MTB/RIF and/or line probe assays, are available.  Participants should be holders of a medical university degree.    Candidates who are non-native English speakers or who have not already successfully completed higher education in English, must be able to prove their language proficiency with a certificate from a recognized institution (required level: TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. (ITM TOEFL Code: 7727).	<br>Candidates will be selected based on the following criteria:  â€¢ Work experience in DR TB care;  â€¢ Profile of clinicians working in the field of DR TB as shown in the Curriculum Vitae;  â€¢ Motivation letter (including a description of the challenges in DR TB care you are confronted with and the commitment from own home institution in supporting your application);  â€¢ A written case study on the diagnosis and/or treatment of DR TB.	<br>1600 EUR	<br>ITM offers a limited number of scholarships  with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships				<br>The following subjects will be addressed:   â€¢ identification of persons to be evaluated for DR TB,   â€¢ epidemiology of DR-TB in the participantâ€™s setting,   â€¢ diagnosis of DR TB using phenotypic and genotypic methods  â€¢ dealing with discordant diagnostic test results,   â€¢ DR TB classification,   â€¢ activity and therapeutic efficacy of the different TB drugs and regimens,   â€¢ criteria for choosing the most appropriate treatment regimens,   â€¢ clinical-decision making, and the concept of treatment threshold  â€¢ design of treatment regimens for patients with adverse drug events and/or resistance to one or more DR-TB drugs,   â€¢ management of DR TB patients with co-morbidities   â€¢ monitoring of treatment effectiveness (including efficacy and tolerance), surveillance of drug-resistance, and   â€¢ DR TB care program implementation, including new drugs and regimens.    During the online part the case studies are provided by the course faculty. During the F2F part, case studies are provided by the faculty and the participants.    The 8 weeks online phase address the following subjects:   â€¢ Epidemiology of DR TB in the participantâ€™s setting (1 week, LO 1)  â€¢ Phenotypic and genotypic diagnostic tests for DR TB (2 weeks, LO  1)  â€¢ Drugs and regimens for DR TB treatment (2 weeks, LO 1)  â€¢ Clinical decision making in DR TB (2 weeks, LO 1 & 2)  â€¢ Implementation of new drugs and regimens (1 week, LO 1 & 3)		Microbial resistance				
Clinical Decision-Making for Drug-Resistant Tuberculosis (Acronym DR-TB)	<br>At the end of this course, participants should be able to:    â€¢ Define the problems with DR TB in their country in terms of occurrence, diagnosis and treatment, using available data;  â€¢ Assess harm and benefit of clinical decisions in the field of DR TB diagnosis and treatment;   â€¢ Formulate contextualized evidence-based recommendations for the prevention, diagnosis and treatment of DR TB for case studies  from different contexts		1	gvheusden@itg.be	2017-10-22 16:23:24	2017-10-22	2020-04-23 07:27:19	troped	troped	0		8 weeks part-time at distance and 8 days face-to-face	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2017-10-22 20:37:38	Distance learning: 74h online + 12h self-study= 86h  Face-to-face: 52h contact hours (6,5 hrs / day) + 5h self-study (case study preparation)= 57h  Total: 143 hrs	2020-02-17	2020-05-22	<br>Accredited in Antwerp GA, October 2017. This accreditation is valid until October 2022.	<br>At application, a written description of a topic that shows challenges with diagnosis and/or the treatment of DR TB (including the clinical problem description, type of patients affected, the importance of the problem, and how clinicians currently deal with this problem in his/her own setting; max length: Â½ A4) is required. This topic will be further developed as a case study during the course.    During the online part each week contains an interactive lecture, an interactive discussion platform, and an assignment  Each week corresponds to an average of 10 hours student investment time.    Problem-based learning:  During both parts (online and F2F)  case studies are used. As such the learning experience fits as much as possible the problems experienced by participants in their programmatic setting. Moreover, face-to-face sessions often start with a case study presentation. Case studies are followed by an interactive debate between participants and experts. At the end of a session, the expert provides a lecture to complement the debate. As such the theory aligns well with the problems identified by participants.    Flipped learning: During the online part the F2F debates have been prepared. Most of the theory was digested at home, which allowed students to use the precious class time for interaction with peers and experts.   Participants have access to guidelines and other sources of evidence for consultation, and gaps in the evidence base are identified. Using specific examples, measures of test performance and the concept of treatment threshold in clinical decision making are addressed. In addition challenges and achievements in diagnosing and treating DR TB, as experienced by the participants, will be discussed. Students are requested to reflect as a group on the key learning points of the day and to summarize them the next morning.    The 8 days face-to-face builds further on the content addressed during the online part, and includes group discussions, case presentations, summary of key learning points by students, and interactive lectures (didactic lecturing takes 30% of the contact hours) on interpretation of different diagnostic tests (2 days), treatment of DR-TB (4 days) and implications of treatment, clinical decision-making (1 day), and the presentations of the final assignment by the participants (1 day) including discussions and formative assessment by DR-TB experts.	<br>Faculty:  Armand Van Deun, Damien Foundation and Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Bouke de Jong, Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Leen Rigouts,  Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Lut Lynen, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Emmanuel Bottieau, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Alberto Piubello, Damien Foundation/ The Union   Anita Mesic, MÃ©decins Sans FrontiÃ¨res Operational Centre Amsterdam   Gunta Dravniece, KNCV Tuberculosis Foundation  Hans L Rieder, University of Zurich	<br>Summative assessment of the participants is based on participation during the online part (exercises/assignments based on case studies presented by faculty and online discussions)  and  development of a case study originating from the participantâ€™s own context with a presentation of recommendations at the end of the face-to-face part.     Final score calculation:     The final score is based on five online assignments (1. Critical review of DR-TB cascade in their country, 2. Analysis of DR-TB diagnostic methods available in their country and a proposal for a diagnostic flowchart, 3. Peer review and feedback on the diagnostic flowchart of other participants, 4. Discussion on challenges to access new DR-TB drugs and regimens, 5.Quiz on the building of a conventional and short MDR-TB regimen) during the online part (50%) and a personal project during the F2F part; analysis of a case study with recommendations for DR-TB care contextualized to the setting of the participants (50%). This personal project is presented and defended in front of a jury of DR-TB experts. This final assessment includes 10 minutes presentation and 10 minutes for â€œquestions and answersâ€.    1. As the face-to-face part builds on the online part, participants who fail to participate during the online part in at least 7 out of 8 discussion forums will not be allowed to join the face-to-face part in Antwerp; participants also fail if they donâ€™t submit all 5 online assignments.    2. Criteria for the score on the presentation of the case study during the face-to-face part will consist of the following:    â€¢ introduction (context of the program, patient history, clinical presentation, available lab results) & problem statement;    â€¢ formulation of recommendations for diagnostic tests and treatment within the current program;    â€¢ balance benefit / harm of clinical decisions;    â€¢ formulation of recommendations for implementation of new diagnostic tools / treatment to treat optimally the described case.    Remark:  The case study presented as final assessment differs from the first presentation of the case study. The focus of the first presentation (during class hours) is on presenting the context and the clinical challenge in the field of DR TB prevention, diagnosis and/or treatment, while the second presentation focusses on recommendations for clinical DR TB care and the DR TB program, to illustrate the take home messages the student retrieved from participation in the DR TB course.	<br>Max 25 students	<br>The course targets medical doctors involved for at least 25% of their time in clinical care for patients with DR-TB, in a setting where molecular diagnostic techniques, such as Xpert MTB/RIF and/or line probe assays, are available.  Participants should be holders of a medical university degree.    Candidates who are non-native English speakers or who have not already successfully completed higher education in English, must be able to prove their language proficiency with a certificate from a recognized institution (required level: TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. (ITM TOEFL Code: 7727).	<br>Candidates will be selected based on the following criteria:  â€¢ Work experience in DR TB care;  â€¢ Profile of clinicians working in the field of DR TB as shown in the Curriculum Vitae;  â€¢ Motivation letter (including a description of the challenges in DR TB care you are confronted with and the commitment from own home institution in supporting your application);  â€¢ A written case study on the diagnosis and/or treatment of DR TB.	<br>1600 EUR	<br>ITM offers a limited number of scholarships  with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships				<br>The following subjects will be addressed:   â€¢ identification of persons to be evaluated for DR TB,   â€¢ epidemiology of DR-TB in the participantâ€™s setting,   â€¢ diagnosis of DR TB using phenotypic and genotypic methods  â€¢ dealing with discordant diagnostic test results,   â€¢ DR TB classification,   â€¢ activity and therapeutic efficacy of the different TB drugs and regimens,   â€¢ criteria for choosing the most appropriate treatment regimens,   â€¢ clinical-decision making, and the concept of treatment threshold  â€¢ design of treatment regimens for patients with adverse drug events and/or resistance to one or more DR-TB drugs,   â€¢ management of DR TB patients with co-morbidities   â€¢ monitoring of treatment effectiveness (including efficacy and tolerance), surveillance of drug-resistance, and   â€¢ DR TB care program implementation, including new drugs and regimens.    During the online part the case studies are provided by the course faculty. During the F2F part, case studies are provided by the faculty and the participants.    The 8 weeks online phase address the following subjects:   â€¢ Epidemiology of DR TB in the participantâ€™s setting (1 week, LO 1)  â€¢ Phenotypic and genotypic diagnostic tests for DR TB (2 weeks, LO  1)  â€¢ Drugs and regimens for DR TB treatment (2 weeks, LO 1)  â€¢ Clinical decision making in DR TB (2 weeks, LO 1 & 2)  â€¢ Implementation of new drugs and regimens (1 week, LO 1 & 3)		TB				
Clinical Decision-Making for Drug-Resistant Tuberculosis (Acronym DR-TB)	<br>At the end of this course, participants should be able to:    â€¢ Define the problems with DR TB in their country in terms of occurrence, diagnosis and treatment, using available data;  â€¢ Assess harm and benefit of clinical decisions in the field of DR TB diagnosis and treatment;   â€¢ Formulate contextualized evidence-based recommendations for the prevention, diagnosis and treatment of DR TB for case studies  from different contexts		1	gvheusden@itg.be	2017-10-22 16:23:24	2017-10-22	2020-04-23 07:27:19	troped	troped	0		8 weeks part-time at distance and 8 days face-to-face	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2017-10-22 20:37:38	Distance learning: 74h online + 12h self-study= 86h  Face-to-face: 52h contact hours (6,5 hrs / day) + 5h self-study (case study preparation)= 57h  Total: 143 hrs	2020-02-17	2020-05-22	<br>Accredited in Antwerp GA, October 2017. This accreditation is valid until October 2022.	<br>At application, a written description of a topic that shows challenges with diagnosis and/or the treatment of DR TB (including the clinical problem description, type of patients affected, the importance of the problem, and how clinicians currently deal with this problem in his/her own setting; max length: Â½ A4) is required. This topic will be further developed as a case study during the course.    During the online part each week contains an interactive lecture, an interactive discussion platform, and an assignment  Each week corresponds to an average of 10 hours student investment time.    Problem-based learning:  During both parts (online and F2F)  case studies are used. As such the learning experience fits as much as possible the problems experienced by participants in their programmatic setting. Moreover, face-to-face sessions often start with a case study presentation. Case studies are followed by an interactive debate between participants and experts. At the end of a session, the expert provides a lecture to complement the debate. As such the theory aligns well with the problems identified by participants.    Flipped learning: During the online part the F2F debates have been prepared. Most of the theory was digested at home, which allowed students to use the precious class time for interaction with peers and experts.   Participants have access to guidelines and other sources of evidence for consultation, and gaps in the evidence base are identified. Using specific examples, measures of test performance and the concept of treatment threshold in clinical decision making are addressed. In addition challenges and achievements in diagnosing and treating DR TB, as experienced by the participants, will be discussed. Students are requested to reflect as a group on the key learning points of the day and to summarize them the next morning.    The 8 days face-to-face builds further on the content addressed during the online part, and includes group discussions, case presentations, summary of key learning points by students, and interactive lectures (didactic lecturing takes 30% of the contact hours) on interpretation of different diagnostic tests (2 days), treatment of DR-TB (4 days) and implications of treatment, clinical decision-making (1 day), and the presentations of the final assignment by the participants (1 day) including discussions and formative assessment by DR-TB experts.	<br>Faculty:  Armand Van Deun, Damien Foundation and Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Bouke de Jong, Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Leen Rigouts,  Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Lut Lynen, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Emmanuel Bottieau, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Alberto Piubello, Damien Foundation/ The Union   Anita Mesic, MÃ©decins Sans FrontiÃ¨res Operational Centre Amsterdam   Gunta Dravniece, KNCV Tuberculosis Foundation  Hans L Rieder, University of Zurich	<br>Summative assessment of the participants is based on participation during the online part (exercises/assignments based on case studies presented by faculty and online discussions)  and  development of a case study originating from the participantâ€™s own context with a presentation of recommendations at the end of the face-to-face part.     Final score calculation:     The final score is based on five online assignments (1. Critical review of DR-TB cascade in their country, 2. Analysis of DR-TB diagnostic methods available in their country and a proposal for a diagnostic flowchart, 3. Peer review and feedback on the diagnostic flowchart of other participants, 4. Discussion on challenges to access new DR-TB drugs and regimens, 5.Quiz on the building of a conventional and short MDR-TB regimen) during the online part (50%) and a personal project during the F2F part; analysis of a case study with recommendations for DR-TB care contextualized to the setting of the participants (50%). This personal project is presented and defended in front of a jury of DR-TB experts. This final assessment includes 10 minutes presentation and 10 minutes for â€œquestions and answersâ€.    1. As the face-to-face part builds on the online part, participants who fail to participate during the online part in at least 7 out of 8 discussion forums will not be allowed to join the face-to-face part in Antwerp; participants also fail if they donâ€™t submit all 5 online assignments.    2. Criteria for the score on the presentation of the case study during the face-to-face part will consist of the following:    â€¢ introduction (context of the program, patient history, clinical presentation, available lab results) & problem statement;    â€¢ formulation of recommendations for diagnostic tests and treatment within the current program;    â€¢ balance benefit / harm of clinical decisions;    â€¢ formulation of recommendations for implementation of new diagnostic tools / treatment to treat optimally the described case.    Remark:  The case study presented as final assessment differs from the first presentation of the case study. The focus of the first presentation (during class hours) is on presenting the context and the clinical challenge in the field of DR TB prevention, diagnosis and/or treatment, while the second presentation focusses on recommendations for clinical DR TB care and the DR TB program, to illustrate the take home messages the student retrieved from participation in the DR TB course.	<br>Max 25 students	<br>The course targets medical doctors involved for at least 25% of their time in clinical care for patients with DR-TB, in a setting where molecular diagnostic techniques, such as Xpert MTB/RIF and/or line probe assays, are available.  Participants should be holders of a medical university degree.    Candidates who are non-native English speakers or who have not already successfully completed higher education in English, must be able to prove their language proficiency with a certificate from a recognized institution (required level: TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. (ITM TOEFL Code: 7727).	<br>Candidates will be selected based on the following criteria:  â€¢ Work experience in DR TB care;  â€¢ Profile of clinicians working in the field of DR TB as shown in the Curriculum Vitae;  â€¢ Motivation letter (including a description of the challenges in DR TB care you are confronted with and the commitment from own home institution in supporting your application);  â€¢ A written case study on the diagnosis and/or treatment of DR TB.	<br>1600 EUR	<br>ITM offers a limited number of scholarships  with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships				<br>The following subjects will be addressed:   â€¢ identification of persons to be evaluated for DR TB,   â€¢ epidemiology of DR-TB in the participantâ€™s setting,   â€¢ diagnosis of DR TB using phenotypic and genotypic methods  â€¢ dealing with discordant diagnostic test results,   â€¢ DR TB classification,   â€¢ activity and therapeutic efficacy of the different TB drugs and regimens,   â€¢ criteria for choosing the most appropriate treatment regimens,   â€¢ clinical-decision making, and the concept of treatment threshold  â€¢ design of treatment regimens for patients with adverse drug events and/or resistance to one or more DR-TB drugs,   â€¢ management of DR TB patients with co-morbidities   â€¢ monitoring of treatment effectiveness (including efficacy and tolerance), surveillance of drug-resistance, and   â€¢ DR TB care program implementation, including new drugs and regimens.    During the online part the case studies are provided by the course faculty. During the F2F part, case studies are provided by the faculty and the participants.    The 8 weeks online phase address the following subjects:   â€¢ Epidemiology of DR TB in the participantâ€™s setting (1 week, LO 1)  â€¢ Phenotypic and genotypic diagnostic tests for DR TB (2 weeks, LO  1)  â€¢ Drugs and regimens for DR TB treatment (2 weeks, LO 1)  â€¢ Clinical decision making in DR TB (2 weeks, LO 1 & 2)  â€¢ Implementation of new drugs and regimens (1 week, LO 1 & 3)		Treatment				
Clinical Decision-Making for Drug-Resistant Tuberculosis (Acronym DR-TB)	<br>At the end of this course, participants should be able to:    â€¢ Define the problems with DR TB in their country in terms of occurrence, diagnosis and treatment, using available data;  â€¢ Assess harm and benefit of clinical decisions in the field of DR TB diagnosis and treatment;   â€¢ Formulate contextualized evidence-based recommendations for the prevention, diagnosis and treatment of DR TB for case studies  from different contexts		1	gvheusden@itg.be	2017-10-22 16:23:24	2017-10-22	2020-04-23 07:27:19	troped	troped	0		8 weeks part-time at distance and 8 days face-to-face	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerp, Belgium				2017-10-22 20:37:38	Distance learning: 74h online + 12h self-study= 86h  Face-to-face: 52h contact hours (6,5 hrs / day) + 5h self-study (case study preparation)= 57h  Total: 143 hrs	2020-02-17	2020-05-22	<br>Accredited in Antwerp GA, October 2017. This accreditation is valid until October 2022.	<br>At application, a written description of a topic that shows challenges with diagnosis and/or the treatment of DR TB (including the clinical problem description, type of patients affected, the importance of the problem, and how clinicians currently deal with this problem in his/her own setting; max length: Â½ A4) is required. This topic will be further developed as a case study during the course.    During the online part each week contains an interactive lecture, an interactive discussion platform, and an assignment  Each week corresponds to an average of 10 hours student investment time.    Problem-based learning:  During both parts (online and F2F)  case studies are used. As such the learning experience fits as much as possible the problems experienced by participants in their programmatic setting. Moreover, face-to-face sessions often start with a case study presentation. Case studies are followed by an interactive debate between participants and experts. At the end of a session, the expert provides a lecture to complement the debate. As such the theory aligns well with the problems identified by participants.    Flipped learning: During the online part the F2F debates have been prepared. Most of the theory was digested at home, which allowed students to use the precious class time for interaction with peers and experts.   Participants have access to guidelines and other sources of evidence for consultation, and gaps in the evidence base are identified. Using specific examples, measures of test performance and the concept of treatment threshold in clinical decision making are addressed. In addition challenges and achievements in diagnosing and treating DR TB, as experienced by the participants, will be discussed. Students are requested to reflect as a group on the key learning points of the day and to summarize them the next morning.    The 8 days face-to-face builds further on the content addressed during the online part, and includes group discussions, case presentations, summary of key learning points by students, and interactive lectures (didactic lecturing takes 30% of the contact hours) on interpretation of different diagnostic tests (2 days), treatment of DR-TB (4 days) and implications of treatment, clinical decision-making (1 day), and the presentations of the final assignment by the participants (1 day) including discussions and formative assessment by DR-TB experts.	<br>Faculty:  Armand Van Deun, Damien Foundation and Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Bouke de Jong, Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Leen Rigouts,  Institute of Tropical Medicine Antwerp, Department of Biomedical Sciences  Lut Lynen, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Emmanuel Bottieau, Institute of Tropical Medicine Antwerp, Department of Clinical Sciences  Alberto Piubello, Damien Foundation/ The Union   Anita Mesic, MÃ©decins Sans FrontiÃ¨res Operational Centre Amsterdam   Gunta Dravniece, KNCV Tuberculosis Foundation  Hans L Rieder, University of Zurich	<br>Summative assessment of the participants is based on participation during the online part (exercises/assignments based on case studies presented by faculty and online discussions)  and  development of a case study originating from the participantâ€™s own context with a presentation of recommendations at the end of the face-to-face part.     Final score calculation:     The final score is based on five online assignments (1. Critical review of DR-TB cascade in their country, 2. Analysis of DR-TB diagnostic methods available in their country and a proposal for a diagnostic flowchart, 3. Peer review and feedback on the diagnostic flowchart of other participants, 4. Discussion on challenges to access new DR-TB drugs and regimens, 5.Quiz on the building of a conventional and short MDR-TB regimen) during the online part (50%) and a personal project during the F2F part; analysis of a case study with recommendations for DR-TB care contextualized to the setting of the participants (50%). This personal project is presented and defended in front of a jury of DR-TB experts. This final assessment includes 10 minutes presentation and 10 minutes for â€œquestions and answersâ€.    1. As the face-to-face part builds on the online part, participants who fail to participate during the online part in at least 7 out of 8 discussion forums will not be allowed to join the face-to-face part in Antwerp; participants also fail if they donâ€™t submit all 5 online assignments.    2. Criteria for the score on the presentation of the case study during the face-to-face part will consist of the following:    â€¢ introduction (context of the program, patient history, clinical presentation, available lab results) & problem statement;    â€¢ formulation of recommendations for diagnostic tests and treatment within the current program;    â€¢ balance benefit / harm of clinical decisions;    â€¢ formulation of recommendations for implementation of new diagnostic tools / treatment to treat optimally the described case.    Remark:  The case study presented as final assessment differs from the first presentation of the case study. The focus of the first presentation (during class hours) is on presenting the context and the clinical challenge in the field of DR TB prevention, diagnosis and/or treatment, while the second presentation focusses on recommendations for clinical DR TB care and the DR TB program, to illustrate the take home messages the student retrieved from participation in the DR TB course.	<br>Max 25 students	<br>The course targets medical doctors involved for at least 25% of their time in clinical care for patients with DR-TB, in a setting where molecular diagnostic techniques, such as Xpert MTB/RIF and/or line probe assays, are available.  Participants should be holders of a medical university degree.    Candidates who are non-native English speakers or who have not already successfully completed higher education in English, must be able to prove their language proficiency with a certificate from a recognized institution (required level: TOEFL paper-based 580, computer-based 230, Internet-based 88 or IELTS 6.5. (ITM TOEFL Code: 7727).	<br>Candidates will be selected based on the following criteria:  â€¢ Work experience in DR TB care;  â€¢ Profile of clinicians working in the field of DR TB as shown in the Curriculum Vitae;  â€¢ Motivation letter (including a description of the challenges in DR TB care you are confronted with and the commitment from own home institution in supporting your application);  â€¢ A written case study on the diagnosis and/or treatment of DR TB.	<br>1600 EUR	<br>ITM offers a limited number of scholarships  with the financial support of different agencies. The Belgian Directorate General for Development is the main sponsor. See www.itg.be  > education > scholarships				<br>The following subjects will be addressed:   â€¢ identification of persons to be evaluated for DR TB,   â€¢ epidemiology of DR-TB in the participantâ€™s setting,   â€¢ diagnosis of DR TB using phenotypic and genotypic methods  â€¢ dealing with discordant diagnostic test results,   â€¢ DR TB classification,   â€¢ activity and therapeutic efficacy of the different TB drugs and regimens,   â€¢ criteria for choosing the most appropriate treatment regimens,   â€¢ clinical-decision making, and the concept of treatment threshold  â€¢ design of treatment regimens for patients with adverse drug events and/or resistance to one or more DR-TB drugs,   â€¢ management of DR TB patients with co-morbidities   â€¢ monitoring of treatment effectiveness (including efficacy and tolerance), surveillance of drug-resistance, and   â€¢ DR TB care program implementation, including new drugs and regimens.    During the online part the case studies are provided by the course faculty. During the F2F part, case studies are provided by the faculty and the participants.    The 8 weeks online phase address the following subjects:   â€¢ Epidemiology of DR TB in the participantâ€™s setting (1 week, LO 1)  â€¢ Phenotypic and genotypic diagnostic tests for DR TB (2 weeks, LO  1)  â€¢ Drugs and regimens for DR TB treatment (2 weeks, LO 1)  â€¢ Clinical decision making in DR TB (2 weeks, LO 1 & 2)  â€¢ Implementation of new drugs and regimens (1 week, LO 1 & 3)						
Health Economics and Health Financing	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate why economic considerations are important when addressing the health system  â€¢ Describe the main financing and payment mechanisms of health services   â€¢ Apply the principles of taxation, user fees and health insurance to evaluate health financing schemes.  â€¢ Analyse the rationale of performance-based funding   â€¢ Appraise the effects of different financing and payment mechanisms on equity, efficiency and the sustainability of the system  â€¢ Critically reflect on the policy implications of health financing for reaching â€œUniversal Health Coverageâ€		1	courses@swisstph.ch	2017-11-26 03:25:55	2017-11-26	2020-09-16 09:31:36	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline: 22 January 2021 Preparation phase (self-directed): 8 February - 19 March 2021 On-campus phase: 22 â€“ 26 March 2021 Post campus phase (self-directed): 29 March - 21 May 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  tropEd students can write exam at their home institution or other suitable facility.	Barbara BÃ¼rkin	English	advanced optional	2017-11-26 08:48:30	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 50 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 88 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-02-08	2021-05-21	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 50 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 88 hours of independent study (further research, case study analysis and report writing; and preparing for the written exam).    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions around various key concepts and topics during this week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce them to basic concepts and experiences. (Essay style; word limit 1500 words, excluding references; 25% of total mark).     In the post-campus phase, students analyze a country-level scenario and write an essay in the form of a summary of recommendations addressed to decision-makers (word limit: 1800 words, references excluded; 50% of total mark).      Final written exam: a combination of multiple choice and short answer questions (2 hours; 25% of the final mark).    A failing grade in one of the assessment components is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade in the preparatory assignment and/or post-campus assignment, students will get a new assignment, similar to the original one. A re-sit for the final written exam is also possible; dates and location will be discussed on an individual basis.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Public goods, externalities and supply and demand, as applied to the health sector  â€¢ Health financing and modalities of provider payment; effects of  and on health systems  â€¢ Mechanisms of payment: user fees and tax financing, vouchers, health insurance Mechanisms of payment: equity aspects Health financing and payment reforms at local, national and global level Health insurance: indicators and organisational principles  â€¢ Including the poor in health financing  â€¢ Performance-based funding  â€¢ Universal health coverage (UHC)  â€¢ Development aid for health and evolution	Switzerland	Financing	Blended-learning		6 ECTS credits	
Health Economics and Health Financing	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate why economic considerations are important when addressing the health system  â€¢ Describe the main financing and payment mechanisms of health services   â€¢ Apply the principles of taxation, user fees and health insurance to evaluate health financing schemes.  â€¢ Analyse the rationale of performance-based funding   â€¢ Appraise the effects of different financing and payment mechanisms on equity, efficiency and the sustainability of the system  â€¢ Critically reflect on the policy implications of health financing for reaching â€œUniversal Health Coverageâ€		1	courses@swisstph.ch	2017-11-26 03:25:55	2017-11-26	2020-09-16 09:31:36	troped	troped	0		Application deadline: 22 January 2021 Preparation phase (self-directed): 8 February - 19 March 2021 On-campus phase: 22 â€“ 26 March 2021 Post campus phase (self-directed): 29 March - 21 May 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  tropEd students can write exam at their home institution or other suitable facility.				2017-11-26 08:48:30	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 50 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 88 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-02-08	2021-05-21	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 50 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 88 hours of independent study (further research, case study analysis and report writing; and preparing for the written exam).    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions around various key concepts and topics during this week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce them to basic concepts and experiences. (Essay style; word limit 1500 words, excluding references; 25% of total mark).     In the post-campus phase, students analyze a country-level scenario and write an essay in the form of a summary of recommendations addressed to decision-makers (word limit: 1800 words, references excluded; 50% of total mark).      Final written exam: a combination of multiple choice and short answer questions (2 hours; 25% of the final mark).    A failing grade in one of the assessment components is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade in the preparatory assignment and/or post-campus assignment, students will get a new assignment, similar to the original one. A re-sit for the final written exam is also possible; dates and location will be discussed on an individual basis.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Public goods, externalities and supply and demand, as applied to the health sector  â€¢ Health financing and modalities of provider payment; effects of  and on health systems  â€¢ Mechanisms of payment: user fees and tax financing, vouchers, health insurance Mechanisms of payment: equity aspects Health financing and payment reforms at local, national and global level Health insurance: indicators and organisational principles  â€¢ Including the poor in health financing  â€¢ Performance-based funding  â€¢ Universal health coverage (UHC)  â€¢ Development aid for health and evolution		Health economics				
Health Economics and Health Financing	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate why economic considerations are important when addressing the health system  â€¢ Describe the main financing and payment mechanisms of health services   â€¢ Apply the principles of taxation, user fees and health insurance to evaluate health financing schemes.  â€¢ Analyse the rationale of performance-based funding   â€¢ Appraise the effects of different financing and payment mechanisms on equity, efficiency and the sustainability of the system  â€¢ Critically reflect on the policy implications of health financing for reaching â€œUniversal Health Coverageâ€		1	courses@swisstph.ch	2017-11-26 03:25:55	2017-11-26	2020-09-16 09:31:36	troped	troped	0		Application deadline: 22 January 2021 Preparation phase (self-directed): 8 February - 19 March 2021 On-campus phase: 22 â€“ 26 March 2021 Post campus phase (self-directed): 29 March - 21 May 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  tropEd students can write exam at their home institution or other suitable facility.				2017-11-26 08:48:30	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 50 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 88 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-02-08	2021-05-21	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 50 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 88 hours of independent study (further research, case study analysis and report writing; and preparing for the written exam).    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions around various key concepts and topics during this week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce them to basic concepts and experiences. (Essay style; word limit 1500 words, excluding references; 25% of total mark).     In the post-campus phase, students analyze a country-level scenario and write an essay in the form of a summary of recommendations addressed to decision-makers (word limit: 1800 words, references excluded; 50% of total mark).      Final written exam: a combination of multiple choice and short answer questions (2 hours; 25% of the final mark).    A failing grade in one of the assessment components is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade in the preparatory assignment and/or post-campus assignment, students will get a new assignment, similar to the original one. A re-sit for the final written exam is also possible; dates and location will be discussed on an individual basis.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Public goods, externalities and supply and demand, as applied to the health sector  â€¢ Health financing and modalities of provider payment; effects of  and on health systems  â€¢ Mechanisms of payment: user fees and tax financing, vouchers, health insurance Mechanisms of payment: equity aspects Health financing and payment reforms at local, national and global level Health insurance: indicators and organisational principles  â€¢ Including the poor in health financing  â€¢ Performance-based funding  â€¢ Universal health coverage (UHC)  â€¢ Development aid for health and evolution		Universal health coverage				
Health Economics and Health Financing	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate why economic considerations are important when addressing the health system  â€¢ Describe the main financing and payment mechanisms of health services   â€¢ Apply the principles of taxation, user fees and health insurance to evaluate health financing schemes.  â€¢ Analyse the rationale of performance-based funding   â€¢ Appraise the effects of different financing and payment mechanisms on equity, efficiency and the sustainability of the system  â€¢ Critically reflect on the policy implications of health financing for reaching â€œUniversal Health Coverageâ€		1	courses@swisstph.ch	2017-11-26 03:25:55	2017-11-26	2020-09-16 09:31:36	troped	troped	0		Application deadline: 22 January 2021 Preparation phase (self-directed): 8 February - 19 March 2021 On-campus phase: 22 â€“ 26 March 2021 Post campus phase (self-directed): 29 March - 21 May 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  tropEd students can write exam at their home institution or other suitable facility.				2017-11-26 08:48:30	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 50 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 88 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-02-08	2021-05-21	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 50 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 88 hours of independent study (further research, case study analysis and report writing; and preparing for the written exam).    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions around various key concepts and topics during this week.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce them to basic concepts and experiences. (Essay style; word limit 1500 words, excluding references; 25% of total mark).     In the post-campus phase, students analyze a country-level scenario and write an essay in the form of a summary of recommendations addressed to decision-makers (word limit: 1800 words, references excluded; 50% of total mark).      Final written exam: a combination of multiple choice and short answer questions (2 hours; 25% of the final mark).    A failing grade in one of the assessment components is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade in the preparatory assignment and/or post-campus assignment, students will get a new assignment, similar to the original one. A re-sit for the final written exam is also possible; dates and location will be discussed on an individual basis.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Public goods, externalities and supply and demand, as applied to the health sector  â€¢ Health financing and modalities of provider payment; effects of  and on health systems  â€¢ Mechanisms of payment: user fees and tax financing, vouchers, health insurance Mechanisms of payment: equity aspects Health financing and payment reforms at local, national and global level Health insurance: indicators and organisational principles  â€¢ Including the poor in health financing  â€¢ Performance-based funding  â€¢ Universal health coverage (UHC)  â€¢ Development aid for health and evolution						
Supply Chain Management in Health care	<br>By the end of the course, student will be able to :  â€¢ Identify and analyse components of the supply chain cycle   â€¢ Analyse the required integration of health commodities supply management in health systems as a prerequisite for healthcare delivery   â€¢ Describe processes that promote responsible and rational use of medicines and supplies  â€¢ Appreciate the critical role of human resources, logistics, financing, management and quality assurance in the supply cycle  â€¢ Critically analyse supply chain systems and identify managerial approaches and intervention strategies		1	courses@swisstph.ch	2017-11-26 03:56:34	2017-11-26	2020-09-15 15:26:50	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline: 03 September 2021 Preparation phase (self-directed): 20 September - 29 October 2021 On-campus phase: 01 - 05 November 2021 Post campus phase (self-directed): 8 November - 31 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Barbara BÃ¼rkin	English	advanced optional	2017-11-26 09:37:32	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 60 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 78 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-09-20	2021-12-31	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 60 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 78 hours of independent study (further research, case study analysis and report writing.    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises, case study analysis and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions and presentations around various key concepts and topics during this week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed time slots and using Adobe Connect.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce basic concepts and experiences (short essay; 500 words; 10% of total mark). In addition, they will demonstrate their understanding of the assigned readings by answering 20 multiple choice questions (10% of total mark).     During the on-campus phase, there will be a group assignment in the form of a real-world case-study analysis and 15 minute presentation of the analysis, followed by questions from the facilitators (15 minutes). To analyse the case study, students must apply their new knowledge acquired during the course to identify challenges and to suggest and justify possible solutions to enhance effectiveness and efficiency of interventions affecting the supply chain (40% of total mark).    In the post-campus phase, students have to analyze a different case study and have to produce a written report (2000 words maximum, references not included) discussing the case study according to guiding questions (40% of the total mark).A failing grade in one of the different assignments/presentations is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade for the preparatory assignment and/or the post-campus assignment, students will get a new assignment, similar to the original one.  A failing grade for the group work assignment would require the students to revise the analysis and presentation slides and then present and respond to facilitator questions during the post-campus phase, via Adobe Connect.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Complexity of medicines and supplies management at local, national and international levels  â€¢ Access to medicines and their rational use  â€¢ Supply chain as a prerequisite to improving access to health commodities and healthcare  â€¢ Principles and elements of the supply chain cycle  â€¢ Management dimensions of supply chain  â€¢ Discussion of case studies including challenges and potential managerial approaches   â€¢ Delivery and use of health care commodities  â€¢ The role of human resources for managing supply logistics   â€¢ Quality assurance, monitoring, accountability and good governance in supply chain management	Switzerland	Financing	Blended-learning		6 ECTS credits	
Supply Chain Management in Health care	<br>By the end of the course, student will be able to :  â€¢ Identify and analyse components of the supply chain cycle   â€¢ Analyse the required integration of health commodities supply management in health systems as a prerequisite for healthcare delivery   â€¢ Describe processes that promote responsible and rational use of medicines and supplies  â€¢ Appreciate the critical role of human resources, logistics, financing, management and quality assurance in the supply cycle  â€¢ Critically analyse supply chain systems and identify managerial approaches and intervention strategies		1	courses@swisstph.ch	2017-11-26 03:56:34	2017-11-26	2020-09-15 15:26:50	troped	troped	0		Application deadline: 03 September 2021 Preparation phase (self-directed): 20 September - 29 October 2021 On-campus phase: 01 - 05 November 2021 Post campus phase (self-directed): 8 November - 31 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2017-11-26 09:37:32	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 60 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 78 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-09-20	2021-12-31	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 60 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 78 hours of independent study (further research, case study analysis and report writing.    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises, case study analysis and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions and presentations around various key concepts and topics during this week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed time slots and using Adobe Connect.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce basic concepts and experiences (short essay; 500 words; 10% of total mark). In addition, they will demonstrate their understanding of the assigned readings by answering 20 multiple choice questions (10% of total mark).     During the on-campus phase, there will be a group assignment in the form of a real-world case-study analysis and 15 minute presentation of the analysis, followed by questions from the facilitators (15 minutes). To analyse the case study, students must apply their new knowledge acquired during the course to identify challenges and to suggest and justify possible solutions to enhance effectiveness and efficiency of interventions affecting the supply chain (40% of total mark).    In the post-campus phase, students have to analyze a different case study and have to produce a written report (2000 words maximum, references not included) discussing the case study according to guiding questions (40% of the total mark).A failing grade in one of the different assignments/presentations is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade for the preparatory assignment and/or the post-campus assignment, students will get a new assignment, similar to the original one.  A failing grade for the group work assignment would require the students to revise the analysis and presentation slides and then present and respond to facilitator questions during the post-campus phase, via Adobe Connect.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Complexity of medicines and supplies management at local, national and international levels  â€¢ Access to medicines and their rational use  â€¢ Supply chain as a prerequisite to improving access to health commodities and healthcare  â€¢ Principles and elements of the supply chain cycle  â€¢ Management dimensions of supply chain  â€¢ Discussion of case studies including challenges and potential managerial approaches   â€¢ Delivery and use of health care commodities  â€¢ The role of human resources for managing supply logistics   â€¢ Quality assurance, monitoring, accountability and good governance in supply chain management		Planning and programming (incl.. budgeting and evaluation)				
Supply Chain Management in Health care	<br>By the end of the course, student will be able to :  â€¢ Identify and analyse components of the supply chain cycle   â€¢ Analyse the required integration of health commodities supply management in health systems as a prerequisite for healthcare delivery   â€¢ Describe processes that promote responsible and rational use of medicines and supplies  â€¢ Appreciate the critical role of human resources, logistics, financing, management and quality assurance in the supply cycle  â€¢ Critically analyse supply chain systems and identify managerial approaches and intervention strategies		1	courses@swisstph.ch	2017-11-26 03:56:34	2017-11-26	2020-09-15 15:26:50	troped	troped	0		Application deadline: 03 September 2021 Preparation phase (self-directed): 20 September - 29 October 2021 On-campus phase: 01 - 05 November 2021 Post campus phase (self-directed): 8 November - 31 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2017-11-26 09:37:32	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 60 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 78 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-09-20	2021-12-31	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 60 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 78 hours of independent study (further research, case study analysis and report writing.    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises, case study analysis and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions and presentations around various key concepts and topics during this week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed time slots and using Adobe Connect.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce basic concepts and experiences (short essay; 500 words; 10% of total mark). In addition, they will demonstrate their understanding of the assigned readings by answering 20 multiple choice questions (10% of total mark).     During the on-campus phase, there will be a group assignment in the form of a real-world case-study analysis and 15 minute presentation of the analysis, followed by questions from the facilitators (15 minutes). To analyse the case study, students must apply their new knowledge acquired during the course to identify challenges and to suggest and justify possible solutions to enhance effectiveness and efficiency of interventions affecting the supply chain (40% of total mark).    In the post-campus phase, students have to analyze a different case study and have to produce a written report (2000 words maximum, references not included) discussing the case study according to guiding questions (40% of the total mark).A failing grade in one of the different assignments/presentations is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade for the preparatory assignment and/or the post-campus assignment, students will get a new assignment, similar to the original one.  A failing grade for the group work assignment would require the students to revise the analysis and presentation slides and then present and respond to facilitator questions during the post-campus phase, via Adobe Connect.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Complexity of medicines and supplies management at local, national and international levels  â€¢ Access to medicines and their rational use  â€¢ Supply chain as a prerequisite to improving access to health commodities and healthcare  â€¢ Principles and elements of the supply chain cycle  â€¢ Management dimensions of supply chain  â€¢ Discussion of case studies including challenges and potential managerial approaches   â€¢ Delivery and use of health care commodities  â€¢ The role of human resources for managing supply logistics   â€¢ Quality assurance, monitoring, accountability and good governance in supply chain management		Resource management (in general)				
Supply Chain Management in Health care	<br>By the end of the course, student will be able to :  â€¢ Identify and analyse components of the supply chain cycle   â€¢ Analyse the required integration of health commodities supply management in health systems as a prerequisite for healthcare delivery   â€¢ Describe processes that promote responsible and rational use of medicines and supplies  â€¢ Appreciate the critical role of human resources, logistics, financing, management and quality assurance in the supply cycle  â€¢ Critically analyse supply chain systems and identify managerial approaches and intervention strategies		1	courses@swisstph.ch	2017-11-26 03:56:34	2017-11-26	2020-09-15 15:26:50	troped	troped	0		Application deadline: 03 September 2021 Preparation phase (self-directed): 20 September - 29 October 2021 On-campus phase: 01 - 05 November 2021 Post campus phase (self-directed): 8 November - 31 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2017-11-26 09:37:32	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 138 h  - Written final exam: 2 h    Students will spend 60 hrs working on assessed tasks and assignments to prepare for the face-to-face sessions, 40 hrs in the classroom sessions, 78 hours completing an assessed written assignment and preparing for a written exam, and 2 hours writing the exam.	2021-09-20	2021-12-31	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>During the two distance-based phases, students will engage self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 60 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions.    â€¢ Post-campus phase: consists of 78 hours of independent study (further research, case study analysis and report writing.    During the two distance-based phases, students will also be asked to initiate and respond to discussion threads posted to the Moodle forum (at their convenience) and will have the opportunity to ask questions of the facilitators via the discussion tool.    The on-campus week (5 days) consists of face-to-face interactive lectures (approx. 30 hours), complemented by daily facilitator-supported group work exercises, case study analysis and feedback sessions (approx. 10 â€“ 15 hours). Students will also engage in discussions and presentations around various key concepts and topics during this week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, self-assessment quizzes, and upload learning products (short papers, statements, presentations, references and documents related to certain topics) linked to the objectives of this module. Through Moodle, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed time slots and using Adobe Connect.	<br>During the preparatory period, students will complete a graded assignment before the on-campus period of the module to introduce basic concepts and experiences (short essay; 500 words; 10% of total mark). In addition, they will demonstrate their understanding of the assigned readings by answering 20 multiple choice questions (10% of total mark).     During the on-campus phase, there will be a group assignment in the form of a real-world case-study analysis and 15 minute presentation of the analysis, followed by questions from the facilitators (15 minutes). To analyse the case study, students must apply their new knowledge acquired during the course to identify challenges and to suggest and justify possible solutions to enhance effectiveness and efficiency of interventions affecting the supply chain (40% of total mark).    In the post-campus phase, students have to analyze a different case study and have to produce a written report (2000 words maximum, references not included) discussing the case study according to guiding questions (40% of the total mark).A failing grade in one of the different assignments/presentations is allowed as long as the total mark is 60 out of 100 points or better. In the case of a failing grade for the preparatory assignment and/or the post-campus assignment, students will get a new assignment, similar to the original one.  A failing grade for the group work assignment would require the students to revise the analysis and presentation slides and then present and respond to facilitator questions during the post-campus phase, via Adobe Connect.	<br>Maximum of 20 - 24 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee (including exam fee) of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>None				<br>The following topics will be covered:    â€¢ Complexity of medicines and supplies management at local, national and international levels  â€¢ Access to medicines and their rational use  â€¢ Supply chain as a prerequisite to improving access to health commodities and healthcare  â€¢ Principles and elements of the supply chain cycle  â€¢ Management dimensions of supply chain  â€¢ Discussion of case studies including challenges and potential managerial approaches   â€¢ Delivery and use of health care commodities  â€¢ The role of human resources for managing supply logistics   â€¢ Quality assurance, monitoring, accountability and good governance in supply chain management						
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh	2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)	Maria Bertone	English	advanced optional	2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities	United Kingdom	Conflict affected setting	Distance-based		5 ECTS credits	
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0		2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities		Health Policy (incl. advocacy)				
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0		2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities		Health systems				
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0		2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities		International / global				
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0		2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities		Universal health coverage				
Health Systems in Fragile Settings	<br>At the end of the module, the student should be able to:  â— Describe and critically evaluate strategies, policies and options for strengthening the health system in fragile settings  â— Analyse the political, historical, social, cultural and economic foundations that underlie fragility and conflict with reference to a selected case study  â— Explain and critique the roles of the key actors and institutions involved in responding to crisis, supporting recovery and strengthening capacity of the health system  â— Assess how health system interventions and policies might (or not) contribute to stability, peace and state-building.		1	ceyber@qmu.ac.uk	2017-11-26 04:40:01	2018-06-21	2020-11-25 09:46:47	troped	romy	0		2021-1-18 to 2021-2-14: 4 weeks of online learning  2021-2-15 to 2021-2-19: assignment preparation 2021-2-12: assignment submission (first part) 2021-2-22: assignment submission (second part)	<br>Delivered electronically from IGHD, Edinburgh      Institute for Global Health and Development,   Queen Margaret University,    Edinburgh, EH21 6UU Scotland  Tel. 44 131 474 0000  Fax. 44 131 474 0001  http://www.qmu.ac.uk/iihd/    tropEd representative:  Carola Eyber (Ceyber@qmu.ac.uk)				2017-11-26 09:54:28	<br>     150 SIT:   â— Self-directed individual study of online materials and readings: 25h per week = 25 x 4 =100 hours   â— Participation on moderated discussion boards or synchronous sessions: 5h per week = 5 x 4 = 20 hours   â— Assignment preparation: 30 hours	2021-03-11	2021-04-09	<br>Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. This accreditation is valid until June 2025.	<br>Each Learning Unit comprises approximately 8-9 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 1 hour per learning unit/3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other studentsâ€™ posts. Additionally, each week participants will attend a synchronous session, which will last approximately 2 hours. The content of these sessions will vary each week, but it will normally require active participation from students â€“ e.g., in the form of an interactive lecture (with questions or group discussion throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed.    Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions.	<br>Main textbooks:  Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health.  Berkshire: Open University Press.   WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization	<br>Assessment will be based on two assignments, reflecting the key components of the module and building on each other. Students will select a case study setting/country at the beginning of the module and will use this setting to apply their critical thinking during the online discussions and for the mini-assignments. Mini-assignments will consist of a short essay, describing and critically analysing:  (i) the background of the selected case study and the drivers of fragility and conflict; and challenges relating to the main health systemâ€™s building blocks and approaches/ policies/interventions to address them (60% of final mark);   (ii) the role of external actors and internal players in the strengthening of the health system; conclusions and potential recommendations for that setting (40% of final mark).    Students receive electronic feedback and comments via the virtual learning platform (Blackboard). Students must pass both components of the assessment in order to pass the module (pass mark is 50%). If a student fails an assessment they are allowed to resubmit their assignment within an agreed time period. Marks for resubmissions are capped at 50%    The two assignments build on one another and students interact with one another and the lecturer on their chosen topic, and this guarantees that it is the studentsâ€™ personal work.     Assignment 1: Based on the chosen case study/setting, provide (i) a short description of the history and background to fragility and conflict in that setting, (ii) an analysis of the challenges relating to each of the health systemâ€™s building blocks and (iii) an assessment of the approaches/ policies/interventions adopted (or not) to address those challenges (1,800 words)  Assignment 2: Based on the chosen case study/setting and building on your mini-assignment 1, provide (i) a description of the role of external actors and internal players in strengthening of the health system; a final critical reflection on the health systemâ€™s challenges and achievements, including potential recommendations for that setting (1,200 words)	<br>Maximum number of students is 30 (no limit on number of TropEd students)	<br>â— English level TOEFL 550 or IELTS 6.0 or equivalent for applicants for whom English is not their first language  â— Regular access to a computer and the internet (broadband) for the duration of the module.   â— Basic computer skills, including using the world-wide web	<br>No specific selection criteria apply â€“ first come first served principle. Applications stay open until two weeks before the course starts.	<br>Scot/UK/EU: Â£720 / ~ â‚¬810,-  International: Â£1460 / ~â‚¬1,620,-	<br>Not available	This is an updated version of the modules Rebuilding Health Systems â€“ Analysing the challenges in fragile and disrupted states (offered online until AY 18-19) and Strengthening Health and Health Systems in Fragile and Conflict-affected States (offered face-to-face in AY 19-20).    The course coordinator has changed due to retirement (this change was already effective in AY 19-20). Objectives and content have been updated to give more prominence to the challenges concerning the health systems building blocks in fragile settings and the policy options to address them. New content has been added on the current debates around the â€œhumanitarian-development nexusâ€ as well as on â€œdoing research in fragile, conflict-affected settingsâ€. These changes were made with the objective of focusing the module on practical issues and approaches to health systems strengthening in fragile settings, including from an implementation perspective.  In line with this, assessment has been modified to reflect the focus on the analysis of a specific case study and the specific challenges/options in relation to the health system building blocks. The assignment has also been divided in two mini-assignments, following studentsâ€™ feedback (see below).	The module has been in general very well received. In the last two yearâ€™s evaluations, it was considered that learning objectives were achieved (100% either agreed or strongly agreed), classes were well prepared and organised (100% either agreed or strongly agreed), the pace of the module was right (â€˜about rightâ€™ = 89% in AY 18-19, 100% in AY 19-20), the coursework at the right level (100%), and the module overall interesting (100% marked interesting or very interesting) and relevant ((100% marked relevant or very relevant).  Specific positive comments were made on content, resources and lecturers.     One issue raised concerned the assignment as students expressed a preference to avoid a single summative assignment. (â€œI think it would have been nice to have had one or two smaller assignments throughout the courseâ€). This comment was taken up in the present review of the module and a further assignment has been added.	The pressure of only having one summative assignment for modules such as this can be substantial and we have therefore decided to substitute this with 2 assignments that build on one another.	<br>In countries affected by political and social fragility and conflict/crisis, health and well-being of populations and communities are at high risk. In these contexts, health systems have deteriorated, are fragmented and often inequitable. In some cases, external and/or humanitarian assistance is the main source of care. The core of this module rests in exploring the challenges to the health systemâ€™s building blocks that are specific to fragile settings and the policies and interventions that have emerged to address those challenges. Additionally, key debates over the definition of fragility and resilience, as well as the political, historical, social, cultural and economic foundations that underlie fragility and conflict are discussed. Issues and questions around legitimacy, coherence and capacity of governmental authorities, as well as the roles of other actors such as non-state providers and external organisations will be discussed and analysed.    Learning Units:     Context  â— What is fragility? How does fragility affect the health system?  â— What are the nature and causes of conflict and â€˜fragilityâ€™?   â— Conceptualization of fragility and resilience: implications for health systems strengthening    Health system approaches and interventions   â— Health financing approaches  â— Health workforce interventions  â— Service delivery and Essential Packages of Health Services  â— Community responses, accountability, trust and health systems    Current debates on HSS interventions and research  â— Health system interventions, governance and peace/state-building  â— Role of the non-state sector in health service provision  â— Current issues and trends in the global response system: humanitarian-development nexus  â— Doing research in fragile, conflict-affected settings: issues and challenges for researchers, participants and communities						
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	6 months	online	PD Dr. med. Svetla Loukanova 	English	advanced optional	2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project	Germany	Equity	Distance-based		7.5 ECTS credits	
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0		6 months	online				2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project		Health systems				
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0		6 months	online				2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project		Leadership				
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0		6 months	online				2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project		Monitoring and evaluation				
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0		6 months	online				2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project		Quality (incl. accessibility)				
Quality Improvement: a Key for Health Systems Strengthening	<br>At the end of the course participants should be able to:    â€¢ Critically analyse the importance of improving quality in health systems   â€¢ Analyse strengths and weaknesses of different types of regulatory and other mechanisms that influence quality improvement in the health system.  â€¢ Use system thinking in quality improvement activities at all levels of a health care system  â€¢ Propose appropriate methods for monitoring and evaluating quality within a specific context    â€¢ Formulate patient safety, patient centred care and family/community engagement in QI initiatives within health systems  â€¢ Demonstrate how appropriate human resource mechanisms and change interventions contribute towards improving quality   â€¢ Interpret how financial mechanisms impact the quality of health systems and services and decision-making of patients and providers  â€¢ Develop a QI initiative in current health setting (transfer project)		1	grys@uni-heidelberg.de	2017-11-26 09:01:16	2017-11-26	2020-09-17 06:31:30	troped	troped	0		6 months	online				2017-11-26 14:17:07	SIT 225 hours   Student module input hours: 100.5 h, group work 36 h, independent study: 88.5 h  Time distribution in different modules is:  â€¢ Modules 1, 4, 5, 6 & 7 are 21 hours each,   â€¢ Module 2 & 3 are 14 hours each    Distribution of time for these seven modules is: individual engagement with learning material 60%, chats and discussion 15%, assignments 25%.   â€¢ Module 8 is 60 hours.    Distribution of time for this Transfer project module is: On-line individual engagement 20%, chats and discussions 10%, individual assignment investment 70%.	2020-11-01	2021-04-30	<br>Accredited in November 2017. This accreditation is valid until November 2022.	<br>The course is divided into 8 modules, each module follows a set of standardised elements based on the overall didactic setup and course structure:  Content of the modules are framed through the elements of an introduction, overview of content and objectives, 3-4 lessons based on learning objectives, summary of the module, self-assessment questions and modular assignments.     The main learning methods applied are:    â€¢ Self-directed learning where students make use of the materials into the lectures to meet the learning objectives of the course. Each module consists of several online lessons (in accordance with the moduleâ€™s curriculum). Every two or three weeks, a new module will be available for the learners. The schedule and specific elements for each module have been designed in accordance with the moduleâ€™s curriculum and learning objectives and vary slightly from module to module. The modules will be delivered one after the other, following a given course schedule. As soon as one module is accessible, it will be open until the end of the course. However, the courseâ€™s focus will shift to the subsequent module after 3 weeks (after 2 weeks for Module 2 and Module 3)  Learning materials include:   â€¢ Reading materials both obligatory and recommended  â€¢ Short videos  â€¢ A leading case study introduced in module 1 and then used in each module to illustrate the modular contents,   â€¢ Glossaries, both an overall glossary and modular specific glossaries.  â€¢ All required readings, videos, the case-study and glossary are available as either internet or pdfs links  â€¢ There is one chat per lesson, which will be scheduled in the final week of the lesson.  The chat will assist participants to engage with the contents of the module reflection questions and guided topics and examples.  â€¢ One or more module-related forum discussions will take place on the discussion board. The forum will include questions for reflection and discussion in order to guide the directed learning. Students can initiate discussion topics as well. Tutors will monitor the discussions and give feedback on key points. Both discussion forum and chat room will enable students to exchange research experiences, ask questions and give peer feedback.   â€¢ Each module will have one or two assignments, group work and/or an individual assignment.  Assignments are due at the latest two weeks after the respective course-module (1-7) ends.  â€¢ Module 8, which is the transfer project, is introduced starting in module 3 and is aligned with each module concluding with an individual project covering the course learning material.	<br>The overall aim of this course is to strengthen the capacity of people responsible for managing quality in health care settings at all levels in the health system.  Participants must have working knowledge of English and access to a computer and the internet.  The course aims to increase knowledge in strategic decisions in managing quality, improve skills in quality improvement mechanisms and build positive patient-centred attitudes.  Participants will be sensitized to current health system concepts, financing mechanisms, human resource methods and other key elements associated with improving quality at all levels in a health system.  Participants will be exposed to examples of international and local quality problems, methods to identify improvement opportunities and various mechanisms for undertaking improvement.    This course runs in collaboration with:  evaplan GmbH am UniversitÃ¤tsklinikum Heidelberg  www.evaplan.org   aQua - Institut fÃ¼r angewandte QualitÃ¤tsfÃ¶rderung  und Forschung im Gesundheitswesen GmbH  https://www.aqua-institut.de  common sense - eLearning & training consultants GmbH  http://www.common-sense.at	<br>Assessment of participantsâ€™ achievement of the learning objectives will be determined as follows:  â€¢ 54 % individual transfer project based on project template and project assessment criteria  â€¢ 25% multiple-choice final exam based on all learning objectives  â€¢ 21% seven modular assessments    The individual transfer project is practice based, participants are provided with a project template and are guided through the process of proposal development, prioritization, project selection, project design and implementation, monitoring and evaluation of project outputs and self-identified recommendations for improvements in their efforts.      The questions for the final exam cover the overall learning objectives.    Course participants are monitored in their use of the modules through self-assessment questions, assignments, chats and end of module discussions.  Discussion forums and chats are mandatory and participation monitored, learners can only progress to the next lesson when they have correctly answered the self-assessment questions. 21 % of the overall course assessment is based on  modular assignment(s).   Assignments are due at the latest two weeks after the participant has finished the respective module.  Participants cannot progress to additional modules if assignments are not received according to this schedule.      The students have to submit signed form with confirmation for each type of assessment, which confirms and guarantee that the product is the studentâ€™s personal work.    Participants will be informed of all assessment processes during orientation to the course.  Marking guidelines for evaluation of participant transfer projects will be made available to participants. These guidelines are in line with the expected course outcomes.    If students fail the assessment, an opportunity will be offered to them to re-take the test and/or to redo their transfer project.  Participant progress in working through the modules will be monitored, participants will not be able to progress to module 4 if they have not completed the first three modules and to module 7 if they have not competed modules 4-6, including assignments.	<br>The max number of participants (including tropEd students) is limited to 30	<br>English Toefl: Computer based >237; Paper based >580; Internet based >90; IELTS > 6.5. (Or as requested at respective English taught home institute = tropEd enrolment sufficient); Regular access to a computer with access to internet, email identification	<br>first come, first served	<br>2.000- EUR	<br>None available				<br>The course includes the following topics:     Module 1. Why quality matters within a health system/country context, key historical figures and trends in the quality improvement movement, definitions of and defining quality, Deming cycle and Donabedian model, Quality improvement (QI) concepts such as QI, Quality management (QM), Quality assurance (QA) and Quality control (QC), understanding perspectives and roles in quality improvement, key characteristics of QI methods and frameworks, linkages between management, leadership and quality improvement.     Module 2. Key health system factors influencing quality of health care services, international frameworks to strengthen quality improvement strategies, levels and mechanisms regulation and standardization, the role of frameworks and methods such as International Organisation for Standardization (ISO), European Foundation for Quality Management (EFQM), Accreditation and certifications, mechanisms and tools to implement quality management frameworks and methods, country examples.     Module 3. Basic principles of health systems thinking, analysing a quality improvement approach with a system thinking lens, QI Methods and tools commonly used in QI based on the system thinking approach, designing and planning a quality improvement or patient safety initiative using systems thinking principles.     Module 4.  Basic concepts of Monitoring & Evaluation (M&E) in QI including their key features, M&E methods and instruments, linkages between M&E and key quality mechanisms such as the Donabedian model, the Plan-Do-Check-Act (PDCA) Cycle, standards and indicators, setting up a M&E system for critical incidents in a health facility.    Module 5.  Patient safety and its importance as a core element of quality health care, historical development of patient safety, types of medical errors, theory and practice of patient-centeredness, strategies, mechanisms and tools to improve patient safety and ensure quality health care and better outcomes, roles of legislation and regulations in patient safety.     Module 6. Health human resource (HHR) management and its importance in ensuring quality health care, function and tasks of strategic human resources management for quality improvement, meaning and significance of performance management in quality health care, change management as an instrument to improve HHR functions and practices, HR mechanisms to strategically influence successful change management processes and develop competent health human resources.     Module 7.  Quality and related financial concepts such as efficiency and cost-effectiveness, financing strategies and mechanisms including collection of funds, pooling of funds, purchasing, insurance, purchaser provider split, private / governmental / mixed health service provision, linking funding to QI mechanisms such as Licensing/ Certification/ Accreditation, country examples linking health financing strategies and mechanisms with QI mechanisms and outcomes.    Module 8: Transfer project						
Biomedical manuscript writing and literature review	<br>This module aims at training students in scientific writing and biomedical publishing.  At the end of the module the student should be able to:  â€¢ demonstrate how to review the literature (how to identify and critically appraise relevant articles)  â€¢ demonstrate how to avoid plagiarism  â€¢ appropriately summarize, paraphrase and reference research content		1	mscih-student@charite.de	2017-12-17 15:11:47	2018-06-27	2020-11-30 08:44:43	troped	romy	0	Germany - Institute of Tropical Medicine and International Health, Berlin	One week plus three days preparation; Assignments submission two weeks after the course	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  13353 Berlin,  Germany	Dr. Jonas David Finger	English	advanced optional	2017-12-17 20:33:35	60 hours SIT  Contact: 30 hours (15 of lectures and 15 tutorials)  Self-study: 30 hours (10 private reading, 20 written assignment)	2021-06-14	2021-06-18	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The course uses participatory learning based on lectures (15 hrs) and tutorials (15 hrs) as well as self-directed learning (10 hrs reading and 20 hrs writing exercises).	<br>Student are not allowed to use the same topic from this course and the thesis.     Key readings:  - Moher D, Liberati A, Tetzlaff J, Altman DG. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ. 2009;339:b2535.  - von Elm E, Altman DG, Egger M, Pocock SJ, Gotzsche PC, Vandenbroucke JP. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. The Lancet. 2007;370(9596):1453-7  - International Committee of Medical Journal Editors (ICMJE). Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals (available from: http://www.icmje.org/icmje-recommendations.pdf, accessed: 2017/09/27). ICMJE. 2016.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>A written narrative literature review for a pre-defined research question: 2,500 words (100%).  In addition, students are required to complete several exercises during the classroom-based activities in order to be allowed to submit the summative assignment.  Each student will receive an individual feedback on the final assignment using the ECTS grading scale: â€œVery goodâ€, â€œgoodâ€, â€œsatisfactoryâ€, â€œsufficientâ€ or â€œnot sufficientâ€.    A web based service will be used to detect plagiarism.     If a student receives a grading â€œnot sufficientâ€, he/she is allowed to revise the assignment considering most of the comments provided and resubmit the assignment.	<br>Max. number of students: 20    Students have to attend 80% of lectures and tutorials.	<br>Successful completion of the core course.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.  The students are requested to install the reference manager software â€œEndnoteâ€ on their private notebooks and to watch the â€œPubmedâ€ and â€œMesh termsâ€ tutorials on â€œpubmed.govâ€ website. In addition, they need to select a research topic and define a research question before the start of the course (this will be communicated to the students in detail when they receive confirmation of participation)	<br>First come, first serve  Biomedical publishing and writing module:  â€¢ Application deadline: 10 weeks before module start (04 March 2018).  â€¢ Payment deadline: 8 weeks before module start (19 March 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (02 April 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br> 550,00 â‚¬ for TropEd MScIH students  687,50 â‚¬ for guest students incl. Diploma	<br>None available				<br>The module is designed to equip students with knowledge about the basics of biomedical manuscript writing, to enable them with the practical skills to review the literature and to train them how to avoid scientific misconduct. Students are requested to bring their own research question.  Theoretical part (Day 1-5):  1. Systematic literature review  - Definition of research question/eligibility criteria  - Development of search strategy  - Title/abstract/full text screening  - Data extraction/quality assessment  - Synthesis of results/meta-analysis  2. Scientific misconduct  - Forms of scientific misconduct (fabrication, falsification, plagiarism, â€¦)  - Motivation to commit scientific misconduct  - Responsibility (author, institutions, journals)  3. Scientific writing  - How to avoid plagiarism, fabrication and falsification?   - Paraphrasing, Summarizing, Referencing  - Style  - Good and bad practice examples  4. Critical appraisal  - Guidelines to strengthen the reporting (STROBE, PRISMA, CONSORT, â€¦)  - Checklists for different study designs  5. Biomedical publishing  - Journal landscape and selection  -  Publication impact assessment (Impact factors, H-index)  - Authorship  - Submission/review process	Germany	Communication (oral, written)	Face to face		2 ECTS credits	
Biomedical manuscript writing and literature review	<br>This module aims at training students in scientific writing and biomedical publishing.  At the end of the module the student should be able to:  â€¢ demonstrate how to review the literature (how to identify and critically appraise relevant articles)  â€¢ demonstrate how to avoid plagiarism  â€¢ appropriately summarize, paraphrase and reference research content		1	mscih-student@charite.de	2017-12-17 15:11:47	2018-06-27	2020-11-30 08:44:43	troped	romy	0		One week plus three days preparation; Assignments submission two weeks after the course	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  13353 Berlin,  Germany				2017-12-17 20:33:35	60 hours SIT  Contact: 30 hours (15 of lectures and 15 tutorials)  Self-study: 30 hours (10 private reading, 20 written assignment)	2021-06-14	2021-06-18	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The course uses participatory learning based on lectures (15 hrs) and tutorials (15 hrs) as well as self-directed learning (10 hrs reading and 20 hrs writing exercises).	<br>Student are not allowed to use the same topic from this course and the thesis.     Key readings:  - Moher D, Liberati A, Tetzlaff J, Altman DG. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ. 2009;339:b2535.  - von Elm E, Altman DG, Egger M, Pocock SJ, Gotzsche PC, Vandenbroucke JP. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. The Lancet. 2007;370(9596):1453-7  - International Committee of Medical Journal Editors (ICMJE). Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals (available from: http://www.icmje.org/icmje-recommendations.pdf, accessed: 2017/09/27). ICMJE. 2016.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>A written narrative literature review for a pre-defined research question: 2,500 words (100%).  In addition, students are required to complete several exercises during the classroom-based activities in order to be allowed to submit the summative assignment.  Each student will receive an individual feedback on the final assignment using the ECTS grading scale: â€œVery goodâ€, â€œgoodâ€, â€œsatisfactoryâ€, â€œsufficientâ€ or â€œnot sufficientâ€.    A web based service will be used to detect plagiarism.     If a student receives a grading â€œnot sufficientâ€, he/she is allowed to revise the assignment considering most of the comments provided and resubmit the assignment.	<br>Max. number of students: 20    Students have to attend 80% of lectures and tutorials.	<br>Successful completion of the core course.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.  The students are requested to install the reference manager software â€œEndnoteâ€ on their private notebooks and to watch the â€œPubmedâ€ and â€œMesh termsâ€ tutorials on â€œpubmed.govâ€ website. In addition, they need to select a research topic and define a research question before the start of the course (this will be communicated to the students in detail when they receive confirmation of participation)	<br>First come, first serve  Biomedical publishing and writing module:  â€¢ Application deadline: 10 weeks before module start (04 March 2018).  â€¢ Payment deadline: 8 weeks before module start (19 March 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (02 April 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br> 550,00 â‚¬ for TropEd MScIH students  687,50 â‚¬ for guest students incl. Diploma	<br>None available				<br>The module is designed to equip students with knowledge about the basics of biomedical manuscript writing, to enable them with the practical skills to review the literature and to train them how to avoid scientific misconduct. Students are requested to bring their own research question.  Theoretical part (Day 1-5):  1. Systematic literature review  - Definition of research question/eligibility criteria  - Development of search strategy  - Title/abstract/full text screening  - Data extraction/quality assessment  - Synthesis of results/meta-analysis  2. Scientific misconduct  - Forms of scientific misconduct (fabrication, falsification, plagiarism, â€¦)  - Motivation to commit scientific misconduct  - Responsibility (author, institutions, journals)  3. Scientific writing  - How to avoid plagiarism, fabrication and falsification?   - Paraphrasing, Summarizing, Referencing  - Style  - Good and bad practice examples  4. Critical appraisal  - Guidelines to strengthen the reporting (STROBE, PRISMA, CONSORT, â€¦)  - Checklists for different study designs  5. Biomedical publishing  - Journal landscape and selection  -  Publication impact assessment (Impact factors, H-index)  - Authorship  - Submission/review process		Research (in general)				
Biomedical manuscript writing and literature review	<br>This module aims at training students in scientific writing and biomedical publishing.  At the end of the module the student should be able to:  â€¢ demonstrate how to review the literature (how to identify and critically appraise relevant articles)  â€¢ demonstrate how to avoid plagiarism  â€¢ appropriately summarize, paraphrase and reference research content		1	mscih-student@charite.de	2017-12-17 15:11:47	2018-06-27	2020-11-30 08:44:43	troped	romy	0		One week plus three days preparation; Assignments submission two weeks after the course	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1  13353 Berlin,  Germany				2017-12-17 20:33:35	60 hours SIT  Contact: 30 hours (15 of lectures and 15 tutorials)  Self-study: 30 hours (10 private reading, 20 written assignment)	2021-06-14	2021-06-18	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The course uses participatory learning based on lectures (15 hrs) and tutorials (15 hrs) as well as self-directed learning (10 hrs reading and 20 hrs writing exercises).	<br>Student are not allowed to use the same topic from this course and the thesis.     Key readings:  - Moher D, Liberati A, Tetzlaff J, Altman DG. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ. 2009;339:b2535.  - von Elm E, Altman DG, Egger M, Pocock SJ, Gotzsche PC, Vandenbroucke JP. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. The Lancet. 2007;370(9596):1453-7  - International Committee of Medical Journal Editors (ICMJE). Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals (available from: http://www.icmje.org/icmje-recommendations.pdf, accessed: 2017/09/27). ICMJE. 2016.  <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>A written narrative literature review for a pre-defined research question: 2,500 words (100%).  In addition, students are required to complete several exercises during the classroom-based activities in order to be allowed to submit the summative assignment.  Each student will receive an individual feedback on the final assignment using the ECTS grading scale: â€œVery goodâ€, â€œgoodâ€, â€œsatisfactoryâ€, â€œsufficientâ€ or â€œnot sufficientâ€.    A web based service will be used to detect plagiarism.     If a student receives a grading â€œnot sufficientâ€, he/she is allowed to revise the assignment considering most of the comments provided and resubmit the assignment.	<br>Max. number of students: 20    Students have to attend 80% of lectures and tutorials.	<br>Successful completion of the core course.    English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.  The students are requested to install the reference manager software â€œEndnoteâ€ on their private notebooks and to watch the â€œPubmedâ€ and â€œMesh termsâ€ tutorials on â€œpubmed.govâ€ website. In addition, they need to select a research topic and define a research question before the start of the course (this will be communicated to the students in detail when they receive confirmation of participation)	<br>First come, first serve  Biomedical publishing and writing module:  â€¢ Application deadline: 10 weeks before module start (04 March 2018).  â€¢ Payment deadline: 8 weeks before module start (19 March 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (02 April 2018), subject to a sufficient number of applications.  Late applications will be considered as long as places are available.	<br> 550,00 â‚¬ for TropEd MScIH students  687,50 â‚¬ for guest students incl. Diploma	<br>None available				<br>The module is designed to equip students with knowledge about the basics of biomedical manuscript writing, to enable them with the practical skills to review the literature and to train them how to avoid scientific misconduct. Students are requested to bring their own research question.  Theoretical part (Day 1-5):  1. Systematic literature review  - Definition of research question/eligibility criteria  - Development of search strategy  - Title/abstract/full text screening  - Data extraction/quality assessment  - Synthesis of results/meta-analysis  2. Scientific misconduct  - Forms of scientific misconduct (fabrication, falsification, plagiarism, â€¦)  - Motivation to commit scientific misconduct  - Responsibility (author, institutions, journals)  3. Scientific writing  - How to avoid plagiarism, fabrication and falsification?   - Paraphrasing, Summarizing, Referencing  - Style  - Good and bad practice examples  4. Critical appraisal  - Guidelines to strengthen the reporting (STROBE, PRISMA, CONSORT, â€¦)  - Checklists for different study designs  5. Biomedical publishing  - Journal landscape and selection  -  Publication impact assessment (Impact factors, H-index)  - Authorship  - Submission/review process						
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany	Dr Hans-Friedemann Kinkel 	English	advanced optional	2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)	Germany	Disease prevention, control and elimination	Face to face		3 ECTS credits	
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0		2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany				2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)		Health promotion				
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0		2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany				2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)		Health systems				
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0		2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany				2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)		Measuring health status				
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0		2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany				2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)		Primary Health Care				
Community Oriented Primary Care	<br>At the end of the module the student should be able to:  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community  health team  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions  3. Explain the principles of Community Oriented Primary Care (COPC)   4. Describe the role and function of a community health team (â€œoutreach teamâ€)		1	mscih-student@charite.de	2017-12-17 15:42:23	2018-06-27	2020-09-10 11:28:10	troped	troped	0		2 weeks	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany				2017-12-17 20:57:35	90 hours SIT:  â€¢ Contact (in-class: lectures and group work): 60h  â€¢ Self-directed learning: 30h   Week 1: 45h (9h per day)  Contact (lectures): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)  Week 2: 45h (9h p.d.)  Contact (in-class: lectures and group work): 30h (6h p.d.)  Self-directed learning: 15h (3h p.d.)	2021-05-03	2021-05-14	<br>Accredited in December 2017. This accreditation is valid until December 2022.	<br>The learning method during the first three days of teaching is more teacher centered and lecture based. This is considered adequate to acquire basic knowledge and understanding about COPC, its history, practice and guiding principles (introduction [1 slot], history [2], the health team [4], implementation of COPC [2], and principles of COPC [10]).   The learning method during the following six teaching days is more learner centered, firstly with interactive lectures and small group work during lectures discussing and debating possible interventions/ programmes/ services a health team could provide for common health problems, diseases or conditions [23]. Eventually participants will work independently in (supervised/ facilitated) groups demonstrating their ability to apply newly gained knowledge and insights to a specific and complex environment: Students will develop a proposal for an intervention/ programme/ service a community health team could provide for a specific health problem, disease or condition of their choice in a setting of their choice [13].  Throughout the module, students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.) [30]	<br>Key literature  1. Marcus T. Community Oriented Primary care. COPC Principles, the Individual, the Family and the Social Structure of Society. 2013, Cape Town, South Africa: Pearson Education South Africa (Pty) Ltd.  2. Whitehead M. The concepts and principles of equity in health. Health promotion international 1992;6(3):217-228  3. Sackett DL and Haynes RB. The architecture of diagnostic research. BMJ 2002;324:539-541.  4. Krumholz HM. Big data and new knowledge in medicine: the thinking, training, and tools needed for a learning health system. Health Aff (Millwood) 2014;33(7):1163-1170  5. Rose G. Sick individuals and sick populations. Int J Epidemiology 1985;14:32-38   6. Ekman I, Swedberg K, et al. Person-centered care--ready for prime time. Eur J Cardiovasc Nurs 2011;10(4)248-251    <a href="https://internationalhealth.charite.de/en/structure/advanced_modules/">Course application form </a>	<br>1. A 1.5 hour closed book exam (accounting 50% to the overall mark) and  2. An assessment of a 20-30 min oral presentation of a group work (ca. 4-5 people per group) (accounting 50% to the overall mark)   Exam:  The exam will cover theoretical aspects of the module. The student passes the exam if 60% or more of the achievable points are gained.  Exams will be marked before the course ends and communicated to the students at the end of the last day.  If the student fails he/she can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).  Presentation of group work:  The group work is a proposal for an intervention/ programme/ service for a community health team dealing with a specific health problem, disease or condition of choice in a setting of choice in a low or middle income country (LMIC). The proposal will be presented orally (ca. 20-30 minutes) in front of the class and marked by the module coordinator and one representative from the ITMIH. The proposal will be marked for content (80%) and presentation (20%) (the marking grid is still to be defined by the module coordinator). The presentation is passed if 60% or more of the achievable points are gained.  The presentations will be marked immediately after the presentation and communicated to the students together with the exam marks at the end of the last day.  If a group fails, each group member has to do an individual assignment (ca. 1500-2000 words) that needs to be submitted within 4 weeks after the module. The assignment will be the same task as the presentation, but each student can decide individually about the specific health problem, disease or condition and the setting he/she wants to work on. The assignment will be marked for content (80%) and layout (20%) by the coordinator (the marking grid is still to be defined by the module coordinator). The assignment is passed if 60% or more of the achievable points are gained.	<br>Max. 30 students (unlimited tropEd students)	<br>Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).  No further or specific subject areas have to be completed before the module can be started.  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.  COPC module:  â€¢ Application deadline: 10 weeks before module start (18 March 2018).  â€¢ Payment deadline: 8 weeks before module start (02 April 2018).  â€¢ Confirmation of participation by ITMIH: 6 weeks before module start latest (16 April 2018), subject to a sufficient number of applications.  â€¢ Late applications will be considered as long as places are available.	<br>825,00 â‚¬ fÃ¼r TropEd MScIH students   1.031,25 â‚¬ for guest students incl. Diploma	<br>Not available				<br>Please see also the course schedule attached  â€¢ Introduction, Expectations & Course outline (1slot)  â€¢ History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years  â€¢ The health team (HT) (4). The composition of a HT (â€œoutreach teamâ€); Definitions of â€œcommunityâ€; the role of a HT in the health system and the community; the role and mandate of the members of the HT;  â€¢ Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)  â€¢ Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.  â€¢ Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)  â€¢ Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);  â€¢ Principles of COPC â€“ Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; â€œbig dataâ€-approach (Krumholz, 2014)  â€¢ Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)  â€¢ The household assessment (2). Definition of â€œhouseholdâ€. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; â€œvulnerabilityâ€; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)  â€¢ Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the â€œtraditionalâ€ (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:   â€¢ General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.  â€¢ Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming  â€¢ HIV (2): Education, prevention/ community based testing, treatment support, â€œ90-90-90â€ strategy  â€¢ TB (2): Education, prevention/ community based screening, treatment support, â€œ90-90-90â€ strategy  â€¢ Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, â€œmenâ€™s healthâ€, contraception use, family planning, adolescent health  â€¢ Chronic/ Non-communicable diseases (3): Education, prevention/screening, â€œ5Câ€ approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.  â€¢ Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders  â€¢ Cancer (2): Examples: cervix, breast, prostate, colon cancer  â€¢ Physical & Sexual assault (1): Education, prevention/screening  â€¢ Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.  â€¢ Exam (2): Written exam  â€¢ Presentation (3): The groups will present their work to their peers, and the two examiners.  â€¢ Reflection & Closeout (1): Reflections; Closeout  â€¢ Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)						
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany	Dr. Wolfgang Krahl	English	advanced optional	2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care	Germany	Addiction	Face to face		3 ECTS credits	
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0		One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care		Chronic Health Problems				
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0		One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care		Ethics				
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0		One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care		Mental health problems				
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0		One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care		psychosocial				
Mental Health in Low- and Middle-Income-Settings	<br>At the end of the module the student should be able to â€¦  â€¢ Discuss epidemiology and concepts of mental health in different settings  â€¢ Define frequently seen neuropsychiatric disorders  (Depression, addiction schizophrenia, epilepsy) and apply corresponding treatment options  â€¢ Appraise ethical considerations regarding mental health  â€¢ Distinguish core aspects of mental health care planning		1	ttu@lrz.uni-muenchen.de	2018-03-24 02:44:02	2020-12-03	2020-12-03 12:14:43	troped	romy	0		One week (32.5 contact hours); Pre- reading (50 hours), 15 to 19 March 2021. Pre-reading issued two weeks prior to course	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-03-24 06:59:18	90 SIT hours  50 hours self study  32.5 hours lectures  6.5 hours group work  1 hour assessment	2021-03-15	2021-03-19	<br> Accredited in Hanoi GA in March 2018. This accreditation is valid until Mach 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments  â€¢ Readings will be essential for students to follow the face-to-face course (50 hours)    â€¢ Interactive lectures (32.5 hours)  â€¢ Tutored Group Work (6.5 hours)		<br>â€¢ Multiple choice test (Grading A-D, F); 60% pass threshold      In case of failure of the MC test, students will be assigned a 2000-word essay on a topic as defined by the facilitator.   It can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 20; Up to 10 tropEd Masterâ€™s  students are admitted	<br>Proof  of  English  fluency:  tropEd  students  from  an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently  fluent  in  English  language.  Also  students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â€¢  Applicants  are  expected  to  have  been  exposed  to mental health care (clinical and/or policy aspects) at some stage in their professional lives. Previous formal mental health care training is not a prerequisite.	<br>Students are selected on a first-come, first-serve basis	<br>600 Euro	<br>none				<br>Sociocultural concepts of mental health globally and in low and middle income settings  â€¢ Global history of mental health care  â€¢ Classifications in mental health  â€¢ Mental health care provision: examples from low and middle income settings  â€¢ Trauma and associated disorders management  â€¢ Addiction and substance abuse: the mental health perspective  â€¢ Depression and psychotic disorders  â€¢ Mental health in children and adolescents  â€¢ Designing a theoretical basic mental health care provision package  â€¢ Ethics and legal aspects in mental health care						
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal	Arlett Heiber	English	advanced optional	2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.	Germany	Essential health care package	Face to face		3 ECTS credits	
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0		One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal	Deepak Paudel 			2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.		Health systems				
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0		One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal				2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.		Primary Health Care				
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0		One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal				2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.		Public Health				
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0		One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal				2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.		Universal health coverage				
Public Health Systems - Challenges and Opportunities: the Case of Nepal	<br>At the end of the module the student should be able to â€¦    â€¢ describe health care delivery system in Nepal and major sources of health information   â€¢ explain major health problems including challenges and opportunities to address those problems  â€¢ identify socio-cultural aspects of care seeking, service delivery and health behaviors  â€¢ identify innovations and initiatives taken to address these health problems both from supply side and demand side   â€¢ compare issues and challenges between health care system in developed and developing countries   â€¢ discuss possible health system solutions in a resource constrained system.		1	ttu@lrz.uni-muenchen.de	2018-04-14 02:18:05	2018-04-13	2020-11-23 11:27:24	troped	romy	0		One week with four full days in class, one half day for field exposure. Pre-reading will be issued 2 weeks prior to face-to-face-course beginning. Post-course assignment is due 2 weeks after the end of the face-to-face-course.	Patan Academy of Health Sciences, Lagankhel, Lalitpur, Nepal				2018-04-14 06:32:54	90SIT  Pre-Reading Assignment: 10 hrs  Lectures: 35 hrs  Field work and group work : 4+4 hrs  Individual assignment after course week: 35 hrs  Assessment: 2 hrs	2020-05-04	2020-05-08	<br>Accredited in April 2018. This accreditation is valid until April 2023.	<br>Pre-course Reading Assignments  â€¢ Participants receive pre-course reading assignments (2-3 peer reviewed journal papers, 1 chapter from Annual Report of Ministry of Health, 1 project brief / report focusing any health system issue in Nepal)   â€¢ Readings will be essential for students to follow the face-to-face course (10 hours) and will be linked with the group work and discussions    Public Health delivery system in Nepal  â€¢ Lectures (14 hours)    Health related challenges from supply side (health system) and demand side (community and users)  â€¢ Lectures (9 hours)  â€¢ Field exposure to a health facility and community  (4 hours)  â€¢ Group work after field exposure (2 hours)    Public health interventions to address health problems  â€¢ Lectures focusing community (demand side) issues (6 hours)  â€¢ Lectures focusing health system (supply side) issues (6 hours)  â€¢ Tutored Group Work (2 hours)    Assessment (2 hours)    Post-course Assignments  â€¢ Further reading as suggested by facilitators (15 hrs)  â€¢ Compile a review paper prepared during the course based on the inputs provided and reference documents shared by facilitators (20 hrs)	<br>Key reading (examples)    Annual Report of DOHS:    http://dohs.gov.np/wp-content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf     Key system resources from Nepal:  http://nhsp.org.np/documents/   http://nhsp.org.np/category/nhss/   http://www.nhssp.org.np/thematic_rpt.html   http://www.mohp.gov.np/content/policies-and-strategies       Data sources:  Demographic and Health Survey, Service Provision Assessment   http://www.dhsprogram.com/Where-We-Work/Country-Main.cfm?ctry_id=13&c=Nepal&Country=Nepal&cn=&r=4     World Bank Nepal  https://data.worldbank.org/country/nepal     IHME/GBD Nepal  http://www.healthdata.org/nepal   http://vizhub.healthdata.org/gbd-compare     WHO  http://apps.searo.who.int/pds_docs/B1361.pdf     Peer reviewed journal papers:    Drivers of health system strengthening: learning from implementation of maternal and child health programmes in Mozambique, Nepal and Rwanda  https://academic.oup.com/heapol/article-abstract/32/7/1015/3803450/Drivers-of-health-system-strengthening-learning?redirectedFrom=fulltext       Newborn survival in Nepal: a decade of change and future implications  https://academic.oup.com/heapol/article/27/suppl_3/iii57/584074/Newborn-survival-in-Nepal-a-decade-of-change-and?searchresult=1     The national free delivery policy in Nepal: early evidence of its effects on health facilities  https://academic.oup.com/heapol/article/26/suppl_2/ii84/643333/The-national-free-delivery-policy-in-Nepal-early?searchresult=1    Healthy mothers, healthy children: does maternal demand for antenatal care matter for child health in Nepal?  https://academic.oup.com/heapol/article/26/3/242/569101/Healthy-mothers-healthy-children-does-maternal?searchresult=1     Governance challenges in the Nepalese primary health care system: time to focus on greater community engagement?  http://onlinelibrary.wiley.com/doi/10.1002/hpm.2290/abstract    Global, regional, and national under-5 mortality, adult mortality, age-specific mortality, and life expectancy, 1970â€“2016: a systematic analysis for the Global Burden of Disease Study 2016  http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(17)31833-0.pdf	<br>â€¢ Individual assignment after course week: students will prepare a review paper (word count 2000 to 3000) focusing health system issues and challenges for different health problems (e.g. maternal health, child health, neonatal health, non-communicable diseases, injuries and road traffic accidents) which will be rated by the facilitator (Grading A-D, F)  â€¢ Multiple choice test (Grading A-D, F)    The final grade will be calculated as an equally weighted arithmetic mean of the two graded assessment parts.    In case of failure of the MC test, students will be assigned a 2000 to 3000-word essay on a topic as defined by the facilitators.   In case of failure of the homework assignment, these can be resubmitted within a time frame defined by the facilitator.	<br>Max. number of participants: 15;   Up to 10 tropEd Masterâ€™s students are admitted.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).	<br>Students are selected on a first-come, first-serve basis  Local students will be selected on merit basis (degrees, grades, professional qualification)	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				<br>â€¢ An overview of the Public Health delivery system in Nepal.  â€¢ Comparison of health care systems in different resource settings.  â€¢ Health related challenges from supply side (health system) and demand side (community and users).  â€¢ Public health interventions to address health problems.  â€¢ Socio-cultural determinants of health care seeking behaviour in Nepal.						
Chronic Diseases and the humanitarian response	<br>Overall learning objective:  At the end of this course, participants should be able to understand the particular challenges presented by chronic diseases in emergency and/or unstable settings and to conceive a programme to address chronic diseases adapted to specific contexts and as an integral part of health programmes.    Specific learning objectives:  At the end of this course, participants should be able to:  â€¢ Compare and prioritize the most important non-communicable diseases (NCDs) encountered in humanitarian contexts   â€¢ Formulate the building blocks of a programme to address the needs of people with NCDs during a humanitarian emergency   â€¢ Analyse traditional and novel care approaches to NCDs based on lessons learned from HIV/AIDS   â€¢ Design a strategy addressing NCDs in humanitarian contexts based on a needs assessment		1	admincerah@unige.ch	2018-06-21 13:01:28	2018-06-21	2019-12-17 09:20:27	troped	troped	0	Switzerland - Geneva Centre for education and research in humanitarian action	One week with five days in class, pre-readings and a reflexive essay post-course	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland		English	advanced optional	2018-06-21 17:18:54	60 hours SIT    Contact: 38 hours (32h lectures and 6h group work)   Self-study: 10 hours (pre-reading assignment, syllabus)   Assessment: 12 hours (written assignment in class 3h+ reflexive essay submitted after the course 10h)			<br>Accredited in June 2018. This accreditation is valid until June 2023.	<br>The learning methods include  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session every morning   â€¢ Self-study: readings, final paper	<br>Three courses offered by TropEd could be complementary to the CERAH course:  - Control Strategies for Communicable and Non-Communicable Diseases  - Disease Control: Strategies and Policies  - Surveillance to measure the burden of non-communicable diseases (NCDs)  This course focuses more specifically on programmatic issues in humanitarian contexts. The teaching is rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class 20% is noted by the course director (check list) in terms of engagement during group work; active presence and interest in the class dynamic; positive attitude; relevance of contributions; clear positioning based on personal experience and readings; accurate arguments.  2) Written assignment in class 50%:  this is a closed-book exam in class. Students answer three questions leading to the design of a strategy for addressing chronic diseases in humanitarian settings. Grading is based on integrating elements learned throughout the week; accurate knowledge of the subject matter; good understanding of main elements of a strategy for NCD in humanitarian settings; good structuring of thoughts; clear presentation (6-7 handwritten pages).  3) Essay 30%:  3-page reflexive analysis on the participantâ€™s learning and what s/he will apply/change in his/her practice as a result of the course.    Students receive feedback on the two written assessments with a mark and detailed comments, as these are considered part of their learning experience.    The student is granted credits provided that a rate of 4/6 is reached in the overall rating.    A resit session is organized for students who do not reach the overall average of 4/6 to improve insufficient marks either for the written assignment or the essay, or both if needed.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>- Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   - Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).     Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB    More specifically for this course:  â€¢ Humanitarian programme/project managers overseeing health programmes  â€¢ Health professionals wishing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 1â€™500 CHF (20% discount applicable for TropEd students = 1â€™200 CHF)	<br>NO				<br>Lesson 1. Chronic diseases and humanitarian crises: issues and challenges  Lesson 2. Non-communicable chronic diseases in emergencies   Lesson 3. Assessing the needs, setting priorities  Lesson 4. Designing an NCD programme â€“ minimal requirements  Lesson 5. Testing new approaches for care delivery: the example of HIV/AIDS and tuberculosis  Lesson 6. Models of care for NCDs in humanitarian settings  Lesson 7. Integrating NCD programme within existing health programme/system  Lesson 8.  How to address screening and prevention?  Lesson 9.  Developing a strategy for NCD in humanitarian contexts  Lesson 10.  Refugee health programmes: the model of NCD care of UNHCR  Lesson 11. Monitoring and evaluation of NCD programmes  Lesson 12. Weaving it all together: main concepts, main lessons learned    This course is developed jointly with MSF, WHO, ICRC and UNHCR. Programmatic responses to NCDs in humanitarian contexts are very recent and are continuously informed by new research and evaluations. Involving the four main organisations driving this agenda ensures that the course content reflects new evidence and latest developments.	Switzerland	HIV/AIDS	Face to face		2 ECTS credits	
Chronic Diseases and the humanitarian response	<br>Overall learning objective:  At the end of this course, participants should be able to understand the particular challenges presented by chronic diseases in emergency and/or unstable settings and to conceive a programme to address chronic diseases adapted to specific contexts and as an integral part of health programmes.    Specific learning objectives:  At the end of this course, participants should be able to:  â€¢ Compare and prioritize the most important non-communicable diseases (NCDs) encountered in humanitarian contexts   â€¢ Formulate the building blocks of a programme to address the needs of people with NCDs during a humanitarian emergency   â€¢ Analyse traditional and novel care approaches to NCDs based on lessons learned from HIV/AIDS   â€¢ Design a strategy addressing NCDs in humanitarian contexts based on a needs assessment		1	admincerah@unige.ch	2018-06-21 13:01:28	2018-06-21	2019-12-17 09:20:27	troped	troped	0		One week with five days in class, pre-readings and a reflexive essay post-course	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2018-06-21 17:18:54	60 hours SIT    Contact: 38 hours (32h lectures and 6h group work)   Self-study: 10 hours (pre-reading assignment, syllabus)   Assessment: 12 hours (written assignment in class 3h+ reflexive essay submitted after the course 10h)			<br>Accredited in June 2018. This accreditation is valid until June 2023.	<br>The learning methods include  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session every morning   â€¢ Self-study: readings, final paper	<br>Three courses offered by TropEd could be complementary to the CERAH course:  - Control Strategies for Communicable and Non-Communicable Diseases  - Disease Control: Strategies and Policies  - Surveillance to measure the burden of non-communicable diseases (NCDs)  This course focuses more specifically on programmatic issues in humanitarian contexts. The teaching is rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class 20% is noted by the course director (check list) in terms of engagement during group work; active presence and interest in the class dynamic; positive attitude; relevance of contributions; clear positioning based on personal experience and readings; accurate arguments.  2) Written assignment in class 50%:  this is a closed-book exam in class. Students answer three questions leading to the design of a strategy for addressing chronic diseases in humanitarian settings. Grading is based on integrating elements learned throughout the week; accurate knowledge of the subject matter; good understanding of main elements of a strategy for NCD in humanitarian settings; good structuring of thoughts; clear presentation (6-7 handwritten pages).  3) Essay 30%:  3-page reflexive analysis on the participantâ€™s learning and what s/he will apply/change in his/her practice as a result of the course.    Students receive feedback on the two written assessments with a mark and detailed comments, as these are considered part of their learning experience.    The student is granted credits provided that a rate of 4/6 is reached in the overall rating.    A resit session is organized for students who do not reach the overall average of 4/6 to improve insufficient marks either for the written assignment or the essay, or both if needed.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>- Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   - Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).     Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB    More specifically for this course:  â€¢ Humanitarian programme/project managers overseeing health programmes  â€¢ Health professionals wishing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 1â€™500 CHF (20% discount applicable for TropEd students = 1â€™200 CHF)	<br>NO				<br>Lesson 1. Chronic diseases and humanitarian crises: issues and challenges  Lesson 2. Non-communicable chronic diseases in emergencies   Lesson 3. Assessing the needs, setting priorities  Lesson 4. Designing an NCD programme â€“ minimal requirements  Lesson 5. Testing new approaches for care delivery: the example of HIV/AIDS and tuberculosis  Lesson 6. Models of care for NCDs in humanitarian settings  Lesson 7. Integrating NCD programme within existing health programme/system  Lesson 8.  How to address screening and prevention?  Lesson 9.  Developing a strategy for NCD in humanitarian contexts  Lesson 10.  Refugee health programmes: the model of NCD care of UNHCR  Lesson 11. Monitoring and evaluation of NCD programmes  Lesson 12. Weaving it all together: main concepts, main lessons learned    This course is developed jointly with MSF, WHO, ICRC and UNHCR. Programmatic responses to NCDs in humanitarian contexts are very recent and are continuously informed by new research and evaluations. Involving the four main organisations driving this agenda ensures that the course content reflects new evidence and latest developments.		Health Policy (incl. advocacy)				
Chronic Diseases and the humanitarian response	<br>Overall learning objective:  At the end of this course, participants should be able to understand the particular challenges presented by chronic diseases in emergency and/or unstable settings and to conceive a programme to address chronic diseases adapted to specific contexts and as an integral part of health programmes.    Specific learning objectives:  At the end of this course, participants should be able to:  â€¢ Compare and prioritize the most important non-communicable diseases (NCDs) encountered in humanitarian contexts   â€¢ Formulate the building blocks of a programme to address the needs of people with NCDs during a humanitarian emergency   â€¢ Analyse traditional and novel care approaches to NCDs based on lessons learned from HIV/AIDS   â€¢ Design a strategy addressing NCDs in humanitarian contexts based on a needs assessment		1	admincerah@unige.ch	2018-06-21 13:01:28	2018-06-21	2019-12-17 09:20:27	troped	troped	0		One week with five days in class, pre-readings and a reflexive essay post-course	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2018-06-21 17:18:54	60 hours SIT    Contact: 38 hours (32h lectures and 6h group work)   Self-study: 10 hours (pre-reading assignment, syllabus)   Assessment: 12 hours (written assignment in class 3h+ reflexive essay submitted after the course 10h)			<br>Accredited in June 2018. This accreditation is valid until June 2023.	<br>The learning methods include  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session every morning   â€¢ Self-study: readings, final paper	<br>Three courses offered by TropEd could be complementary to the CERAH course:  - Control Strategies for Communicable and Non-Communicable Diseases  - Disease Control: Strategies and Policies  - Surveillance to measure the burden of non-communicable diseases (NCDs)  This course focuses more specifically on programmatic issues in humanitarian contexts. The teaching is rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class 20% is noted by the course director (check list) in terms of engagement during group work; active presence and interest in the class dynamic; positive attitude; relevance of contributions; clear positioning based on personal experience and readings; accurate arguments.  2) Written assignment in class 50%:  this is a closed-book exam in class. Students answer three questions leading to the design of a strategy for addressing chronic diseases in humanitarian settings. Grading is based on integrating elements learned throughout the week; accurate knowledge of the subject matter; good understanding of main elements of a strategy for NCD in humanitarian settings; good structuring of thoughts; clear presentation (6-7 handwritten pages).  3) Essay 30%:  3-page reflexive analysis on the participantâ€™s learning and what s/he will apply/change in his/her practice as a result of the course.    Students receive feedback on the two written assessments with a mark and detailed comments, as these are considered part of their learning experience.    The student is granted credits provided that a rate of 4/6 is reached in the overall rating.    A resit session is organized for students who do not reach the overall average of 4/6 to improve insufficient marks either for the written assignment or the essay, or both if needed.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>- Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   - Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).     Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB    More specifically for this course:  â€¢ Humanitarian programme/project managers overseeing health programmes  â€¢ Health professionals wishing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 1â€™500 CHF (20% discount applicable for TropEd students = 1â€™200 CHF)	<br>NO				<br>Lesson 1. Chronic diseases and humanitarian crises: issues and challenges  Lesson 2. Non-communicable chronic diseases in emergencies   Lesson 3. Assessing the needs, setting priorities  Lesson 4. Designing an NCD programme â€“ minimal requirements  Lesson 5. Testing new approaches for care delivery: the example of HIV/AIDS and tuberculosis  Lesson 6. Models of care for NCDs in humanitarian settings  Lesson 7. Integrating NCD programme within existing health programme/system  Lesson 8.  How to address screening and prevention?  Lesson 9.  Developing a strategy for NCD in humanitarian contexts  Lesson 10.  Refugee health programmes: the model of NCD care of UNHCR  Lesson 11. Monitoring and evaluation of NCD programmes  Lesson 12. Weaving it all together: main concepts, main lessons learned    This course is developed jointly with MSF, WHO, ICRC and UNHCR. Programmatic responses to NCDs in humanitarian contexts are very recent and are continuously informed by new research and evaluations. Involving the four main organisations driving this agenda ensures that the course content reflects new evidence and latest developments.		Health in emergencies				
Chronic Diseases and the humanitarian response	<br>Overall learning objective:  At the end of this course, participants should be able to understand the particular challenges presented by chronic diseases in emergency and/or unstable settings and to conceive a programme to address chronic diseases adapted to specific contexts and as an integral part of health programmes.    Specific learning objectives:  At the end of this course, participants should be able to:  â€¢ Compare and prioritize the most important non-communicable diseases (NCDs) encountered in humanitarian contexts   â€¢ Formulate the building blocks of a programme to address the needs of people with NCDs during a humanitarian emergency   â€¢ Analyse traditional and novel care approaches to NCDs based on lessons learned from HIV/AIDS   â€¢ Design a strategy addressing NCDs in humanitarian contexts based on a needs assessment		1	admincerah@unige.ch	2018-06-21 13:01:28	2018-06-21	2019-12-17 09:20:27	troped	troped	0		One week with five days in class, pre-readings and a reflexive essay post-course	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2018-06-21 17:18:54	60 hours SIT    Contact: 38 hours (32h lectures and 6h group work)   Self-study: 10 hours (pre-reading assignment, syllabus)   Assessment: 12 hours (written assignment in class 3h+ reflexive essay submitted after the course 10h)			<br>Accredited in June 2018. This accreditation is valid until June 2023.	<br>The learning methods include  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session every morning   â€¢ Self-study: readings, final paper	<br>Three courses offered by TropEd could be complementary to the CERAH course:  - Control Strategies for Communicable and Non-Communicable Diseases  - Disease Control: Strategies and Policies  - Surveillance to measure the burden of non-communicable diseases (NCDs)  This course focuses more specifically on programmatic issues in humanitarian contexts. The teaching is rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class 20% is noted by the course director (check list) in terms of engagement during group work; active presence and interest in the class dynamic; positive attitude; relevance of contributions; clear positioning based on personal experience and readings; accurate arguments.  2) Written assignment in class 50%:  this is a closed-book exam in class. Students answer three questions leading to the design of a strategy for addressing chronic diseases in humanitarian settings. Grading is based on integrating elements learned throughout the week; accurate knowledge of the subject matter; good understanding of main elements of a strategy for NCD in humanitarian settings; good structuring of thoughts; clear presentation (6-7 handwritten pages).  3) Essay 30%:  3-page reflexive analysis on the participantâ€™s learning and what s/he will apply/change in his/her practice as a result of the course.    Students receive feedback on the two written assessments with a mark and detailed comments, as these are considered part of their learning experience.    The student is granted credits provided that a rate of 4/6 is reached in the overall rating.    A resit session is organized for students who do not reach the overall average of 4/6 to improve insufficient marks either for the written assignment or the essay, or both if needed.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>- Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   - Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).     Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB    More specifically for this course:  â€¢ Humanitarian programme/project managers overseeing health programmes  â€¢ Health professionals wishing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 1â€™500 CHF (20% discount applicable for TropEd students = 1â€™200 CHF)	<br>NO				<br>Lesson 1. Chronic diseases and humanitarian crises: issues and challenges  Lesson 2. Non-communicable chronic diseases in emergencies   Lesson 3. Assessing the needs, setting priorities  Lesson 4. Designing an NCD programme â€“ minimal requirements  Lesson 5. Testing new approaches for care delivery: the example of HIV/AIDS and tuberculosis  Lesson 6. Models of care for NCDs in humanitarian settings  Lesson 7. Integrating NCD programme within existing health programme/system  Lesson 8.  How to address screening and prevention?  Lesson 9.  Developing a strategy for NCD in humanitarian contexts  Lesson 10.  Refugee health programmes: the model of NCD care of UNHCR  Lesson 11. Monitoring and evaluation of NCD programmes  Lesson 12. Weaving it all together: main concepts, main lessons learned    This course is developed jointly with MSF, WHO, ICRC and UNHCR. Programmatic responses to NCDs in humanitarian contexts are very recent and are continuously informed by new research and evaluations. Involving the four main organisations driving this agenda ensures that the course content reflects new evidence and latest developments.		Non-communicable diseases (in general)				
Chronic Diseases and the humanitarian response	<br>Overall learning objective:  At the end of this course, participants should be able to understand the particular challenges presented by chronic diseases in emergency and/or unstable settings and to conceive a programme to address chronic diseases adapted to specific contexts and as an integral part of health programmes.    Specific learning objectives:  At the end of this course, participants should be able to:  â€¢ Compare and prioritize the most important non-communicable diseases (NCDs) encountered in humanitarian contexts   â€¢ Formulate the building blocks of a programme to address the needs of people with NCDs during a humanitarian emergency   â€¢ Analyse traditional and novel care approaches to NCDs based on lessons learned from HIV/AIDS   â€¢ Design a strategy addressing NCDs in humanitarian contexts based on a needs assessment		1	admincerah@unige.ch	2018-06-21 13:01:28	2018-06-21	2019-12-17 09:20:27	troped	troped	0		One week with five days in class, pre-readings and a reflexive essay post-course	CERAH -  22, rue Rothschild, 1202 Geneva Switzerland				2018-06-21 17:18:54	60 hours SIT    Contact: 38 hours (32h lectures and 6h group work)   Self-study: 10 hours (pre-reading assignment, syllabus)   Assessment: 12 hours (written assignment in class 3h+ reflexive essay submitted after the course 10h)			<br>Accredited in June 2018. This accreditation is valid until June 2023.	<br>The learning methods include  â€¢ Interactive lectures with plenary discussions   â€¢ Case studies   â€¢ Group work with peer sharing and presentations   â€¢ Individual learning log book with plan of action  â€¢ Recap session every morning   â€¢ Self-study: readings, final paper	<br>Three courses offered by TropEd could be complementary to the CERAH course:  - Control Strategies for Communicable and Non-Communicable Diseases  - Disease Control: Strategies and Policies  - Surveillance to measure the burden of non-communicable diseases (NCDs)  This course focuses more specifically on programmatic issues in humanitarian contexts. The teaching is rooted in current humanitarian practices, first of all because most of the speakers are current humanitarian practitioners, either Geneva-based or field-based, and secondly humanitarian field examples of current crises are used to illustrate lectures or group work.	<br>The student is required to attend at least 80% of the face to face sessions.    The final mark is based on three assessments:  1) Active participation during class 20% is noted by the course director (check list) in terms of engagement during group work; active presence and interest in the class dynamic; positive attitude; relevance of contributions; clear positioning based on personal experience and readings; accurate arguments.  2) Written assignment in class 50%:  this is a closed-book exam in class. Students answer three questions leading to the design of a strategy for addressing chronic diseases in humanitarian settings. Grading is based on integrating elements learned throughout the week; accurate knowledge of the subject matter; good understanding of main elements of a strategy for NCD in humanitarian settings; good structuring of thoughts; clear presentation (6-7 handwritten pages).  3) Essay 30%:  3-page reflexive analysis on the participantâ€™s learning and what s/he will apply/change in his/her practice as a result of the course.    Students receive feedback on the two written assessments with a mark and detailed comments, as these are considered part of their learning experience.    The student is granted credits provided that a rate of 4/6 is reached in the overall rating.    A resit session is organized for students who do not reach the overall average of 4/6 to improve insufficient marks either for the written assignment or the essay, or both if needed.	<br>incl. max.24 students; max. number of 8 tropEd students	<br>- Hold a university masterâ€™s, university bachelorâ€™s degree or masterâ€™s from a University of Applied Sciences or an equivalent qualification and be able to provide evidence of a minimum of two yearsâ€™ professional experience   - Or hold a university baccalaureate, university bachelorâ€™s degree or bachelorâ€™s from a University of Applied Sciences or an equivalent qualification and have five yearsâ€™ professional experience  - and have an adequate knowledge of English, i.e. Students whose mother tongue is not English, who do not have secondary or post-secondary qualifications taught in English, or who have not spent a minimum of one year studying at university level in English, must provide a certificate to prove their mastery of English.  Recognised tests Required score  TOEFL (Test of English as a Foreign Language).     Internet-test 100  Paper-test 600  Computer-based test 250  IELTS (International English Language Testing System)7.0  CPE (Certificate of Proficiency in English)  (Cambridge English, part of the University of Cambridge) A-B-C  CAE (Cambridge Advanced English)  (Cambridge English, part of the University of Cambridge) AB    More specifically for this course:  â€¢ Humanitarian programme/project managers overseeing health programmes  â€¢ Health professionals wishing to join the humanitarian sector.	<br>- Students who are already registered with TropEd should apply on the CERAH platform (http://www.cerahgeneve.ch/training/certificates/health-of-populations-affected-by-humanitarian-emergencies/  and then go to Apply now.  In case of questions please directly contact: admincerah@unige.ch   -The Selection Committee examines the application.  Admission is based on the overall quality of the application, including academic achievement, relevance of previous work experience, personal motivations, professional perspectives and English language skills.     The Selection committee aims to reach a balance between the number of men and women, educational profiles and professional experience and geographical distribution. A specific attention is given to the candidateâ€™s personal statement.    The decision is communicated to the student within 2 weeks.	<br>CHF = 1â€™500 CHF (20% discount applicable for TropEd students = 1â€™200 CHF)	<br>NO				<br>Lesson 1. Chronic diseases and humanitarian crises: issues and challenges  Lesson 2. Non-communicable chronic diseases in emergencies   Lesson 3. Assessing the needs, setting priorities  Lesson 4. Designing an NCD programme â€“ minimal requirements  Lesson 5. Testing new approaches for care delivery: the example of HIV/AIDS and tuberculosis  Lesson 6. Models of care for NCDs in humanitarian settings  Lesson 7. Integrating NCD programme within existing health programme/system  Lesson 8.  How to address screening and prevention?  Lesson 9.  Developing a strategy for NCD in humanitarian contexts  Lesson 10.  Refugee health programmes: the model of NCD care of UNHCR  Lesson 11. Monitoring and evaluation of NCD programmes  Lesson 12. Weaving it all together: main concepts, main lessons learned    This course is developed jointly with MSF, WHO, ICRC and UNHCR. Programmatic responses to NCDs in humanitarian contexts are very recent and are continuously informed by new research and evaluations. Involving the four main organisations driving this agenda ensures that the course content reflects new evidence and latest developments.						
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia	Yodi Mahendradhata	English	advanced optional	2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session	Indonesia	Local / regional	Face to face		4 ECTS credits	
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0		3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session		Qualitative methods				
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0		3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session		Quantitative methods				
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0		3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session		Research design				
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0		3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session		research methodology				
Implementation research for public health	<br>By the end of the course students should be able to:  â€¢ Explain the characteristics of implementation research  â€¢ Identify public health context, which possibly contain implementation research problems  â€¢ Formulate implementation research problem statement  â€¢ Identify implementation research strategy  â€¢ Design implementation research study  â€¢ Plan capacity building in performing implementation research  â€¢ Plan dissemination and scaling up after conducting implementation research		1	Yodi_Mahendradhata@yahoo.co.uk	2018-07-03 08:16:53	2018-07-03	2020-09-17 09:55:44	troped	troped	0		3 weeks including pre-reading. Face to face: 2 weeks Final assignment: 1 week	<br>Postgraduate Program in Public Health, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-07-03 12:39:45	<br>Lecture (in class): 18 x 2 hours= 36 hours  Lab Session: 2 x 2 hours = 4 hours   Tutorial: 5 x 2 hours= 10 hours  Self-directed learning: 42 hours  Assessment (pre-test, midterm, presentation): 5 hours  Preparing final assignment: 25 hours	2021-04-19	2021-04-30	<br>Accredited in July 2018. This accreditation is valid until July 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    There will be 17 sessions of lecture in class, 2 lab sessions, and 5 tutorial sessions in which each session is 2 hours. During these sessions, student will be guided to develop an implementation research proposal.    Students are required to undertake self-directed learning for 42 hours after course has commenced until the course is completed    Pre-test, exam, and midterm: 5 hours    Preparing final assignment: 25 hour	<br>Reading material:  Implementation Research Toolkit:  http://adphealth.org/irtoolkit/   Implementation Research:  https://www.bmj.com/content/bmj/347/bmj.f6753.full.pdf  IR Outcome:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/pdf/10488_2010_Article_319.pdf  Implementation Research: A Synthesis of Literature:  http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf   Consolidated framework for Implementation research:  https://implementationscience.biomedcentral.com/track/pdf/10.1186/1748-5908-4-50   Implementation Strategy  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3882890/pdf/1748-5908-8-139.pdf  Mixed Method Study design  Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.	<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This test will evaluate studentsâ€™ preparation for the course.     At the end of first week, students will have midterm test (1 hour). Presentation as the examination will be conducted at the end of the course (3 hours).    Each student has to design an implementation research study and write it into a proposal as the final assignment. At the end of course, students have to present their proposal. The complete proposal should be submitted 7 days after lectures have ended.    The assessment of tis course is weighted as follows:  1. Pre-test: 10%  2. Midterm: 20%  3. Presentation: 20%  4. Final assignment: 50%    If student does not achieve more than 60%, students are required to improve their proposal and submit it within 2 weeks after grade announcement.	<br>The maximum number of students that may enroll in this course is 20 students.     Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.  â€¢ Students should pass the introductory course on epidemiology, biostatistics and research methodologies.  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 euro  for tropEd students, excluding living cost	<br>not available				<br>1. Defining and conceptualizing implementation research (IR)  2. Key theories and popular conceptual framework in IR  3. Implementation research outcomes: a framework for conducting implementation research  4. Development of IR questions  5. Lab 1: Defining rational for implementation research  6. Lab 2: Formulating implementation research problem statements and objectives  7. Refining IR question  8. Defining IR strategy  9. Common study designs in IR  10. Pragmatic trial  11. Effectiveness-Implementation Hybrid Trials  12. Step Wedged designs  13. Adaptive designs  14. Action research  15. Realist evaluation  16. Quality improvement studies  17. Mixed Method  18. Capacity building  19. Dissemination & scaling up  20. Recap session						
Culture and  psychopathology-Mental Illness in a Cross-Cultural Perspective	<br>This is a 3 week course, and this is how the 3 weeks are distributed:     1. week reading before the start of the course (which will include an interview assignment with a report)    1. week face-to-face teaching plus presentations and discussions    1. week self-study of chosen topic (to be assessed based on a written report)		1	Linda.Forshaw@uib.no	2018-10-18 09:57:00	2018-10-18	2020-11-25 09:16:24	troped	romy	0	Norway - Centre for International Health, Universitetet i Bergen	30.03.-3.04.2020 (face to face) + one preparatory week and one week to work on assignment (student investment time; not necessary to be in Bergen)	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway	David Lackland Sam	English	advanced optional	2019-10-21 14:39:29	TOTAL SIT = 110 hours (comprising of)  â€¢ 40 of preparatory reading   â€¢ 20 hours group work  â€¢ 20 hours group work  â€¢ 30 hours individual assignment	2021-03-22	2021-03-26	<br>accredited Amsterdam/Copenhagen 2003; Re-accredited in May 2010 in Mexico, in February 2017. This course is valid until February 2022.	<br>â€¢ The course will involve formal lectures, interactive group discussions and debates     â€¢ The students will do a lot of reading and self-reflection on mental disorders from their own society     â€¢ Discuss and interview people from other cultures how mental disorders are defined, identified and treated in their particular society    â€¢ Debate on whether modern day society is over-pathologizing everyday behavior     â€¢ Assignments to facilitate reading and discussion    The five main bullets under Point 14 â€“ Contents -- above will constitute the major topic for each of the 5 days of face-to-face contact:    â€¢ Teaching will be interspersed with the teaching    â€¢ A debate will be planned for the 3rd teaching day    â€¢ Oral (group) presentation will be planned for the last day	<br>No compulsory reading will be assigned to the course. A couple of textbooks are however highly recommended:     1. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press.    2. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian    3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.  Two Desk reference books    1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM 5).  Washington: APA.    2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization; and A number of journal papers will all be suggested and revised from year to year.	<br>Continuous assessments involving 3 short essays (up to 500 words) and 2 long essays (up to 2500 words) essays to be written at home.   The marks will be distributed as 30% (for short essays) and 50% (for long essays).  There will also be a group presentation, where participation is obligatory and will carry 20% of the final grade  Submitted essays will be check for plagiarism   The preparatory reading will conclude with interviewing an individual who comes from a different society (than yours), on the topic â€“ what is considered â€œmental illnessâ€ or â€œbeing madâ€ in that society?â€.  A report based on this interview is to be submitted at the start of the course.   The assessment of  (i) this essay will be based on â€œthe quality of the interviewâ€  (ii) the extent the interviewer manages to tease out indigenous meaning of â€œmadnessâ€	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Masterâ€™s Degree Programme may join this course (e.g. tropEd network.	<br>Priority:   Master students enrolled at the University of Bergen  Students MSc in Int Health  Other tropEd students  Medical students at the University of Bergen	<br>â‚¬50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK 500 (subject to change)	<br>None	<br>The one major change that has occurred since last accreditation was to reduce the number of papers to be focused on in one assignment.  The students complained that the amount of work involved was too much.    This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.       This course is now a 4ECTS.     There is presently no direct oral presentation, but in this revised course, an oral presentations together with a class debate on a topic such as culture vs. biological perspectives on mental illness; and whether mental illness is an over-patholagization of everyday hassles   Other than issues relating to student participation, the other major change planned is to link the course to the DSM 5.  Currently the course is very much liked to earlier versions of DSM ICD classification systems.  With the issue of DSM 5, the course will try and integrate this new diagnostics manual into it	<br>The course does not attract the largest number of students, thus, it is easy to have close interaction with each other. It also makes it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course is spontaneous and informal	<br>In inviting students to pick a mental health problem and discuss the cultural dimensions has expanded the lecturerâ€™s own knowledge level of cultural aspects of mental illness	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-bound syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed during the 5-days of lectures.   â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification/grouping of mental disorders in diagnostic manuals: culture and methodology     â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective     â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals     â€¢ Migration, Acculturation, Multicultural health     Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosisA detailed description is expected.	Norway	Anthropology	Face to face	<br>At the end of the course, the student should be able to  â€¢ Identify which aspects of mental illness symptomatology that are cultural general, and which aspects are cultural specific    â€¢ Develop hypothesis on the aetiology of different forms of mental illness     â€¢ Utilize the acquired knowledge to appraise differential prevalence, expression, course and prognosis of mental illness across cultures    â€¢ Transform the knowledge into cultural competence and be able to promote culturally sensitive mental health care in various cultural societies, and/for different ethnic groups	4 ECTS credits	
Culture and  psychopathology-Mental Illness in a Cross-Cultural Perspective	<br>This is a 3 week course, and this is how the 3 weeks are distributed:     1. week reading before the start of the course (which will include an interview assignment with a report)    1. week face-to-face teaching plus presentations and discussions    1. week self-study of chosen topic (to be assessed based on a written report)		1	Linda.Forshaw@uib.no	2018-10-18 09:57:00	2018-10-18	2020-11-25 09:16:24	troped	romy	0		30.03.-3.04.2020 (face to face) + one preparatory week and one week to work on assignment (student investment time; not necessary to be in Bergen)	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2019-10-21 14:39:29	TOTAL SIT = 110 hours (comprising of)  â€¢ 40 of preparatory reading   â€¢ 20 hours group work  â€¢ 20 hours group work  â€¢ 30 hours individual assignment	2021-03-22	2021-03-26	<br>accredited Amsterdam/Copenhagen 2003; Re-accredited in May 2010 in Mexico, in February 2017. This course is valid until February 2022.	<br>â€¢ The course will involve formal lectures, interactive group discussions and debates     â€¢ The students will do a lot of reading and self-reflection on mental disorders from their own society     â€¢ Discuss and interview people from other cultures how mental disorders are defined, identified and treated in their particular society    â€¢ Debate on whether modern day society is over-pathologizing everyday behavior     â€¢ Assignments to facilitate reading and discussion    The five main bullets under Point 14 â€“ Contents -- above will constitute the major topic for each of the 5 days of face-to-face contact:    â€¢ Teaching will be interspersed with the teaching    â€¢ A debate will be planned for the 3rd teaching day    â€¢ Oral (group) presentation will be planned for the last day	<br>No compulsory reading will be assigned to the course. A couple of textbooks are however highly recommended:     1. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press.    2. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian    3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.  Two Desk reference books    1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM 5).  Washington: APA.    2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization; and A number of journal papers will all be suggested and revised from year to year.	<br>Continuous assessments involving 3 short essays (up to 500 words) and 2 long essays (up to 2500 words) essays to be written at home.   The marks will be distributed as 30% (for short essays) and 50% (for long essays).  There will also be a group presentation, where participation is obligatory and will carry 20% of the final grade  Submitted essays will be check for plagiarism   The preparatory reading will conclude with interviewing an individual who comes from a different society (than yours), on the topic â€“ what is considered â€œmental illnessâ€ or â€œbeing madâ€ in that society?â€.  A report based on this interview is to be submitted at the start of the course.   The assessment of  (i) this essay will be based on â€œthe quality of the interviewâ€  (ii) the extent the interviewer manages to tease out indigenous meaning of â€œmadnessâ€	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Masterâ€™s Degree Programme may join this course (e.g. tropEd network.	<br>Priority:   Master students enrolled at the University of Bergen  Students MSc in Int Health  Other tropEd students  Medical students at the University of Bergen	<br>â‚¬50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK 500 (subject to change)	<br>None	<br>The one major change that has occurred since last accreditation was to reduce the number of papers to be focused on in one assignment.  The students complained that the amount of work involved was too much.    This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.       This course is now a 4ECTS.     There is presently no direct oral presentation, but in this revised course, an oral presentations together with a class debate on a topic such as culture vs. biological perspectives on mental illness; and whether mental illness is an over-patholagization of everyday hassles   Other than issues relating to student participation, the other major change planned is to link the course to the DSM 5.  Currently the course is very much liked to earlier versions of DSM ICD classification systems.  With the issue of DSM 5, the course will try and integrate this new diagnostics manual into it	<br>The course does not attract the largest number of students, thus, it is easy to have close interaction with each other. It also makes it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course is spontaneous and informal	<br>In inviting students to pick a mental health problem and discuss the cultural dimensions has expanded the lecturerâ€™s own knowledge level of cultural aspects of mental illness	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-bound syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed during the 5-days of lectures.   â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification/grouping of mental disorders in diagnostic manuals: culture and methodology     â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective     â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals     â€¢ Migration, Acculturation, Multicultural health     Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosisA detailed description is expected.		Behavioral aspects (in gen.)		<br>At the end of the course, the student should be able to  â€¢ Identify which aspects of mental illness symptomatology that are cultural general, and which aspects are cultural specific    â€¢ Develop hypothesis on the aetiology of different forms of mental illness     â€¢ Utilize the acquired knowledge to appraise differential prevalence, expression, course and prognosis of mental illness across cultures    â€¢ Transform the knowledge into cultural competence and be able to promote culturally sensitive mental health care in various cultural societies, and/for different ethnic groups		
Culture and  psychopathology-Mental Illness in a Cross-Cultural Perspective	<br>This is a 3 week course, and this is how the 3 weeks are distributed:     1. week reading before the start of the course (which will include an interview assignment with a report)    1. week face-to-face teaching plus presentations and discussions    1. week self-study of chosen topic (to be assessed based on a written report)		1	Linda.Forshaw@uib.no	2018-10-18 09:57:00	2018-10-18	2020-11-25 09:16:24	troped	romy	0		30.03.-3.04.2020 (face to face) + one preparatory week and one week to work on assignment (student investment time; not necessary to be in Bergen)	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2019-10-21 14:39:29	TOTAL SIT = 110 hours (comprising of)  â€¢ 40 of preparatory reading   â€¢ 20 hours group work  â€¢ 20 hours group work  â€¢ 30 hours individual assignment	2021-03-22	2021-03-26	<br>accredited Amsterdam/Copenhagen 2003; Re-accredited in May 2010 in Mexico, in February 2017. This course is valid until February 2022.	<br>â€¢ The course will involve formal lectures, interactive group discussions and debates     â€¢ The students will do a lot of reading and self-reflection on mental disorders from their own society     â€¢ Discuss and interview people from other cultures how mental disorders are defined, identified and treated in their particular society    â€¢ Debate on whether modern day society is over-pathologizing everyday behavior     â€¢ Assignments to facilitate reading and discussion    The five main bullets under Point 14 â€“ Contents -- above will constitute the major topic for each of the 5 days of face-to-face contact:    â€¢ Teaching will be interspersed with the teaching    â€¢ A debate will be planned for the 3rd teaching day    â€¢ Oral (group) presentation will be planned for the last day	<br>No compulsory reading will be assigned to the course. A couple of textbooks are however highly recommended:     1. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press.    2. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian    3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.  Two Desk reference books    1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM 5).  Washington: APA.    2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization; and A number of journal papers will all be suggested and revised from year to year.	<br>Continuous assessments involving 3 short essays (up to 500 words) and 2 long essays (up to 2500 words) essays to be written at home.   The marks will be distributed as 30% (for short essays) and 50% (for long essays).  There will also be a group presentation, where participation is obligatory and will carry 20% of the final grade  Submitted essays will be check for plagiarism   The preparatory reading will conclude with interviewing an individual who comes from a different society (than yours), on the topic â€“ what is considered â€œmental illnessâ€ or â€œbeing madâ€ in that society?â€.  A report based on this interview is to be submitted at the start of the course.   The assessment of  (i) this essay will be based on â€œthe quality of the interviewâ€  (ii) the extent the interviewer manages to tease out indigenous meaning of â€œmadnessâ€	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Masterâ€™s Degree Programme may join this course (e.g. tropEd network.	<br>Priority:   Master students enrolled at the University of Bergen  Students MSc in Int Health  Other tropEd students  Medical students at the University of Bergen	<br>â‚¬50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK 500 (subject to change)	<br>None	<br>The one major change that has occurred since last accreditation was to reduce the number of papers to be focused on in one assignment.  The students complained that the amount of work involved was too much.    This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.       This course is now a 4ECTS.     There is presently no direct oral presentation, but in this revised course, an oral presentations together with a class debate on a topic such as culture vs. biological perspectives on mental illness; and whether mental illness is an over-patholagization of everyday hassles   Other than issues relating to student participation, the other major change planned is to link the course to the DSM 5.  Currently the course is very much liked to earlier versions of DSM ICD classification systems.  With the issue of DSM 5, the course will try and integrate this new diagnostics manual into it	<br>The course does not attract the largest number of students, thus, it is easy to have close interaction with each other. It also makes it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course is spontaneous and informal	<br>In inviting students to pick a mental health problem and discuss the cultural dimensions has expanded the lecturerâ€™s own knowledge level of cultural aspects of mental illness	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-bound syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed during the 5-days of lectures.   â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification/grouping of mental disorders in diagnostic manuals: culture and methodology     â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective     â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals     â€¢ Migration, Acculturation, Multicultural health     Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosisA detailed description is expected.		Mental health problems		<br>At the end of the course, the student should be able to  â€¢ Identify which aspects of mental illness symptomatology that are cultural general, and which aspects are cultural specific    â€¢ Develop hypothesis on the aetiology of different forms of mental illness     â€¢ Utilize the acquired knowledge to appraise differential prevalence, expression, course and prognosis of mental illness across cultures    â€¢ Transform the knowledge into cultural competence and be able to promote culturally sensitive mental health care in various cultural societies, and/for different ethnic groups		
Culture and  psychopathology-Mental Illness in a Cross-Cultural Perspective	<br>This is a 3 week course, and this is how the 3 weeks are distributed:     1. week reading before the start of the course (which will include an interview assignment with a report)    1. week face-to-face teaching plus presentations and discussions    1. week self-study of chosen topic (to be assessed based on a written report)		1	Linda.Forshaw@uib.no	2018-10-18 09:57:00	2018-10-18	2020-11-25 09:16:24	troped	romy	0		30.03.-3.04.2020 (face to face) + one preparatory week and one week to work on assignment (student investment time; not necessary to be in Bergen)	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2019-10-21 14:39:29	TOTAL SIT = 110 hours (comprising of)  â€¢ 40 of preparatory reading   â€¢ 20 hours group work  â€¢ 20 hours group work  â€¢ 30 hours individual assignment	2021-03-22	2021-03-26	<br>accredited Amsterdam/Copenhagen 2003; Re-accredited in May 2010 in Mexico, in February 2017. This course is valid until February 2022.	<br>â€¢ The course will involve formal lectures, interactive group discussions and debates     â€¢ The students will do a lot of reading and self-reflection on mental disorders from their own society     â€¢ Discuss and interview people from other cultures how mental disorders are defined, identified and treated in their particular society    â€¢ Debate on whether modern day society is over-pathologizing everyday behavior     â€¢ Assignments to facilitate reading and discussion    The five main bullets under Point 14 â€“ Contents -- above will constitute the major topic for each of the 5 days of face-to-face contact:    â€¢ Teaching will be interspersed with the teaching    â€¢ A debate will be planned for the 3rd teaching day    â€¢ Oral (group) presentation will be planned for the last day	<br>No compulsory reading will be assigned to the course. A couple of textbooks are however highly recommended:     1. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press.    2. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian    3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.  Two Desk reference books    1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM 5).  Washington: APA.    2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization; and A number of journal papers will all be suggested and revised from year to year.	<br>Continuous assessments involving 3 short essays (up to 500 words) and 2 long essays (up to 2500 words) essays to be written at home.   The marks will be distributed as 30% (for short essays) and 50% (for long essays).  There will also be a group presentation, where participation is obligatory and will carry 20% of the final grade  Submitted essays will be check for plagiarism   The preparatory reading will conclude with interviewing an individual who comes from a different society (than yours), on the topic â€“ what is considered â€œmental illnessâ€ or â€œbeing madâ€ in that society?â€.  A report based on this interview is to be submitted at the start of the course.   The assessment of  (i) this essay will be based on â€œthe quality of the interviewâ€  (ii) the extent the interviewer manages to tease out indigenous meaning of â€œmadnessâ€	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Masterâ€™s Degree Programme may join this course (e.g. tropEd network.	<br>Priority:   Master students enrolled at the University of Bergen  Students MSc in Int Health  Other tropEd students  Medical students at the University of Bergen	<br>â‚¬50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK 500 (subject to change)	<br>None	<br>The one major change that has occurred since last accreditation was to reduce the number of papers to be focused on in one assignment.  The students complained that the amount of work involved was too much.    This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.       This course is now a 4ECTS.     There is presently no direct oral presentation, but in this revised course, an oral presentations together with a class debate on a topic such as culture vs. biological perspectives on mental illness; and whether mental illness is an over-patholagization of everyday hassles   Other than issues relating to student participation, the other major change planned is to link the course to the DSM 5.  Currently the course is very much liked to earlier versions of DSM ICD classification systems.  With the issue of DSM 5, the course will try and integrate this new diagnostics manual into it	<br>The course does not attract the largest number of students, thus, it is easy to have close interaction with each other. It also makes it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course is spontaneous and informal	<br>In inviting students to pick a mental health problem and discuss the cultural dimensions has expanded the lecturerâ€™s own knowledge level of cultural aspects of mental illness	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-bound syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed during the 5-days of lectures.   â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification/grouping of mental disorders in diagnostic manuals: culture and methodology     â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective     â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals     â€¢ Migration, Acculturation, Multicultural health     Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosisA detailed description is expected.		Mobility / migration		<br>At the end of the course, the student should be able to  â€¢ Identify which aspects of mental illness symptomatology that are cultural general, and which aspects are cultural specific    â€¢ Develop hypothesis on the aetiology of different forms of mental illness     â€¢ Utilize the acquired knowledge to appraise differential prevalence, expression, course and prognosis of mental illness across cultures    â€¢ Transform the knowledge into cultural competence and be able to promote culturally sensitive mental health care in various cultural societies, and/for different ethnic groups		
Culture and  psychopathology-Mental Illness in a Cross-Cultural Perspective	<br>This is a 3 week course, and this is how the 3 weeks are distributed:     1. week reading before the start of the course (which will include an interview assignment with a report)    1. week face-to-face teaching plus presentations and discussions    1. week self-study of chosen topic (to be assessed based on a written report)		1	Linda.Forshaw@uib.no	2018-10-18 09:57:00	2018-10-18	2020-11-25 09:16:24	troped	romy	0		30.03.-3.04.2020 (face to face) + one preparatory week and one week to work on assignment (student investment time; not necessary to be in Bergen)	Centre for International Health  University of Bergen  P.O. Box 7804  N-5009 Bergen  Norway				2019-10-21 14:39:29	TOTAL SIT = 110 hours (comprising of)  â€¢ 40 of preparatory reading   â€¢ 20 hours group work  â€¢ 20 hours group work  â€¢ 30 hours individual assignment	2021-03-22	2021-03-26	<br>accredited Amsterdam/Copenhagen 2003; Re-accredited in May 2010 in Mexico, in February 2017. This course is valid until February 2022.	<br>â€¢ The course will involve formal lectures, interactive group discussions and debates     â€¢ The students will do a lot of reading and self-reflection on mental disorders from their own society     â€¢ Discuss and interview people from other cultures how mental disorders are defined, identified and treated in their particular society    â€¢ Debate on whether modern day society is over-pathologizing everyday behavior     â€¢ Assignments to facilitate reading and discussion    The five main bullets under Point 14 â€“ Contents -- above will constitute the major topic for each of the 5 days of face-to-face contact:    â€¢ Teaching will be interspersed with the teaching    â€¢ A debate will be planned for the 3rd teaching day    â€¢ Oral (group) presentation will be planned for the last day	<br>No compulsory reading will be assigned to the course. A couple of textbooks are however highly recommended:     1. Bhugra, D., & Bhui, K (eds). (2007).  Textbook of cultural psychiatry. Chapters 1, 4, 5, 7, 8, 10, 11, 16, 17, 24, 26 â€“ 33; Cambridge: Cambridge University Press.    2. Cromby, J., Harper, D., & Reavey, P. (2013).  Psychology, mental health and distress.  London: Palgrave McMillian    3. Tseng, W-S (2001). Handbook of cultural psychiatry.   Chapters 9 - 11, 13, 14, 15 â€“ 19, 31 32 San Diego: Academic Press.  Two Desk reference books    1. American Psychiatric Association (2013).  Diagnostic manual and statistical manual of mental disorders 5th edition (DSM 5).  Washington: APA.    2. World Health Organization (1990).  International classification of diseases- 10 for the classification of mental and behavioral disorders. Geneva: World Health Organization; and A number of journal papers will all be suggested and revised from year to year.	<br>Continuous assessments involving 3 short essays (up to 500 words) and 2 long essays (up to 2500 words) essays to be written at home.   The marks will be distributed as 30% (for short essays) and 50% (for long essays).  There will also be a group presentation, where participation is obligatory and will carry 20% of the final grade  Submitted essays will be check for plagiarism   The preparatory reading will conclude with interviewing an individual who comes from a different society (than yours), on the topic â€“ what is considered â€œmental illnessâ€ or â€œbeing madâ€ in that society?â€.  A report based on this interview is to be submitted at the start of the course.   The assessment of  (i) this essay will be based on â€œthe quality of the interviewâ€  (ii) the extent the interviewer manages to tease out indigenous meaning of â€œmadnessâ€	<br>Maximum number of students: 40	<br>Good working knowledge of English (TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test). Students admitted to a Masterâ€™s Degree Programme may join this course (e.g. tropEd network.	<br>Priority:   Master students enrolled at the University of Bergen  Students MSc in Int Health  Other tropEd students  Medical students at the University of Bergen	<br>â‚¬50 for students outside the University of Bergen, to cover administrative cost. In addition, the students need to register at the University of Bergen and pay the semester fee of approximately NOK 500 (subject to change)	<br>None	<br>The one major change that has occurred since last accreditation was to reduce the number of papers to be focused on in one assignment.  The students complained that the amount of work involved was too much.    This course used to be run together with a similar course offered to psychology students at the University of Bergen (i.e., PSYK 302g). Because of major differences in educational backgrounds between the psychological students and the students following this course, the two courses are now run separately.       This course is now a 4ECTS.     There is presently no direct oral presentation, but in this revised course, an oral presentations together with a class debate on a topic such as culture vs. biological perspectives on mental illness; and whether mental illness is an over-patholagization of everyday hassles   Other than issues relating to student participation, the other major change planned is to link the course to the DSM 5.  Currently the course is very much liked to earlier versions of DSM ICD classification systems.  With the issue of DSM 5, the course will try and integrate this new diagnostics manual into it	<br>The course does not attract the largest number of students, thus, it is easy to have close interaction with each other. It also makes it easy to place emphasis on areas the students are most interested in; feedback and evaluation of the course is spontaneous and informal	<br>In inviting students to pick a mental health problem and discuss the cultural dimensions has expanded the lecturerâ€™s own knowledge level of cultural aspects of mental illness	<br>Like all systems of healing, biomedicine is a cultural product arising from Western industrialised countries. Yet practice of medicine to a large extent has shown very little cognisance to cultural and social factors that affect peopleâ€™s health. Biomedical conception of health and its practice are often transported from one part of the world to the other in packages of â€œabsolute truthsâ€. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Central to this problem is failure on the part of biomedicine to take into account culture's influence on people's attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour. In addition, while certain health problems (e.g. culture-bound syndromes) are difficult to understand using imported biomedical models from the West, they are readily understood within the cultural societies where they are manifested. The crux of this course is to examine mental illness, their manifestations, diagnosis, treatment and prognosis in different cultural societies.  The following areas of topics will be addressed during the 5-days of lectures.   â€¢ Culture and mental illness: Concepts, issues, models and theories   â€¢ Classification/grouping of mental disorders in diagnostic manuals: culture and methodology     â€¢ Review of some common mental illness (anxiety, mood, somatoform disorders and schizophrenia from a cultural perspective     â€¢ Culture-bound syndromes, cultural validations and their possible links with mental illness in the classification manuals     â€¢ Migration, Acculturation, Multicultural health     Cross-cultural and multicultural psychotherapy: Help-seeking behavior, treatment and prognosisA detailed description is expected.				<br>At the end of the course, the student should be able to  â€¢ Identify which aspects of mental illness symptomatology that are cultural general, and which aspects are cultural specific    â€¢ Develop hypothesis on the aetiology of different forms of mental illness     â€¢ Utilize the acquired knowledge to appraise differential prevalence, expression, course and prognosis of mental illness across cultures    â€¢ Transform the knowledge into cultural competence and be able to promote culturally sensitive mental health care in various cultural societies, and/for different ethnic groups		
Facing the NCD epidemic in low- and middle-income countries: from data to service delivery	<br>By the end of the course he participants should be able to:    â€¢develop evidence-based models for NCD service delivery     â€¢critically appraise (local) evidence of NCD burden and availability and quality of respective data    â€¢identify main challenges in and formulate strategies (capacity building, data generation, service implementation) for NCD service delivery in low- and middle-income countries    â€¢assess the applicability of international NCD guidelines in local settings		1	short.courses@urz.uni-heidelberg.de	2018-10-31 08:40:04	2018-10-31	2020-09-16 10:57:07	troped	troped	0	Germany - Heidelberg Institute of Global Health, University of Heidelberg	1 week 45 hours on site + 15 hours prior to and after the course	Institute of Global Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany    www.ukl-hd.de/ph/shortcourses	Dr. Andreas Deckert	English	advanced optional	2018-10-31 12:53:25	<br>60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 5 hours are allocated for pre-reading before course start plus 5 hours for writing a summary statement of pre-reading, plus 5 additional hours for individual assignment after course end)	2021-06-21	2021-06-25	<br>Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures/case studies (80%), and discussions in plenary (20% of a total of 30 hours), group work/class presentations (50%) and self-study (50% of a total of 30 hours). Participants will work individually and in groups. The groups will comprise maximum 5 persons each.	<br>This course was developed by the NCD research group of the Institute of Global Health in Heidelberg. The target group are professionals/students with a background in NCDs and an interest in working in NCD capacity building, data generation, and service delivery in low- and middle-income countries. This course is jointly coordinated by Dr. Volker Winkler and Dr. Andreas Deckert (both Institute of Global Health Heidelberg). External lecturers will contribute to the individual sessions	<br>The candidates will be requested to submit a 1-2 page conclusion with respect to the prior readings, including a short narrative description of the NCD situation in their home-country one week prior to the course. The summary statements will be discussed in the first morning of the course.  The assessment of the participantsâ€™ achievements aligned to the learning objectives will be determined by a two-part assignment:    1) Group assignment (50 %): Describing the local/regional situation regarding the current burden of a specific NCD based on available data and developing evidence-based solutions/approaches for NCD service delivery (10 minutes ppt + 10 minutes discussion). The assignment will be introduced during the first day of the course. The presentations will take place on Friday afternoon.     2) Individual assignment (50 %): Each participant is expected to submit a written individual assignment of about 1500 words within two weeks after completion of the course. The candidate should discuss the possible application of the gained skills and knowledge with respect to the applicability in his or her home country.     The final grade consists of both assignments, with a maximum of 100 %. Passing mark is 60%. In case of failure the respective participant will be able to submit another new (different NCD/aspect) individual assignment of 2000 words within 2 weeks after announcement of the results.	<br>Maximum number of students (including tropEd students): 20	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission: 750 EUR	<br>None				<br>â€¢Situational analysis of NCD burden and trends (including risk factors) in the home countries of the participants (theory and practical)Comparison of international guidelines and national NCD  strategic plans and the status of transfer into practice (exemplary on one/two specific NCD aspect(s))    â€¢NCD and human and financial resources, NCD financing    â€¢Three pillars of NCD service delivery: capacity building, NCD services, NCD data generation (availability and quality)    â€¢implementation/integration strategies   â€¢Best practice examples	Germany	Burden of Disease	Face to face		2 ECTS credits	
Facing the NCD epidemic in low- and middle-income countries: from data to service delivery	<br>By the end of the course he participants should be able to:    â€¢develop evidence-based models for NCD service delivery     â€¢critically appraise (local) evidence of NCD burden and availability and quality of respective data    â€¢identify main challenges in and formulate strategies (capacity building, data generation, service implementation) for NCD service delivery in low- and middle-income countries    â€¢assess the applicability of international NCD guidelines in local settings		1	short.courses@urz.uni-heidelberg.de	2018-10-31 08:40:04	2018-10-31	2020-09-16 10:57:07	troped	troped	0		1 week 45 hours on site + 15 hours prior to and after the course	Institute of Global Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany    www.ukl-hd.de/ph/shortcourses	Dr. Volkar Winkler			2018-10-31 12:53:25	<br>60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 5 hours are allocated for pre-reading before course start plus 5 hours for writing a summary statement of pre-reading, plus 5 additional hours for individual assignment after course end)	2021-06-21	2021-06-25	<br>Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures/case studies (80%), and discussions in plenary (20% of a total of 30 hours), group work/class presentations (50%) and self-study (50% of a total of 30 hours). Participants will work individually and in groups. The groups will comprise maximum 5 persons each.	<br>This course was developed by the NCD research group of the Institute of Global Health in Heidelberg. The target group are professionals/students with a background in NCDs and an interest in working in NCD capacity building, data generation, and service delivery in low- and middle-income countries. This course is jointly coordinated by Dr. Volker Winkler and Dr. Andreas Deckert (both Institute of Global Health Heidelberg). External lecturers will contribute to the individual sessions	<br>The candidates will be requested to submit a 1-2 page conclusion with respect to the prior readings, including a short narrative description of the NCD situation in their home-country one week prior to the course. The summary statements will be discussed in the first morning of the course.  The assessment of the participantsâ€™ achievements aligned to the learning objectives will be determined by a two-part assignment:    1) Group assignment (50 %): Describing the local/regional situation regarding the current burden of a specific NCD based on available data and developing evidence-based solutions/approaches for NCD service delivery (10 minutes ppt + 10 minutes discussion). The assignment will be introduced during the first day of the course. The presentations will take place on Friday afternoon.     2) Individual assignment (50 %): Each participant is expected to submit a written individual assignment of about 1500 words within two weeks after completion of the course. The candidate should discuss the possible application of the gained skills and knowledge with respect to the applicability in his or her home country.     The final grade consists of both assignments, with a maximum of 100 %. Passing mark is 60%. In case of failure the respective participant will be able to submit another new (different NCD/aspect) individual assignment of 2000 words within 2 weeks after announcement of the results.	<br>Maximum number of students (including tropEd students): 20	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission: 750 EUR	<br>None				<br>â€¢Situational analysis of NCD burden and trends (including risk factors) in the home countries of the participants (theory and practical)Comparison of international guidelines and national NCD  strategic plans and the status of transfer into practice (exemplary on one/two specific NCD aspect(s))    â€¢NCD and human and financial resources, NCD financing    â€¢Three pillars of NCD service delivery: capacity building, NCD services, NCD data generation (availability and quality)    â€¢implementation/integration strategies   â€¢Best practice examples		Health systems				
Facing the NCD epidemic in low- and middle-income countries: from data to service delivery	<br>By the end of the course he participants should be able to:    â€¢develop evidence-based models for NCD service delivery     â€¢critically appraise (local) evidence of NCD burden and availability and quality of respective data    â€¢identify main challenges in and formulate strategies (capacity building, data generation, service implementation) for NCD service delivery in low- and middle-income countries    â€¢assess the applicability of international NCD guidelines in local settings		1	short.courses@urz.uni-heidelberg.de	2018-10-31 08:40:04	2018-10-31	2020-09-16 10:57:07	troped	troped	0		1 week 45 hours on site + 15 hours prior to and after the course	Institute of Global Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany    www.ukl-hd.de/ph/shortcourses				2018-10-31 12:53:25	<br>60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 5 hours are allocated for pre-reading before course start plus 5 hours for writing a summary statement of pre-reading, plus 5 additional hours for individual assignment after course end)	2021-06-21	2021-06-25	<br>Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures/case studies (80%), and discussions in plenary (20% of a total of 30 hours), group work/class presentations (50%) and self-study (50% of a total of 30 hours). Participants will work individually and in groups. The groups will comprise maximum 5 persons each.	<br>This course was developed by the NCD research group of the Institute of Global Health in Heidelberg. The target group are professionals/students with a background in NCDs and an interest in working in NCD capacity building, data generation, and service delivery in low- and middle-income countries. This course is jointly coordinated by Dr. Volker Winkler and Dr. Andreas Deckert (both Institute of Global Health Heidelberg). External lecturers will contribute to the individual sessions	<br>The candidates will be requested to submit a 1-2 page conclusion with respect to the prior readings, including a short narrative description of the NCD situation in their home-country one week prior to the course. The summary statements will be discussed in the first morning of the course.  The assessment of the participantsâ€™ achievements aligned to the learning objectives will be determined by a two-part assignment:    1) Group assignment (50 %): Describing the local/regional situation regarding the current burden of a specific NCD based on available data and developing evidence-based solutions/approaches for NCD service delivery (10 minutes ppt + 10 minutes discussion). The assignment will be introduced during the first day of the course. The presentations will take place on Friday afternoon.     2) Individual assignment (50 %): Each participant is expected to submit a written individual assignment of about 1500 words within two weeks after completion of the course. The candidate should discuss the possible application of the gained skills and knowledge with respect to the applicability in his or her home country.     The final grade consists of both assignments, with a maximum of 100 %. Passing mark is 60%. In case of failure the respective participant will be able to submit another new (different NCD/aspect) individual assignment of 2000 words within 2 weeks after announcement of the results.	<br>Maximum number of students (including tropEd students): 20	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission: 750 EUR	<br>None				<br>â€¢Situational analysis of NCD burden and trends (including risk factors) in the home countries of the participants (theory and practical)Comparison of international guidelines and national NCD  strategic plans and the status of transfer into practice (exemplary on one/two specific NCD aspect(s))    â€¢NCD and human and financial resources, NCD financing    â€¢Three pillars of NCD service delivery: capacity building, NCD services, NCD data generation (availability and quality)    â€¢implementation/integration strategies   â€¢Best practice examples		Non-communicable diseases (in general)				
Facing the NCD epidemic in low- and middle-income countries: from data to service delivery	<br>By the end of the course he participants should be able to:    â€¢develop evidence-based models for NCD service delivery     â€¢critically appraise (local) evidence of NCD burden and availability and quality of respective data    â€¢identify main challenges in and formulate strategies (capacity building, data generation, service implementation) for NCD service delivery in low- and middle-income countries    â€¢assess the applicability of international NCD guidelines in local settings		1	short.courses@urz.uni-heidelberg.de	2018-10-31 08:40:04	2018-10-31	2020-09-16 10:57:07	troped	troped	0		1 week 45 hours on site + 15 hours prior to and after the course	Institute of Global Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany    www.ukl-hd.de/ph/shortcourses				2018-10-31 12:53:25	<br>60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 5 hours are allocated for pre-reading before course start plus 5 hours for writing a summary statement of pre-reading, plus 5 additional hours for individual assignment after course end)	2021-06-21	2021-06-25	<br>Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures/case studies (80%), and discussions in plenary (20% of a total of 30 hours), group work/class presentations (50%) and self-study (50% of a total of 30 hours). Participants will work individually and in groups. The groups will comprise maximum 5 persons each.	<br>This course was developed by the NCD research group of the Institute of Global Health in Heidelberg. The target group are professionals/students with a background in NCDs and an interest in working in NCD capacity building, data generation, and service delivery in low- and middle-income countries. This course is jointly coordinated by Dr. Volker Winkler and Dr. Andreas Deckert (both Institute of Global Health Heidelberg). External lecturers will contribute to the individual sessions	<br>The candidates will be requested to submit a 1-2 page conclusion with respect to the prior readings, including a short narrative description of the NCD situation in their home-country one week prior to the course. The summary statements will be discussed in the first morning of the course.  The assessment of the participantsâ€™ achievements aligned to the learning objectives will be determined by a two-part assignment:    1) Group assignment (50 %): Describing the local/regional situation regarding the current burden of a specific NCD based on available data and developing evidence-based solutions/approaches for NCD service delivery (10 minutes ppt + 10 minutes discussion). The assignment will be introduced during the first day of the course. The presentations will take place on Friday afternoon.     2) Individual assignment (50 %): Each participant is expected to submit a written individual assignment of about 1500 words within two weeks after completion of the course. The candidate should discuss the possible application of the gained skills and knowledge with respect to the applicability in his or her home country.     The final grade consists of both assignments, with a maximum of 100 %. Passing mark is 60%. In case of failure the respective participant will be able to submit another new (different NCD/aspect) individual assignment of 2000 words within 2 weeks after announcement of the results.	<br>Maximum number of students (including tropEd students): 20	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission: 750 EUR	<br>None				<br>â€¢Situational analysis of NCD burden and trends (including risk factors) in the home countries of the participants (theory and practical)Comparison of international guidelines and national NCD  strategic plans and the status of transfer into practice (exemplary on one/two specific NCD aspect(s))    â€¢NCD and human and financial resources, NCD financing    â€¢Three pillars of NCD service delivery: capacity building, NCD services, NCD data generation (availability and quality)    â€¢implementation/integration strategies   â€¢Best practice examples		Planning and programming (incl.. budgeting and evaluation)				
Facing the NCD epidemic in low- and middle-income countries: from data to service delivery	<br>By the end of the course he participants should be able to:    â€¢develop evidence-based models for NCD service delivery     â€¢critically appraise (local) evidence of NCD burden and availability and quality of respective data    â€¢identify main challenges in and formulate strategies (capacity building, data generation, service implementation) for NCD service delivery in low- and middle-income countries    â€¢assess the applicability of international NCD guidelines in local settings		1	short.courses@urz.uni-heidelberg.de	2018-10-31 08:40:04	2018-10-31	2020-09-16 10:57:07	troped	troped	0		1 week 45 hours on site + 15 hours prior to and after the course	Institute of Global Health   Im Neuenheimer Feld 365, Room 007  D-69120 Heidelberg, Germany    www.ukl-hd.de/ph/shortcourses				2018-10-31 12:53:25	<br>60 SIT (30 hours lectures/contact time, 15 hours group work and presentations, 15 hours self-directed learning, of which 5 hours are allocated for pre-reading before course start plus 5 hours for writing a summary statement of pre-reading, plus 5 additional hours for individual assignment after course end)	2021-06-21	2021-06-25	<br>Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>The course aims to initiate an active participatory learning process. It uses a combination of lectures/case studies (80%), and discussions in plenary (20% of a total of 30 hours), group work/class presentations (50%) and self-study (50% of a total of 30 hours). Participants will work individually and in groups. The groups will comprise maximum 5 persons each.	<br>This course was developed by the NCD research group of the Institute of Global Health in Heidelberg. The target group are professionals/students with a background in NCDs and an interest in working in NCD capacity building, data generation, and service delivery in low- and middle-income countries. This course is jointly coordinated by Dr. Volker Winkler and Dr. Andreas Deckert (both Institute of Global Health Heidelberg). External lecturers will contribute to the individual sessions	<br>The candidates will be requested to submit a 1-2 page conclusion with respect to the prior readings, including a short narrative description of the NCD situation in their home-country one week prior to the course. The summary statements will be discussed in the first morning of the course.  The assessment of the participantsâ€™ achievements aligned to the learning objectives will be determined by a two-part assignment:    1) Group assignment (50 %): Describing the local/regional situation regarding the current burden of a specific NCD based on available data and developing evidence-based solutions/approaches for NCD service delivery (10 minutes ppt + 10 minutes discussion). The assignment will be introduced during the first day of the course. The presentations will take place on Friday afternoon.     2) Individual assignment (50 %): Each participant is expected to submit a written individual assignment of about 1500 words within two weeks after completion of the course. The candidate should discuss the possible application of the gained skills and knowledge with respect to the applicability in his or her home country.     The final grade consists of both assignments, with a maximum of 100 %. Passing mark is 60%. In case of failure the respective participant will be able to submit another new (different NCD/aspect) individual assignment of 2000 words within 2 weeks after announcement of the results.	<br>Maximum number of students (including tropEd students): 20	<br>English: TOEFL test 5.5 or IELTS 6.5 or equivalent language skills	<br>First come, first served	<br>tropEd students: 500 EUR   General admission: 750 EUR	<br>None				<br>â€¢Situational analysis of NCD burden and trends (including risk factors) in the home countries of the participants (theory and practical)Comparison of international guidelines and national NCD  strategic plans and the status of transfer into practice (exemplary on one/two specific NCD aspect(s))    â€¢NCD and human and financial resources, NCD financing    â€¢Three pillars of NCD service delivery: capacity building, NCD services, NCD data generation (availability and quality)    â€¢implementation/integration strategies   â€¢Best practice examples						
Introduction to Health Geographic Information System GIS (WILL NOT TAKE PLACE 2021)	<br>At the end of the module, the participants are able to:  â€¢ critically discuss the relationship between health and geography   â€¢ explain spatial disparities in health   â€¢ apply GPS methods to create maps on health indicators in a given environment  â€¢ apply basic functions of a  geographic information system (GIS) for spatial distribution and analysis in epidemiology  â€¢ discuss underlying problems of the analysis with spatial data		1	ttu@lrz.uni-muenchen.de	2018-10-31 09:51:31	2020-12-03	2021-02-09 13:04:03	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	2021-03-01 to 2021-03-05 5 days face-to-face course in Munich.  Pre-course assignments 45 hours (will be sent two weeks before course start), exam in class.	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany	Lisa Hoffaeller	English	advanced optional	2018-10-31 14:21:09	<br>PPre-course assignments (self-study): 45 SIT hours  Classroom sessions (face-to-face): 45 SIT hours	2022		26.01.2019	<br>â€¢ The advanced module includes a pre-course self-study, face-to-face lectures and practical exercises.   â€¢ Prior to the class, participants will be given a set of questions to be answered in self-study. To prepare the assignment, the main texts are given (see pre-reading list). The results will be discussed in small groups during class and presented (total 45 hours SIT self-study, plus 2 hours SIT face-to-face group work).  â€¢ Face-to-face lectures on theoretical and methodological backgrounds. These lectures are complemented by group discussions including knowledge from pre-reading assignments and participantsâ€™ background (20 hours SIT).  â€¢ Practical application will be taught through a field trip where participants apply a GPS application to collect their own data (8 hours SIT).  â€¢ This data will then be used to teach GIS software in computer class. The data will be digitalised, displayed and analysed to teach the steps and potential mistakes in mapmaking for health-related questions (15 hours SIT).	<b>  Pre-reading list (mandatory; articles have to be retrieved independently by participants):  Musa, G. et al:  Use of GIS Mapping as a Public Health Toolâ€”From Cholera to Cancer. Health Services Insights 2013:6 111â€“116 doi:10.4137/HSI.S10471.    Elliot, P.; Wartenberg, D.:  Spatial Epidemiology: Current Approaches and Future Challenges. Environ Health Perspect  112:998â€“1006 (2004). doi:10.1289/ehp.6735.    Dummer, T.: Health geography: supporting public health policy  and planning.  CMAJ. 2008 Apr 22;178(9):1177-80. doi: 10.1503/cmaj.071783.	<br>In class examination including:   â€¢ presentation of the pre-reading assignment in working groups (formative assessment, not graded)  â€¢ practical implementation of the course content (using provided data and software to generate a map based on this data; summative assessment, 75% of final grade)  â€¢ compilation of a written short report on methods used and possible advantages and limitations of the methods to consider (summative assessment, 25% of final grade)   â€¢ Students need to accumulate a total of 60% in each part in order to pass. (Grades A-D as pass, F for fail).    Exam time: 60 minutes.    Re-sit option: In case of failing the exam, students will be given a re-sit option with the same prerequisites as the original exam. This exam can, in case of absence, be taken remotely and can be turned in online. A failed report can be re-submitted on the same topic by incorporating feedback from the course facilitator.	<br>Max. number of participants: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education on Bachelor level passed in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0) competency.    General computer skills in order to be able to conduct analyses with the GIS software (freeware will be provided, no programing skills are necessary), background in health-related field and a basic knowledge in quantitative methods are crucial in order to be able to follow the course.   For the GIS work, a computer laboratory is used, where PCs will be provided to each participant. However, participants have to bring a laptop (PC with Windows 7 or newer) with at least 1 GB disc space available, in order to cater for possible computer laboratory shortages and independent work.	<br>Participants are selected on a first come, first serve basis	EUR 600.-	None				<br>  â€¢ Theoretical background on concepts of Health Geography and Spatial Epidemiology  â€¢ Use of Geographic Information Systems in Epidemiology and Health Care  â€¢ Selected quantitative methods used in  Health Geography and Spatial Epidemiology , in particular multilevel modelling and spatial autocorrelation  â€¢ Using examples from research experience, the spatial distribution of diseases and factors influencing health will be presented as well as geographical aspects of health care.   â€¢ Processing of self-collected data into a geographical information system (GIS) and analysis of it   â€¢ Creation and presentation of maps on different health topics.	Germany	Accessability	Face to face		3 ECTS credits	
Introduction to Health Geographic Information System GIS (WILL NOT TAKE PLACE 2021)	<br>At the end of the module, the participants are able to:  â€¢ critically discuss the relationship between health and geography   â€¢ explain spatial disparities in health   â€¢ apply GPS methods to create maps on health indicators in a given environment  â€¢ apply basic functions of a  geographic information system (GIS) for spatial distribution and analysis in epidemiology  â€¢ discuss underlying problems of the analysis with spatial data		1	ttu@lrz.uni-muenchen.de	2018-10-31 09:51:31	2020-12-03	2021-02-09 13:04:03	troped	romy	0		2021-03-01 to 2021-03-05 5 days face-to-face course in Munich.  Pre-course assignments 45 hours (will be sent two weeks before course start), exam in class.	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-10-31 14:21:09	<br>PPre-course assignments (self-study): 45 SIT hours  Classroom sessions (face-to-face): 45 SIT hours	2022		26.01.2019	<br>â€¢ The advanced module includes a pre-course self-study, face-to-face lectures and practical exercises.   â€¢ Prior to the class, participants will be given a set of questions to be answered in self-study. To prepare the assignment, the main texts are given (see pre-reading list). The results will be discussed in small groups during class and presented (total 45 hours SIT self-study, plus 2 hours SIT face-to-face group work).  â€¢ Face-to-face lectures on theoretical and methodological backgrounds. These lectures are complemented by group discussions including knowledge from pre-reading assignments and participantsâ€™ background (20 hours SIT).  â€¢ Practical application will be taught through a field trip where participants apply a GPS application to collect their own data (8 hours SIT).  â€¢ This data will then be used to teach GIS software in computer class. The data will be digitalised, displayed and analysed to teach the steps and potential mistakes in mapmaking for health-related questions (15 hours SIT).	<b>  Pre-reading list (mandatory; articles have to be retrieved independently by participants):  Musa, G. et al:  Use of GIS Mapping as a Public Health Toolâ€”From Cholera to Cancer. Health Services Insights 2013:6 111â€“116 doi:10.4137/HSI.S10471.    Elliot, P.; Wartenberg, D.:  Spatial Epidemiology: Current Approaches and Future Challenges. Environ Health Perspect  112:998â€“1006 (2004). doi:10.1289/ehp.6735.    Dummer, T.: Health geography: supporting public health policy  and planning.  CMAJ. 2008 Apr 22;178(9):1177-80. doi: 10.1503/cmaj.071783.	<br>In class examination including:   â€¢ presentation of the pre-reading assignment in working groups (formative assessment, not graded)  â€¢ practical implementation of the course content (using provided data and software to generate a map based on this data; summative assessment, 75% of final grade)  â€¢ compilation of a written short report on methods used and possible advantages and limitations of the methods to consider (summative assessment, 25% of final grade)   â€¢ Students need to accumulate a total of 60% in each part in order to pass. (Grades A-D as pass, F for fail).    Exam time: 60 minutes.    Re-sit option: In case of failing the exam, students will be given a re-sit option with the same prerequisites as the original exam. This exam can, in case of absence, be taken remotely and can be turned in online. A failed report can be re-submitted on the same topic by incorporating feedback from the course facilitator.	<br>Max. number of participants: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education on Bachelor level passed in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0) competency.    General computer skills in order to be able to conduct analyses with the GIS software (freeware will be provided, no programing skills are necessary), background in health-related field and a basic knowledge in quantitative methods are crucial in order to be able to follow the course.   For the GIS work, a computer laboratory is used, where PCs will be provided to each participant. However, participants have to bring a laptop (PC with Windows 7 or newer) with at least 1 GB disc space available, in order to cater for possible computer laboratory shortages and independent work.	<br>Participants are selected on a first come, first serve basis	EUR 600.-	None				<br>  â€¢ Theoretical background on concepts of Health Geography and Spatial Epidemiology  â€¢ Use of Geographic Information Systems in Epidemiology and Health Care  â€¢ Selected quantitative methods used in  Health Geography and Spatial Epidemiology , in particular multilevel modelling and spatial autocorrelation  â€¢ Using examples from research experience, the spatial distribution of diseases and factors influencing health will be presented as well as geographical aspects of health care.   â€¢ Processing of self-collected data into a geographical information system (GIS) and analysis of it   â€¢ Creation and presentation of maps on different health topics.		Environment				
Introduction to Health Geographic Information System GIS (WILL NOT TAKE PLACE 2021)	<br>At the end of the module, the participants are able to:  â€¢ critically discuss the relationship between health and geography   â€¢ explain spatial disparities in health   â€¢ apply GPS methods to create maps on health indicators in a given environment  â€¢ apply basic functions of a  geographic information system (GIS) for spatial distribution and analysis in epidemiology  â€¢ discuss underlying problems of the analysis with spatial data		1	ttu@lrz.uni-muenchen.de	2018-10-31 09:51:31	2020-12-03	2021-02-09 13:04:03	troped	romy	0		2021-03-01 to 2021-03-05 5 days face-to-face course in Munich.  Pre-course assignments 45 hours (will be sent two weeks before course start), exam in class.	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-10-31 14:21:09	<br>PPre-course assignments (self-study): 45 SIT hours  Classroom sessions (face-to-face): 45 SIT hours	2022		26.01.2019	<br>â€¢ The advanced module includes a pre-course self-study, face-to-face lectures and practical exercises.   â€¢ Prior to the class, participants will be given a set of questions to be answered in self-study. To prepare the assignment, the main texts are given (see pre-reading list). The results will be discussed in small groups during class and presented (total 45 hours SIT self-study, plus 2 hours SIT face-to-face group work).  â€¢ Face-to-face lectures on theoretical and methodological backgrounds. These lectures are complemented by group discussions including knowledge from pre-reading assignments and participantsâ€™ background (20 hours SIT).  â€¢ Practical application will be taught through a field trip where participants apply a GPS application to collect their own data (8 hours SIT).  â€¢ This data will then be used to teach GIS software in computer class. The data will be digitalised, displayed and analysed to teach the steps and potential mistakes in mapmaking for health-related questions (15 hours SIT).	<b>  Pre-reading list (mandatory; articles have to be retrieved independently by participants):  Musa, G. et al:  Use of GIS Mapping as a Public Health Toolâ€”From Cholera to Cancer. Health Services Insights 2013:6 111â€“116 doi:10.4137/HSI.S10471.    Elliot, P.; Wartenberg, D.:  Spatial Epidemiology: Current Approaches and Future Challenges. Environ Health Perspect  112:998â€“1006 (2004). doi:10.1289/ehp.6735.    Dummer, T.: Health geography: supporting public health policy  and planning.  CMAJ. 2008 Apr 22;178(9):1177-80. doi: 10.1503/cmaj.071783.	<br>In class examination including:   â€¢ presentation of the pre-reading assignment in working groups (formative assessment, not graded)  â€¢ practical implementation of the course content (using provided data and software to generate a map based on this data; summative assessment, 75% of final grade)  â€¢ compilation of a written short report on methods used and possible advantages and limitations of the methods to consider (summative assessment, 25% of final grade)   â€¢ Students need to accumulate a total of 60% in each part in order to pass. (Grades A-D as pass, F for fail).    Exam time: 60 minutes.    Re-sit option: In case of failing the exam, students will be given a re-sit option with the same prerequisites as the original exam. This exam can, in case of absence, be taken remotely and can be turned in online. A failed report can be re-submitted on the same topic by incorporating feedback from the course facilitator.	<br>Max. number of participants: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education on Bachelor level passed in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0) competency.    General computer skills in order to be able to conduct analyses with the GIS software (freeware will be provided, no programing skills are necessary), background in health-related field and a basic knowledge in quantitative methods are crucial in order to be able to follow the course.   For the GIS work, a computer laboratory is used, where PCs will be provided to each participant. However, participants have to bring a laptop (PC with Windows 7 or newer) with at least 1 GB disc space available, in order to cater for possible computer laboratory shortages and independent work.	<br>Participants are selected on a first come, first serve basis	EUR 600.-	None				<br>  â€¢ Theoretical background on concepts of Health Geography and Spatial Epidemiology  â€¢ Use of Geographic Information Systems in Epidemiology and Health Care  â€¢ Selected quantitative methods used in  Health Geography and Spatial Epidemiology , in particular multilevel modelling and spatial autocorrelation  â€¢ Using examples from research experience, the spatial distribution of diseases and factors influencing health will be presented as well as geographical aspects of health care.   â€¢ Processing of self-collected data into a geographical information system (GIS) and analysis of it   â€¢ Creation and presentation of maps on different health topics.		Epidemiology				
Introduction to Health Geographic Information System GIS (WILL NOT TAKE PLACE 2021)	<br>At the end of the module, the participants are able to:  â€¢ critically discuss the relationship between health and geography   â€¢ explain spatial disparities in health   â€¢ apply GPS methods to create maps on health indicators in a given environment  â€¢ apply basic functions of a  geographic information system (GIS) for spatial distribution and analysis in epidemiology  â€¢ discuss underlying problems of the analysis with spatial data		1	ttu@lrz.uni-muenchen.de	2018-10-31 09:51:31	2020-12-03	2021-02-09 13:04:03	troped	romy	0		2021-03-01 to 2021-03-05 5 days face-to-face course in Munich.  Pre-course assignments 45 hours (will be sent two weeks before course start), exam in class.	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-10-31 14:21:09	<br>PPre-course assignments (self-study): 45 SIT hours  Classroom sessions (face-to-face): 45 SIT hours	2022		26.01.2019	<br>â€¢ The advanced module includes a pre-course self-study, face-to-face lectures and practical exercises.   â€¢ Prior to the class, participants will be given a set of questions to be answered in self-study. To prepare the assignment, the main texts are given (see pre-reading list). The results will be discussed in small groups during class and presented (total 45 hours SIT self-study, plus 2 hours SIT face-to-face group work).  â€¢ Face-to-face lectures on theoretical and methodological backgrounds. These lectures are complemented by group discussions including knowledge from pre-reading assignments and participantsâ€™ background (20 hours SIT).  â€¢ Practical application will be taught through a field trip where participants apply a GPS application to collect their own data (8 hours SIT).  â€¢ This data will then be used to teach GIS software in computer class. The data will be digitalised, displayed and analysed to teach the steps and potential mistakes in mapmaking for health-related questions (15 hours SIT).	<b>  Pre-reading list (mandatory; articles have to be retrieved independently by participants):  Musa, G. et al:  Use of GIS Mapping as a Public Health Toolâ€”From Cholera to Cancer. Health Services Insights 2013:6 111â€“116 doi:10.4137/HSI.S10471.    Elliot, P.; Wartenberg, D.:  Spatial Epidemiology: Current Approaches and Future Challenges. Environ Health Perspect  112:998â€“1006 (2004). doi:10.1289/ehp.6735.    Dummer, T.: Health geography: supporting public health policy  and planning.  CMAJ. 2008 Apr 22;178(9):1177-80. doi: 10.1503/cmaj.071783.	<br>In class examination including:   â€¢ presentation of the pre-reading assignment in working groups (formative assessment, not graded)  â€¢ practical implementation of the course content (using provided data and software to generate a map based on this data; summative assessment, 75% of final grade)  â€¢ compilation of a written short report on methods used and possible advantages and limitations of the methods to consider (summative assessment, 25% of final grade)   â€¢ Students need to accumulate a total of 60% in each part in order to pass. (Grades A-D as pass, F for fail).    Exam time: 60 minutes.    Re-sit option: In case of failing the exam, students will be given a re-sit option with the same prerequisites as the original exam. This exam can, in case of absence, be taken remotely and can be turned in online. A failed report can be re-submitted on the same topic by incorporating feedback from the course facilitator.	<br>Max. number of participants: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education on Bachelor level passed in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0) competency.    General computer skills in order to be able to conduct analyses with the GIS software (freeware will be provided, no programing skills are necessary), background in health-related field and a basic knowledge in quantitative methods are crucial in order to be able to follow the course.   For the GIS work, a computer laboratory is used, where PCs will be provided to each participant. However, participants have to bring a laptop (PC with Windows 7 or newer) with at least 1 GB disc space available, in order to cater for possible computer laboratory shortages and independent work.	<br>Participants are selected on a first come, first serve basis	EUR 600.-	None				<br>  â€¢ Theoretical background on concepts of Health Geography and Spatial Epidemiology  â€¢ Use of Geographic Information Systems in Epidemiology and Health Care  â€¢ Selected quantitative methods used in  Health Geography and Spatial Epidemiology , in particular multilevel modelling and spatial autocorrelation  â€¢ Using examples from research experience, the spatial distribution of diseases and factors influencing health will be presented as well as geographical aspects of health care.   â€¢ Processing of self-collected data into a geographical information system (GIS) and analysis of it   â€¢ Creation and presentation of maps on different health topics.		Quantitative methods				
Introduction to Health Geographic Information System GIS (WILL NOT TAKE PLACE 2021)	<br>At the end of the module, the participants are able to:  â€¢ critically discuss the relationship between health and geography   â€¢ explain spatial disparities in health   â€¢ apply GPS methods to create maps on health indicators in a given environment  â€¢ apply basic functions of a  geographic information system (GIS) for spatial distribution and analysis in epidemiology  â€¢ discuss underlying problems of the analysis with spatial data		1	ttu@lrz.uni-muenchen.de	2018-10-31 09:51:31	2020-12-03	2021-02-09 13:04:03	troped	romy	0		2021-03-01 to 2021-03-05 5 days face-to-face course in Munich.  Pre-course assignments 45 hours (will be sent two weeks before course start), exam in class.	CIHLMU Teaching and Training Unit at the Division of Infectious Diseases and Tropical Medicine  Address: TÃ¼rkenstraÃŸe 89, 80799 Munich, Germany				2018-10-31 14:21:09	<br>PPre-course assignments (self-study): 45 SIT hours  Classroom sessions (face-to-face): 45 SIT hours	2022		26.01.2019	<br>â€¢ The advanced module includes a pre-course self-study, face-to-face lectures and practical exercises.   â€¢ Prior to the class, participants will be given a set of questions to be answered in self-study. To prepare the assignment, the main texts are given (see pre-reading list). The results will be discussed in small groups during class and presented (total 45 hours SIT self-study, plus 2 hours SIT face-to-face group work).  â€¢ Face-to-face lectures on theoretical and methodological backgrounds. These lectures are complemented by group discussions including knowledge from pre-reading assignments and participantsâ€™ background (20 hours SIT).  â€¢ Practical application will be taught through a field trip where participants apply a GPS application to collect their own data (8 hours SIT).  â€¢ This data will then be used to teach GIS software in computer class. The data will be digitalised, displayed and analysed to teach the steps and potential mistakes in mapmaking for health-related questions (15 hours SIT).	<b>  Pre-reading list (mandatory; articles have to be retrieved independently by participants):  Musa, G. et al:  Use of GIS Mapping as a Public Health Toolâ€”From Cholera to Cancer. Health Services Insights 2013:6 111â€“116 doi:10.4137/HSI.S10471.    Elliot, P.; Wartenberg, D.:  Spatial Epidemiology: Current Approaches and Future Challenges. Environ Health Perspect  112:998â€“1006 (2004). doi:10.1289/ehp.6735.    Dummer, T.: Health geography: supporting public health policy  and planning.  CMAJ. 2008 Apr 22;178(9):1177-80. doi: 10.1503/cmaj.071783.	<br>In class examination including:   â€¢ presentation of the pre-reading assignment in working groups (formative assessment, not graded)  â€¢ practical implementation of the course content (using provided data and software to generate a map based on this data; summative assessment, 75% of final grade)  â€¢ compilation of a written short report on methods used and possible advantages and limitations of the methods to consider (summative assessment, 25% of final grade)   â€¢ Students need to accumulate a total of 60% in each part in order to pass. (Grades A-D as pass, F for fail).    Exam time: 60 minutes.    Re-sit option: In case of failing the exam, students will be given a re-sit option with the same prerequisites as the original exam. This exam can, in case of absence, be taken remotely and can be turned in online. A failed report can be re-submitted on the same topic by incorporating feedback from the course facilitator.	<br>Max. number of participants: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education on Bachelor level passed in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0) competency.    General computer skills in order to be able to conduct analyses with the GIS software (freeware will be provided, no programing skills are necessary), background in health-related field and a basic knowledge in quantitative methods are crucial in order to be able to follow the course.   For the GIS work, a computer laboratory is used, where PCs will be provided to each participant. However, participants have to bring a laptop (PC with Windows 7 or newer) with at least 1 GB disc space available, in order to cater for possible computer laboratory shortages and independent work.	<br>Participants are selected on a first come, first serve basis	EUR 600.-	None				<br>  â€¢ Theoretical background on concepts of Health Geography and Spatial Epidemiology  â€¢ Use of Geographic Information Systems in Epidemiology and Health Care  â€¢ Selected quantitative methods used in  Health Geography and Spatial Epidemiology , in particular multilevel modelling and spatial autocorrelation  â€¢ Using examples from research experience, the spatial distribution of diseases and factors influencing health will be presented as well as geographical aspects of health care.   â€¢ Processing of self-collected data into a geographical information system (GIS) and analysis of it   â€¢ Creation and presentation of maps on different health topics.						
Vector Biology and Control in Ghana	<br>At the end of the module the student should be able to  1.  explain the biology and behaviour of mosquitoes and relate it to their control strategies  2. critically discuss the purpose and role of entomological studies in control of vector-borne diseases  3. compare the life cycle of selected vectors and relate them to the transmission of diseases  4. Apply a range of specialised technical skills relevant to mosquito control, e.g. sampling, identification, processing of vector samples..		1	ttu@lrz.uni-muenchen.de	2018-10-31 10:51:54	2018-10-31	2020-12-03 12:04:16	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	Next course face-to-face period will be 2021-06-21 to 2021-06-30. Face-to-face course comprises 8 working days presence. Pre-readings will be distributed 2 weeks prior to course start. The essay assignment will be due 1 week after the end of the course.	Department of Conservation Biology and Entomology, University of Cape Coast, Cape Coast, Ghana	Lisa Hoffaeller	English	advanced optional	2018-10-31 15:18:18	<br>90 hours SIT  â€¢ 54 hours contact hours (of which 6 hours assessment)  â€¢ 36 hours self-study (20 hours pre-reading, 6 hours during course reading, 10 hours essay writing)	2021-06-21	2021-06-30	This module has been accredited in October 2018, in Berlin. This accreditation is valid until October 2023.	<br>Four 4-hour lectures to introduce  students  to different aspects of entomology   Two 4-hour seminars on insecticide resistance, mechanisms and impact on control strategies  Two 4-hour tutorials on mosquito sampling techniques and vector incrimination   A full-day (8-hour) laboratory practical  A full-day (8-hour) field trip to sample mosquitoes  Six hours for practical and multiple choice examination	<br>Participants are responsible themselves to arrange in time for visa, health insurance, accommodation and transport. These cost items are not covered by the course fee.  The mandatory pre-course-reading-assignments will be issued two weeks prior to course commencement.  Recommended optional reading:  Kettle, D.S. (2005). Medical and Veterinary Entomology. 2nd edition. CABI publishing, Wallingford, UK.  Service, M. (2008). Medical Entomology for students. 4th edition. Cambridge University Press, Cambridge, UK  WHO. (2002). Malaria entomology and vector control. Learnerâ€™s Guide. WHO/CDS/CPE/SMT/2002.18 Rev.1 Part.1  WHO. (1998). Techniques to detect insecticide resistance mechanisms (field and laboratory manual). WHO/CDS/CPC/MAL/98.6	<br>â€¢ Multiple choice examination on contents of lectures and seminars (50%) (re-sit will be possible right on the final day of the face-to-face period; if this is failed, course has to be retaken)  â€¢ 1000-word essay assignment on a current entomological topic as selected by the course coordinators (25%) (if failed, re-submission based on reviewer comments is possible)  â€¢ Demonstration of technical skills from the hands-on laboratory course (25%) (explain and show standard procedures on dummy samples; re-sit right on the final day possible; if this is failed, course has to be retaken)  â€¢ Each part of the assessment has to be passed.	<br>Maximum number of students: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants who are not able to meet either of these criteria will be asked to prove fluency by either a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Professional Training/ Experience:   Participants are expected to be trained in life sciences with a basic understanding of vector-borne diseases. In terms of entomological training, this course is intended as an introductory course.	<br>Students are selected on a first-come, first-serve basis	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				1. Epidemiology of vector borne disease with special reference to Ghana   2. Selected arthropods of medical importance (lecture)  3. Basic functional morphology of arthropods of medical     importance (Lecture)  4. Vector behaviour and disease transmission (lecture)  5. Mosquito systematics, sampling techniques and and larval survey (Tutorials & field practical)   6. Sampling techniques for vectors other than mosquitoes (lecture)  7. Vector control and challenges  8. Insecticide resistance and management (seminar)  9. Methods of evaluation of susceptibility and efficacy of insecticides and control tools (Tutorial & laboratory practical)  10. Molecular techniques used in mosquito control  (laboratory practical)	Germany	Disease prevention, control and elimination	Face to face		3 ECTS credits	
Vector Biology and Control in Ghana	<br>At the end of the module the student should be able to  1.  explain the biology and behaviour of mosquitoes and relate it to their control strategies  2. critically discuss the purpose and role of entomological studies in control of vector-borne diseases  3. compare the life cycle of selected vectors and relate them to the transmission of diseases  4. Apply a range of specialised technical skills relevant to mosquito control, e.g. sampling, identification, processing of vector samples..		1	ttu@lrz.uni-muenchen.de	2018-10-31 10:51:54	2018-10-31	2020-12-03 12:04:16	troped	romy	0		Next course face-to-face period will be 2021-06-21 to 2021-06-30. Face-to-face course comprises 8 working days presence. Pre-readings will be distributed 2 weeks prior to course start. The essay assignment will be due 1 week after the end of the course.	Department of Conservation Biology and Entomology, University of Cape Coast, Cape Coast, Ghana				2018-10-31 15:18:18	<br>90 hours SIT  â€¢ 54 hours contact hours (of which 6 hours assessment)  â€¢ 36 hours self-study (20 hours pre-reading, 6 hours during course reading, 10 hours essay writing)	2021-06-21	2021-06-30	This module has been accredited in October 2018, in Berlin. This accreditation is valid until October 2023.	<br>Four 4-hour lectures to introduce  students  to different aspects of entomology   Two 4-hour seminars on insecticide resistance, mechanisms and impact on control strategies  Two 4-hour tutorials on mosquito sampling techniques and vector incrimination   A full-day (8-hour) laboratory practical  A full-day (8-hour) field trip to sample mosquitoes  Six hours for practical and multiple choice examination	<br>Participants are responsible themselves to arrange in time for visa, health insurance, accommodation and transport. These cost items are not covered by the course fee.  The mandatory pre-course-reading-assignments will be issued two weeks prior to course commencement.  Recommended optional reading:  Kettle, D.S. (2005). Medical and Veterinary Entomology. 2nd edition. CABI publishing, Wallingford, UK.  Service, M. (2008). Medical Entomology for students. 4th edition. Cambridge University Press, Cambridge, UK  WHO. (2002). Malaria entomology and vector control. Learnerâ€™s Guide. WHO/CDS/CPE/SMT/2002.18 Rev.1 Part.1  WHO. (1998). Techniques to detect insecticide resistance mechanisms (field and laboratory manual). WHO/CDS/CPC/MAL/98.6	<br>â€¢ Multiple choice examination on contents of lectures and seminars (50%) (re-sit will be possible right on the final day of the face-to-face period; if this is failed, course has to be retaken)  â€¢ 1000-word essay assignment on a current entomological topic as selected by the course coordinators (25%) (if failed, re-submission based on reviewer comments is possible)  â€¢ Demonstration of technical skills from the hands-on laboratory course (25%) (explain and show standard procedures on dummy samples; re-sit right on the final day possible; if this is failed, course has to be retaken)  â€¢ Each part of the assessment has to be passed.	<br>Maximum number of students: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants who are not able to meet either of these criteria will be asked to prove fluency by either a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Professional Training/ Experience:   Participants are expected to be trained in life sciences with a basic understanding of vector-borne diseases. In terms of entomological training, this course is intended as an introductory course.	<br>Students are selected on a first-come, first-serve basis	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				1. Epidemiology of vector borne disease with special reference to Ghana   2. Selected arthropods of medical importance (lecture)  3. Basic functional morphology of arthropods of medical     importance (Lecture)  4. Vector behaviour and disease transmission (lecture)  5. Mosquito systematics, sampling techniques and and larval survey (Tutorials & field practical)   6. Sampling techniques for vectors other than mosquitoes (lecture)  7. Vector control and challenges  8. Insecticide resistance and management (seminar)  9. Methods of evaluation of susceptibility and efficacy of insecticides and control tools (Tutorial & laboratory practical)  10. Molecular techniques used in mosquito control  (laboratory practical)		Ecosystems				
Vector Biology and Control in Ghana	<br>At the end of the module the student should be able to  1.  explain the biology and behaviour of mosquitoes and relate it to their control strategies  2. critically discuss the purpose and role of entomological studies in control of vector-borne diseases  3. compare the life cycle of selected vectors and relate them to the transmission of diseases  4. Apply a range of specialised technical skills relevant to mosquito control, e.g. sampling, identification, processing of vector samples..		1	ttu@lrz.uni-muenchen.de	2018-10-31 10:51:54	2018-10-31	2020-12-03 12:04:16	troped	romy	0		Next course face-to-face period will be 2021-06-21 to 2021-06-30. Face-to-face course comprises 8 working days presence. Pre-readings will be distributed 2 weeks prior to course start. The essay assignment will be due 1 week after the end of the course.	Department of Conservation Biology and Entomology, University of Cape Coast, Cape Coast, Ghana				2018-10-31 15:18:18	<br>90 hours SIT  â€¢ 54 hours contact hours (of which 6 hours assessment)  â€¢ 36 hours self-study (20 hours pre-reading, 6 hours during course reading, 10 hours essay writing)	2021-06-21	2021-06-30	This module has been accredited in October 2018, in Berlin. This accreditation is valid until October 2023.	<br>Four 4-hour lectures to introduce  students  to different aspects of entomology   Two 4-hour seminars on insecticide resistance, mechanisms and impact on control strategies  Two 4-hour tutorials on mosquito sampling techniques and vector incrimination   A full-day (8-hour) laboratory practical  A full-day (8-hour) field trip to sample mosquitoes  Six hours for practical and multiple choice examination	<br>Participants are responsible themselves to arrange in time for visa, health insurance, accommodation and transport. These cost items are not covered by the course fee.  The mandatory pre-course-reading-assignments will be issued two weeks prior to course commencement.  Recommended optional reading:  Kettle, D.S. (2005). Medical and Veterinary Entomology. 2nd edition. CABI publishing, Wallingford, UK.  Service, M. (2008). Medical Entomology for students. 4th edition. Cambridge University Press, Cambridge, UK  WHO. (2002). Malaria entomology and vector control. Learnerâ€™s Guide. WHO/CDS/CPE/SMT/2002.18 Rev.1 Part.1  WHO. (1998). Techniques to detect insecticide resistance mechanisms (field and laboratory manual). WHO/CDS/CPC/MAL/98.6	<br>â€¢ Multiple choice examination on contents of lectures and seminars (50%) (re-sit will be possible right on the final day of the face-to-face period; if this is failed, course has to be retaken)  â€¢ 1000-word essay assignment on a current entomological topic as selected by the course coordinators (25%) (if failed, re-submission based on reviewer comments is possible)  â€¢ Demonstration of technical skills from the hands-on laboratory course (25%) (explain and show standard procedures on dummy samples; re-sit right on the final day possible; if this is failed, course has to be retaken)  â€¢ Each part of the assessment has to be passed.	<br>Maximum number of students: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants who are not able to meet either of these criteria will be asked to prove fluency by either a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Professional Training/ Experience:   Participants are expected to be trained in life sciences with a basic understanding of vector-borne diseases. In terms of entomological training, this course is intended as an introductory course.	<br>Students are selected on a first-come, first-serve basis	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				1. Epidemiology of vector borne disease with special reference to Ghana   2. Selected arthropods of medical importance (lecture)  3. Basic functional morphology of arthropods of medical     importance (Lecture)  4. Vector behaviour and disease transmission (lecture)  5. Mosquito systematics, sampling techniques and and larval survey (Tutorials & field practical)   6. Sampling techniques for vectors other than mosquitoes (lecture)  7. Vector control and challenges  8. Insecticide resistance and management (seminar)  9. Methods of evaluation of susceptibility and efficacy of insecticides and control tools (Tutorial & laboratory practical)  10. Molecular techniques used in mosquito control  (laboratory practical)		Laboratory				
Vector Biology and Control in Ghana	<br>At the end of the module the student should be able to  1.  explain the biology and behaviour of mosquitoes and relate it to their control strategies  2. critically discuss the purpose and role of entomological studies in control of vector-borne diseases  3. compare the life cycle of selected vectors and relate them to the transmission of diseases  4. Apply a range of specialised technical skills relevant to mosquito control, e.g. sampling, identification, processing of vector samples..		1	ttu@lrz.uni-muenchen.de	2018-10-31 10:51:54	2018-10-31	2020-12-03 12:04:16	troped	romy	0		Next course face-to-face period will be 2021-06-21 to 2021-06-30. Face-to-face course comprises 8 working days presence. Pre-readings will be distributed 2 weeks prior to course start. The essay assignment will be due 1 week after the end of the course.	Department of Conservation Biology and Entomology, University of Cape Coast, Cape Coast, Ghana				2018-10-31 15:18:18	<br>90 hours SIT  â€¢ 54 hours contact hours (of which 6 hours assessment)  â€¢ 36 hours self-study (20 hours pre-reading, 6 hours during course reading, 10 hours essay writing)	2021-06-21	2021-06-30	This module has been accredited in October 2018, in Berlin. This accreditation is valid until October 2023.	<br>Four 4-hour lectures to introduce  students  to different aspects of entomology   Two 4-hour seminars on insecticide resistance, mechanisms and impact on control strategies  Two 4-hour tutorials on mosquito sampling techniques and vector incrimination   A full-day (8-hour) laboratory practical  A full-day (8-hour) field trip to sample mosquitoes  Six hours for practical and multiple choice examination	<br>Participants are responsible themselves to arrange in time for visa, health insurance, accommodation and transport. These cost items are not covered by the course fee.  The mandatory pre-course-reading-assignments will be issued two weeks prior to course commencement.  Recommended optional reading:  Kettle, D.S. (2005). Medical and Veterinary Entomology. 2nd edition. CABI publishing, Wallingford, UK.  Service, M. (2008). Medical Entomology for students. 4th edition. Cambridge University Press, Cambridge, UK  WHO. (2002). Malaria entomology and vector control. Learnerâ€™s Guide. WHO/CDS/CPE/SMT/2002.18 Rev.1 Part.1  WHO. (1998). Techniques to detect insecticide resistance mechanisms (field and laboratory manual). WHO/CDS/CPC/MAL/98.6	<br>â€¢ Multiple choice examination on contents of lectures and seminars (50%) (re-sit will be possible right on the final day of the face-to-face period; if this is failed, course has to be retaken)  â€¢ 1000-word essay assignment on a current entomological topic as selected by the course coordinators (25%) (if failed, re-submission based on reviewer comments is possible)  â€¢ Demonstration of technical skills from the hands-on laboratory course (25%) (explain and show standard procedures on dummy samples; re-sit right on the final day possible; if this is failed, course has to be retaken)  â€¢ Each part of the assessment has to be passed.	<br>Maximum number of students: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants who are not able to meet either of these criteria will be asked to prove fluency by either a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Professional Training/ Experience:   Participants are expected to be trained in life sciences with a basic understanding of vector-borne diseases. In terms of entomological training, this course is intended as an introductory course.	<br>Students are selected on a first-come, first-serve basis	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				1. Epidemiology of vector borne disease with special reference to Ghana   2. Selected arthropods of medical importance (lecture)  3. Basic functional morphology of arthropods of medical     importance (Lecture)  4. Vector behaviour and disease transmission (lecture)  5. Mosquito systematics, sampling techniques and and larval survey (Tutorials & field practical)   6. Sampling techniques for vectors other than mosquitoes (lecture)  7. Vector control and challenges  8. Insecticide resistance and management (seminar)  9. Methods of evaluation of susceptibility and efficacy of insecticides and control tools (Tutorial & laboratory practical)  10. Molecular techniques used in mosquito control  (laboratory practical)		vectors				
Vector Biology and Control in Ghana	<br>At the end of the module the student should be able to  1.  explain the biology and behaviour of mosquitoes and relate it to their control strategies  2. critically discuss the purpose and role of entomological studies in control of vector-borne diseases  3. compare the life cycle of selected vectors and relate them to the transmission of diseases  4. Apply a range of specialised technical skills relevant to mosquito control, e.g. sampling, identification, processing of vector samples..		1	ttu@lrz.uni-muenchen.de	2018-10-31 10:51:54	2018-10-31	2020-12-03 12:04:16	troped	romy	0		Next course face-to-face period will be 2021-06-21 to 2021-06-30. Face-to-face course comprises 8 working days presence. Pre-readings will be distributed 2 weeks prior to course start. The essay assignment will be due 1 week after the end of the course.	Department of Conservation Biology and Entomology, University of Cape Coast, Cape Coast, Ghana				2018-10-31 15:18:18	<br>90 hours SIT  â€¢ 54 hours contact hours (of which 6 hours assessment)  â€¢ 36 hours self-study (20 hours pre-reading, 6 hours during course reading, 10 hours essay writing)	2021-06-21	2021-06-30	This module has been accredited in October 2018, in Berlin. This accreditation is valid until October 2023.	<br>Four 4-hour lectures to introduce  students  to different aspects of entomology   Two 4-hour seminars on insecticide resistance, mechanisms and impact on control strategies  Two 4-hour tutorials on mosquito sampling techniques and vector incrimination   A full-day (8-hour) laboratory practical  A full-day (8-hour) field trip to sample mosquitoes  Six hours for practical and multiple choice examination	<br>Participants are responsible themselves to arrange in time for visa, health insurance, accommodation and transport. These cost items are not covered by the course fee.  The mandatory pre-course-reading-assignments will be issued two weeks prior to course commencement.  Recommended optional reading:  Kettle, D.S. (2005). Medical and Veterinary Entomology. 2nd edition. CABI publishing, Wallingford, UK.  Service, M. (2008). Medical Entomology for students. 4th edition. Cambridge University Press, Cambridge, UK  WHO. (2002). Malaria entomology and vector control. Learnerâ€™s Guide. WHO/CDS/CPE/SMT/2002.18 Rev.1 Part.1  WHO. (1998). Techniques to detect insecticide resistance mechanisms (field and laboratory manual). WHO/CDS/CPC/MAL/98.6	<br>â€¢ Multiple choice examination on contents of lectures and seminars (50%) (re-sit will be possible right on the final day of the face-to-face period; if this is failed, course has to be retaken)  â€¢ 1000-word essay assignment on a current entomological topic as selected by the course coordinators (25%) (if failed, re-submission based on reviewer comments is possible)  â€¢ Demonstration of technical skills from the hands-on laboratory course (25%) (explain and show standard procedures on dummy samples; re-sit right on the final day possible; if this is failed, course has to be retaken)  â€¢ Each part of the assessment has to be passed.	<br>Maximum number of students: 15 (herein number of troped students not limited)	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent.  Applicants who are not able to meet either of these criteria will be asked to prove fluency by either a TOEFL (iBT score >= 79) or IELTS (score >=6.0)     Professional Training/ Experience:   Participants are expected to be trained in life sciences with a basic understanding of vector-borne diseases. In terms of entomological training, this course is intended as an introductory course.	<br>Students are selected on a first-come, first-serve basis	<br>â‚¬ 600,-; important notice: course fees are not refundable as consumables for the course have to be purchased in advance, with the exception of the course not taking place due to reasons on the side of the course coordination.	<br>not available				1. Epidemiology of vector borne disease with special reference to Ghana   2. Selected arthropods of medical importance (lecture)  3. Basic functional morphology of arthropods of medical     importance (Lecture)  4. Vector behaviour and disease transmission (lecture)  5. Mosquito systematics, sampling techniques and and larval survey (Tutorials & field practical)   6. Sampling techniques for vectors other than mosquitoes (lecture)  7. Vector control and challenges  8. Insecticide resistance and management (seminar)  9. Methods of evaluation of susceptibility and efficacy of insecticides and control tools (Tutorial & laboratory practical)  10. Molecular techniques used in mosquito control  (laboratory practical)						
Advanced Topics in Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:    â€¢ critically review modelling approaches for cost-effectiveness, and analyze a given health intervention, in order to apply the most appropriate modelling approach when studying the cost-effectiveness of the intervention    â€¢ critically review and analyze the strengths and weaknesses of health economic evaluations using modelling techniques published in scientific journals    â€¢ independently identify a health economic problem suitable for an evaluation and make a plan for the evaluation specifying the model to be used    â€¢ discuss evaluation plans made by other students		1	fredrik.norstrom@umu.se	2018-10-31 11:39:12	2018-10-31	2019-12-10 13:10:48	troped	troped	0	Sweden - Department of Epidemiology and Global Health, UmeÃ¥ University	The course is given in the beginning of December each year and runs over X-mas.   The course consists of two modes of examination, an individual home assignment (evaluation plan) and a written exam. For the home assignment, a written report is submitted before the students present their assignments	<br>Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden	Fredrik NorstrÃ¶m	English	advanced optional	2018-10-31 15:55:01	<br>200 SITs  Interactive lectures 32 SITs  Computer exercises 8 SITs  Seminars 16 SITs  Written exam 6 SITs  Self-study hours 138 SITs	2019-12-03	2020-01-17	Accredited in October 2018, in Berlin.  This accreditation is valid until October 2023.	<br>The teaching on the course consists of lectures, 32 SITs, computer exercises 8 SITs, seminars 16 SITs, exam 6 SITs and self-study hours 138 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures. In addition to this, completing the individual assignment of modelling an evaluation is time consuming.	<br>This course runs over the Christmas and New Yearâ€™s holidays, which calls for an explanation. In the Swedish higher education system there are two semesters in an academic year. The fall semester for the academic year 18/19 ends on Friday, January 18, 2019. There is no formal break for the holidays even though formal education takes a pause for these.     For this course, not counting the period over X-mas and New year, the course stretches over 5 weeks.    There are two books used as course literature:    Briggs Andrew H., Claxton Karl., Sculpher Mark J. Decision modelling for health economic evaluation. Oxford : Oxford University Press : latest edition, 237 p. ISBN: 978-0-19-852662-9    Drummond Michael F., McGuire Alistair. Economic evaluation in health care : merging theory with practice Oxford : Oxford University Press : latest edition : 286 p. :  ISBN: 0-19-263177-2    The first book is a standard text book for modelling in health economic evaluation. The second book discusses issues relating to costing in health economic evaluation.    In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a home assignment and a written exam.    At the end of the last course week in January there is a  six hour open-book written exam. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of modelling techniques in health economic evaluation. The purpose of the essay questions is to test studentsâ€™ ability to discuss the modelling methods, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention.     During the last course week in January the students individually, at a seminar, present and discuss a health economic model (evaluation plan). In the model, a new proposed intervention is either compared with no intervention or an old intervention, through the calculation of the incremental cost-effectiveness ratio. This further tests their knowledge of modelling.     The grading scale is Fail, Pass, and Pass with distinction for the written exam. For the evaluation plan the grade is either Fail or Pass. In order to be awarded Pass for the course, the grade Pass is required both for the written exam and the evaluation plan. In order to be awarded Pass with distinction for the course, the grade Pass with distinction is required for the written exam and the grade Pass for the evaluation plan.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/  The grades given are three; fail, pass and pass with distinction. A student who fails the written exam is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.  A student who fails the make the evaluation plan will be allowed to complement the plan if there are minor corrections to be done and t do a second evaluation plan if there are major problems with the first plan	<br>The maximum total number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.	<br>The requirements are having previously acquired 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. The applicant must also have a passing grade from our course Health Economic Evaluation Methods or have equivalent qualifications.     Students must have their own lap-top    English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17)).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course. In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 18550 SEK (â‰ˆ1855 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>In the main part of the course decision modelling is explained, discussed and practiced. In economic evaluations of health interventions using a decision-maker perspective it is often necessary to gather information from many sources and track the course of a disease for a relatively long time perspective taking into account the uncertainty of estimates used this way. To do this, decision modelling is becoming increasingly popular in health economic evaluation. In the course different modelling techniques are being explored and the students given a chance to set up and run their own models.    In addition to this, several topics that have been covered to a certain extent in the preceding course, Health Economic Evaluation Methods (a prerequisite), will be studied further. To these topics belong questions of costing and discounting, the treatment of productivity costs, willingness to pay approaches, and the possibility of ageism in standard health economic evaluation.	Sweden	Health economics	Face to face		7.5 ECTS credits	
Advanced Topics in Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:    â€¢ critically review modelling approaches for cost-effectiveness, and analyze a given health intervention, in order to apply the most appropriate modelling approach when studying the cost-effectiveness of the intervention    â€¢ critically review and analyze the strengths and weaknesses of health economic evaluations using modelling techniques published in scientific journals    â€¢ independently identify a health economic problem suitable for an evaluation and make a plan for the evaluation specifying the model to be used    â€¢ discuss evaluation plans made by other students		1	fredrik.norstrom@umu.se	2018-10-31 11:39:12	2018-10-31	2019-12-10 13:10:48	troped	troped	0		The course is given in the beginning of December each year and runs over X-mas.   The course consists of two modes of examination, an individual home assignment (evaluation plan) and a written exam. For the home assignment, a written report is submitted before the students present their assignments	<br>Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-10-31 15:55:01	<br>200 SITs  Interactive lectures 32 SITs  Computer exercises 8 SITs  Seminars 16 SITs  Written exam 6 SITs  Self-study hours 138 SITs	2019-12-03	2020-01-17	Accredited in October 2018, in Berlin.  This accreditation is valid until October 2023.	<br>The teaching on the course consists of lectures, 32 SITs, computer exercises 8 SITs, seminars 16 SITs, exam 6 SITs and self-study hours 138 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures. In addition to this, completing the individual assignment of modelling an evaluation is time consuming.	<br>This course runs over the Christmas and New Yearâ€™s holidays, which calls for an explanation. In the Swedish higher education system there are two semesters in an academic year. The fall semester for the academic year 18/19 ends on Friday, January 18, 2019. There is no formal break for the holidays even though formal education takes a pause for these.     For this course, not counting the period over X-mas and New year, the course stretches over 5 weeks.    There are two books used as course literature:    Briggs Andrew H., Claxton Karl., Sculpher Mark J. Decision modelling for health economic evaluation. Oxford : Oxford University Press : latest edition, 237 p. ISBN: 978-0-19-852662-9    Drummond Michael F., McGuire Alistair. Economic evaluation in health care : merging theory with practice Oxford : Oxford University Press : latest edition : 286 p. :  ISBN: 0-19-263177-2    The first book is a standard text book for modelling in health economic evaluation. The second book discusses issues relating to costing in health economic evaluation.    In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a home assignment and a written exam.    At the end of the last course week in January there is a  six hour open-book written exam. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of modelling techniques in health economic evaluation. The purpose of the essay questions is to test studentsâ€™ ability to discuss the modelling methods, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention.     During the last course week in January the students individually, at a seminar, present and discuss a health economic model (evaluation plan). In the model, a new proposed intervention is either compared with no intervention or an old intervention, through the calculation of the incremental cost-effectiveness ratio. This further tests their knowledge of modelling.     The grading scale is Fail, Pass, and Pass with distinction for the written exam. For the evaluation plan the grade is either Fail or Pass. In order to be awarded Pass for the course, the grade Pass is required both for the written exam and the evaluation plan. In order to be awarded Pass with distinction for the course, the grade Pass with distinction is required for the written exam and the grade Pass for the evaluation plan.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/  The grades given are three; fail, pass and pass with distinction. A student who fails the written exam is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.  A student who fails the make the evaluation plan will be allowed to complement the plan if there are minor corrections to be done and t do a second evaluation plan if there are major problems with the first plan	<br>The maximum total number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.	<br>The requirements are having previously acquired 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. The applicant must also have a passing grade from our course Health Economic Evaluation Methods or have equivalent qualifications.     Students must have their own lap-top    English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17)).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course. In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 18550 SEK (â‰ˆ1855 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>In the main part of the course decision modelling is explained, discussed and practiced. In economic evaluations of health interventions using a decision-maker perspective it is often necessary to gather information from many sources and track the course of a disease for a relatively long time perspective taking into account the uncertainty of estimates used this way. To do this, decision modelling is becoming increasingly popular in health economic evaluation. In the course different modelling techniques are being explored and the students given a chance to set up and run their own models.    In addition to this, several topics that have been covered to a certain extent in the preceding course, Health Economic Evaluation Methods (a prerequisite), will be studied further. To these topics belong questions of costing and discounting, the treatment of productivity costs, willingness to pay approaches, and the possibility of ageism in standard health economic evaluation.		Measuring health status				
Advanced Topics in Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:    â€¢ critically review modelling approaches for cost-effectiveness, and analyze a given health intervention, in order to apply the most appropriate modelling approach when studying the cost-effectiveness of the intervention    â€¢ critically review and analyze the strengths and weaknesses of health economic evaluations using modelling techniques published in scientific journals    â€¢ independently identify a health economic problem suitable for an evaluation and make a plan for the evaluation specifying the model to be used    â€¢ discuss evaluation plans made by other students		1	fredrik.norstrom@umu.se	2018-10-31 11:39:12	2018-10-31	2019-12-10 13:10:48	troped	troped	0		The course is given in the beginning of December each year and runs over X-mas.   The course consists of two modes of examination, an individual home assignment (evaluation plan) and a written exam. For the home assignment, a written report is submitted before the students present their assignments	<br>Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-10-31 15:55:01	<br>200 SITs  Interactive lectures 32 SITs  Computer exercises 8 SITs  Seminars 16 SITs  Written exam 6 SITs  Self-study hours 138 SITs	2019-12-03	2020-01-17	Accredited in October 2018, in Berlin.  This accreditation is valid until October 2023.	<br>The teaching on the course consists of lectures, 32 SITs, computer exercises 8 SITs, seminars 16 SITs, exam 6 SITs and self-study hours 138 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures. In addition to this, completing the individual assignment of modelling an evaluation is time consuming.	<br>This course runs over the Christmas and New Yearâ€™s holidays, which calls for an explanation. In the Swedish higher education system there are two semesters in an academic year. The fall semester for the academic year 18/19 ends on Friday, January 18, 2019. There is no formal break for the holidays even though formal education takes a pause for these.     For this course, not counting the period over X-mas and New year, the course stretches over 5 weeks.    There are two books used as course literature:    Briggs Andrew H., Claxton Karl., Sculpher Mark J. Decision modelling for health economic evaluation. Oxford : Oxford University Press : latest edition, 237 p. ISBN: 978-0-19-852662-9    Drummond Michael F., McGuire Alistair. Economic evaluation in health care : merging theory with practice Oxford : Oxford University Press : latest edition : 286 p. :  ISBN: 0-19-263177-2    The first book is a standard text book for modelling in health economic evaluation. The second book discusses issues relating to costing in health economic evaluation.    In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a home assignment and a written exam.    At the end of the last course week in January there is a  six hour open-book written exam. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of modelling techniques in health economic evaluation. The purpose of the essay questions is to test studentsâ€™ ability to discuss the modelling methods, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention.     During the last course week in January the students individually, at a seminar, present and discuss a health economic model (evaluation plan). In the model, a new proposed intervention is either compared with no intervention or an old intervention, through the calculation of the incremental cost-effectiveness ratio. This further tests their knowledge of modelling.     The grading scale is Fail, Pass, and Pass with distinction for the written exam. For the evaluation plan the grade is either Fail or Pass. In order to be awarded Pass for the course, the grade Pass is required both for the written exam and the evaluation plan. In order to be awarded Pass with distinction for the course, the grade Pass with distinction is required for the written exam and the grade Pass for the evaluation plan.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/  The grades given are three; fail, pass and pass with distinction. A student who fails the written exam is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.  A student who fails the make the evaluation plan will be allowed to complement the plan if there are minor corrections to be done and t do a second evaluation plan if there are major problems with the first plan	<br>The maximum total number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.	<br>The requirements are having previously acquired 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. The applicant must also have a passing grade from our course Health Economic Evaluation Methods or have equivalent qualifications.     Students must have their own lap-top    English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17)).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course. In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 18550 SEK (â‰ˆ1855 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>In the main part of the course decision modelling is explained, discussed and practiced. In economic evaluations of health interventions using a decision-maker perspective it is often necessary to gather information from many sources and track the course of a disease for a relatively long time perspective taking into account the uncertainty of estimates used this way. To do this, decision modelling is becoming increasingly popular in health economic evaluation. In the course different modelling techniques are being explored and the students given a chance to set up and run their own models.    In addition to this, several topics that have been covered to a certain extent in the preceding course, Health Economic Evaluation Methods (a prerequisite), will be studied further. To these topics belong questions of costing and discounting, the treatment of productivity costs, willingness to pay approaches, and the possibility of ageism in standard health economic evaluation.		Resource management (in general)				
Advanced Topics in Health Economic Evaluation Methods	<br>At the end of the module the students should be able to:    â€¢ critically review modelling approaches for cost-effectiveness, and analyze a given health intervention, in order to apply the most appropriate modelling approach when studying the cost-effectiveness of the intervention    â€¢ critically review and analyze the strengths and weaknesses of health economic evaluations using modelling techniques published in scientific journals    â€¢ independently identify a health economic problem suitable for an evaluation and make a plan for the evaluation specifying the model to be used    â€¢ discuss evaluation plans made by other students		1	fredrik.norstrom@umu.se	2018-10-31 11:39:12	2018-10-31	2019-12-10 13:10:48	troped	troped	0		The course is given in the beginning of December each year and runs over X-mas.   The course consists of two modes of examination, an individual home assignment (evaluation plan) and a written exam. For the home assignment, a written report is submitted before the students present their assignments	<br>Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-10-31 15:55:01	<br>200 SITs  Interactive lectures 32 SITs  Computer exercises 8 SITs  Seminars 16 SITs  Written exam 6 SITs  Self-study hours 138 SITs	2019-12-03	2020-01-17	Accredited in October 2018, in Berlin.  This accreditation is valid until October 2023.	<br>The teaching on the course consists of lectures, 32 SITs, computer exercises 8 SITs, seminars 16 SITs, exam 6 SITs and self-study hours 138 SITs.  The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. During some lectures students present and discuss their solutions to group assignments. The students work in groups of 4-5 students.   Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures. In addition to this, completing the individual assignment of modelling an evaluation is time consuming.	<br>This course runs over the Christmas and New Yearâ€™s holidays, which calls for an explanation. In the Swedish higher education system there are two semesters in an academic year. The fall semester for the academic year 18/19 ends on Friday, January 18, 2019. There is no formal break for the holidays even though formal education takes a pause for these.     For this course, not counting the period over X-mas and New year, the course stretches over 5 weeks.    There are two books used as course literature:    Briggs Andrew H., Claxton Karl., Sculpher Mark J. Decision modelling for health economic evaluation. Oxford : Oxford University Press : latest edition, 237 p. ISBN: 978-0-19-852662-9    Drummond Michael F., McGuire Alistair. Economic evaluation in health care : merging theory with practice Oxford : Oxford University Press : latest edition : 286 p. :  ISBN: 0-19-263177-2    The first book is a standard text book for modelling in health economic evaluation. The second book discusses issues relating to costing in health economic evaluation.    In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a home assignment and a written exam.    At the end of the last course week in January there is a  six hour open-book written exam. The exam includes both shorter questions and essay questions. The purpose of the former is to test studentsâ€™ knowledge of different features of modelling techniques in health economic evaluation. The purpose of the essay questions is to test studentsâ€™ ability to discuss the modelling methods, to analyze advantages and drawbacks of the methods and to appraise which method that is most appropriate for a given health intervention.     During the last course week in January the students individually, at a seminar, present and discuss a health economic model (evaluation plan). In the model, a new proposed intervention is either compared with no intervention or an old intervention, through the calculation of the incremental cost-effectiveness ratio. This further tests their knowledge of modelling.     The grading scale is Fail, Pass, and Pass with distinction for the written exam. For the evaluation plan the grade is either Fail or Pass. In order to be awarded Pass for the course, the grade Pass is required both for the written exam and the evaluation plan. In order to be awarded Pass with distinction for the course, the grade Pass with distinction is required for the written exam and the grade Pass for the evaluation plan.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/  The grades given are three; fail, pass and pass with distinction. A student who fails the written exam is allowed to take re-sit exams. The first re-sit exam is given three to four weeks after the course is finished and a second re-sit is given in the end of May/beginning of June.  A student who fails the make the evaluation plan will be allowed to complement the plan if there are minor corrections to be done and t do a second evaluation plan if there are major problems with the first plan	<br>The maximum total number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.	<br>The requirements are having previously acquired 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. The applicant must also have a passing grade from our course Health Economic Evaluation Methods or have equivalent qualifications.     Students must have their own lap-top    English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17)).	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course. In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 18550 SEK (â‰ˆ1855 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>In the main part of the course decision modelling is explained, discussed and practiced. In economic evaluations of health interventions using a decision-maker perspective it is often necessary to gather information from many sources and track the course of a disease for a relatively long time perspective taking into account the uncertainty of estimates used this way. To do this, decision modelling is becoming increasingly popular in health economic evaluation. In the course different modelling techniques are being explored and the students given a chance to set up and run their own models.    In addition to this, several topics that have been covered to a certain extent in the preceding course, Health Economic Evaluation Methods (a prerequisite), will be studied further. To these topics belong questions of costing and discounting, the treatment of productivity costs, willingness to pay approaches, and the possibility of ageism in standard health economic evaluation.						
Equity and Health	<br>At the end of the module the students should be able to:    â€¢Analyze the relationship between contemporary normative statements in public health and health care, and the moral theories included in the course.(utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism)    â€¢Understand and explain their own positions taken in relation to the moral theories under study.    â€¢Be aware of ethical aspects on inequity in health problems, as well as suggested solutions.    â€¢Describe how the theories under study treat equality in different respects.		1	lars.lindholm@umu.se	2018-11-01 04:54:29	2018-11-01	2020-09-17 06:44:35	troped	troped	0	Sweden - Department of Epidemiology and Global Health, UmeÃ¥ University	2 weeks	Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden	Lars Lindholm	English	advanced optional	2018-11-01 09:10:36	<br>93 SITs  Interactive lectures 34 SITs  Self-study hours 59	2021-09-15	2021-09-29	<br> Accredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>Teaching methods are mixed; interactive lectures, seminars, group-discussions and home assignments. Seminars, group-discussions and home assignments are mandatory		<br>The course is examined through 1) active participation in mandatory individual and group-exercises, and 2) completing an individual home assignment.    Mandatory seminaries and group exercises can be awarded fail or pass, while individual exercises can be awarded fail, pass or pass with distinction.    The whole course is graded Fail, Pass or Pass with distinction. In order to be awarded Pass for the entire course, it is required that all examination parts must be passed. For being awarded Pass with distinction, all mandatory seminaries and group exercises must be graded pass, while all individual exercises and the home assignment must be graded Pass with distinction.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17))	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Inequities in health have been given more and more attention, both in the national and global agendas. However, there are different opinions both regarding the definition of equity, and regarding which polices that are appropriate and justified to increase equity.  Defendersâ€™ of different stand-points usually try to find support in moral philosophy, i.e. theories which try to investigate how things â€œoughtâ€ to be arranged.     This course introduces the theories which so far have been most influential in health care and public health â€“ utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism. The course investigates how these theories in moral philosophy have influenced scientific disciplines of importance for research about health care and public health. Further is the relationship between moral philosophy and political decisions investigated. What kind of ethical arguments are used when priorities are made in health care?	Sweden	Equity	Face to face		3.5 ECTS credits	
Equity and Health	<br>At the end of the module the students should be able to:    â€¢Analyze the relationship between contemporary normative statements in public health and health care, and the moral theories included in the course.(utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism)    â€¢Understand and explain their own positions taken in relation to the moral theories under study.    â€¢Be aware of ethical aspects on inequity in health problems, as well as suggested solutions.    â€¢Describe how the theories under study treat equality in different respects.		1	lars.lindholm@umu.se	2018-11-01 04:54:29	2018-11-01	2020-09-17 06:44:35	troped	troped	0		2 weeks	Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-11-01 09:10:36	<br>93 SITs  Interactive lectures 34 SITs  Self-study hours 59	2021-09-15	2021-09-29	<br> Accredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>Teaching methods are mixed; interactive lectures, seminars, group-discussions and home assignments. Seminars, group-discussions and home assignments are mandatory		<br>The course is examined through 1) active participation in mandatory individual and group-exercises, and 2) completing an individual home assignment.    Mandatory seminaries and group exercises can be awarded fail or pass, while individual exercises can be awarded fail, pass or pass with distinction.    The whole course is graded Fail, Pass or Pass with distinction. In order to be awarded Pass for the entire course, it is required that all examination parts must be passed. For being awarded Pass with distinction, all mandatory seminaries and group exercises must be graded pass, while all individual exercises and the home assignment must be graded Pass with distinction.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17))	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Inequities in health have been given more and more attention, both in the national and global agendas. However, there are different opinions both regarding the definition of equity, and regarding which polices that are appropriate and justified to increase equity.  Defendersâ€™ of different stand-points usually try to find support in moral philosophy, i.e. theories which try to investigate how things â€œoughtâ€ to be arranged.     This course introduces the theories which so far have been most influential in health care and public health â€“ utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism. The course investigates how these theories in moral philosophy have influenced scientific disciplines of importance for research about health care and public health. Further is the relationship between moral philosophy and political decisions investigated. What kind of ethical arguments are used when priorities are made in health care?		Ethics				
Equity and Health	<br>At the end of the module the students should be able to:    â€¢Analyze the relationship between contemporary normative statements in public health and health care, and the moral theories included in the course.(utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism)    â€¢Understand and explain their own positions taken in relation to the moral theories under study.    â€¢Be aware of ethical aspects on inequity in health problems, as well as suggested solutions.    â€¢Describe how the theories under study treat equality in different respects.		1	lars.lindholm@umu.se	2018-11-01 04:54:29	2018-11-01	2020-09-17 06:44:35	troped	troped	0		2 weeks	Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-11-01 09:10:36	<br>93 SITs  Interactive lectures 34 SITs  Self-study hours 59	2021-09-15	2021-09-29	<br> Accredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>Teaching methods are mixed; interactive lectures, seminars, group-discussions and home assignments. Seminars, group-discussions and home assignments are mandatory		<br>The course is examined through 1) active participation in mandatory individual and group-exercises, and 2) completing an individual home assignment.    Mandatory seminaries and group exercises can be awarded fail or pass, while individual exercises can be awarded fail, pass or pass with distinction.    The whole course is graded Fail, Pass or Pass with distinction. In order to be awarded Pass for the entire course, it is required that all examination parts must be passed. For being awarded Pass with distinction, all mandatory seminaries and group exercises must be graded pass, while all individual exercises and the home assignment must be graded Pass with distinction.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17))	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Inequities in health have been given more and more attention, both in the national and global agendas. However, there are different opinions both regarding the definition of equity, and regarding which polices that are appropriate and justified to increase equity.  Defendersâ€™ of different stand-points usually try to find support in moral philosophy, i.e. theories which try to investigate how things â€œoughtâ€ to be arranged.     This course introduces the theories which so far have been most influential in health care and public health â€“ utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism. The course investigates how these theories in moral philosophy have influenced scientific disciplines of importance for research about health care and public health. Further is the relationship between moral philosophy and political decisions investigated. What kind of ethical arguments are used when priorities are made in health care?		socio economic status				
Equity and Health	<br>At the end of the module the students should be able to:    â€¢Analyze the relationship between contemporary normative statements in public health and health care, and the moral theories included in the course.(utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism)    â€¢Understand and explain their own positions taken in relation to the moral theories under study.    â€¢Be aware of ethical aspects on inequity in health problems, as well as suggested solutions.    â€¢Describe how the theories under study treat equality in different respects.		1	lars.lindholm@umu.se	2018-11-01 04:54:29	2018-11-01	2020-09-17 06:44:35	troped	troped	0		2 weeks	Epidemiology and Global Health  Department of Public Health and Clinical Medicine  UmeÃ¥ University  Sweden				2018-11-01 09:10:36	<br>93 SITs  Interactive lectures 34 SITs  Self-study hours 59	2021-09-15	2021-09-29	<br> Accredited in Berlin, Oct 2018. This accreditation is valid until Oct 2023.	<br>Teaching methods are mixed; interactive lectures, seminars, group-discussions and home assignments. Seminars, group-discussions and home assignments are mandatory		<br>The course is examined through 1) active participation in mandatory individual and group-exercises, and 2) completing an individual home assignment.    Mandatory seminaries and group exercises can be awarded fail or pass, while individual exercises can be awarded fail, pass or pass with distinction.    The whole course is graded Fail, Pass or Pass with distinction. In order to be awarded Pass for the entire course, it is required that all examination parts must be passed. For being awarded Pass with distinction, all mandatory seminaries and group exercises must be graded pass, while all individual exercises and the home assignment must be graded Pass with distinction.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences.English proficiency equivalent to English A/5 from Swedish Upper secondary education. (IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based with minimum score 530 and minimum TWE 4). TOEFL (Internet based with minimum score 72 and minimum Written 17))	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course In addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 7420 SEK (â‰ˆ742 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Inequities in health have been given more and more attention, both in the national and global agendas. However, there are different opinions both regarding the definition of equity, and regarding which polices that are appropriate and justified to increase equity.  Defendersâ€™ of different stand-points usually try to find support in moral philosophy, i.e. theories which try to investigate how things â€œoughtâ€ to be arranged.     This course introduces the theories which so far have been most influential in health care and public health â€“ utilitarianism, Rawlâ€™s theory of justice, communitarianism and feminism. The course investigates how these theories in moral philosophy have influenced scientific disciplines of importance for research about health care and public health. Further is the relationship between moral philosophy and political decisions investigated. What kind of ethical arguments are used when priorities are made in health care?						
Infection Control: Theory and Practice	<br>By the end of the course students should be able to:    1. Explain the principles of infection control    2. Assess infection control implementation in various related health issue (TB, respiratory, MRSA, gastrointestinal etc)    3. Demonstrate the appropriate of Personal Protective Equipment (PPE)    4. Design infection control monitoring and evaluation in specific setting (TB in hospital and healthcare facility)		1	rintiswati@gmail.com	2018-11-01 05:36:04	2018-11-01	2020-09-17 09:53:46	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	<br>4 weeks Pre-reading (before departure)= 10 hours Face-to-face = 2 weeks Final assignment= 25 hours (writing)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia	Ning Rintiswati	English	advanced optional	2018-11-01 10:08:33	<br>SIT= 93 hours  Contact time: 33 hours  Self-study time: 60 hours  (detail see in number 10 learning method)	2021-04-05	2021-04-16	Accredited in October 2018.  This accreditation is valid until October 2023.	<br>Each topic has 2 hours lectures to introduce subject areas   Practical session is conducted at field by doing assessment of Infection control management in Health Care Unit (Hospital, Clinic), respiratory hospital (clinic) for tuberculosis patients and specific environment. Results of assessment through field visit is presented in class. Comment and feedback from peer and lecturers are given during discussion time.    Pre reading:10 hours  Lecture in class: 9 x 2 hours= 18 hours  Practical session: 1 x 3 hours= 3 hours  Field visit: 3 x 3 hours= 9 hours    Assessment:   Presentation= 3 hours  Preparing final assignment= 25 hours    Self-directed learning= 25 hours    Total: 93 hours	<br>Reading material:    WHO Guideline for Infection Control:  http://www.wpro.who.int/publications/docs/practical_guidelines_infection_control.pdf   WHO Recommendation for MRSA Control:  http://apps.who.int/medicinedocs/documents/s16211e/s16211e.pdf   Infection and Prevention of Epidemic and Pandemic-prone Acute Respiratory Infection in Health Care:   http://apps.who.int/iris/bitstream/handle/10665/112656/9789241507134_eng.pdf?sequence=1	<br>Assessment will be conducted by having:    1. Group assignment (point: maximal 30%)  â€¢ Students will work in group   â€¢ During the field visit, students will be asked to assess the implementation of infection control in place.  â€¢ Students are also expected to propose recommendation to address their finding.  â€¢ Students will present their findings in front of the class and it will be followed with discussion  Each group will be given 15 minutes to present their finding and another 15 minutes for discussion.    2. Individual assignment (point: maximal 70%)  â€¢ Students will be given scenario/ case related to infection control to write an essay with minimal word count is 1500 words, with references attached and should be submitted a week after the assignment announced by the class coordinator.  â€¢ Students are expected to propose strategy or solution based on the case given    If student achieve less than 60% (average of both assessment; group and individual), students are required to improve their marks by writing another scenario-based essay and submit it within a week after grade announcement	<br>The maximum number of students that may enroll in this course is 20 students (including TropEd students)   Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 Euro for tropEd students, excluding living cost.	<br> Not available				<br>1. Overview and Introduction of Infection Prevention and control  2. Principles of Infection Prevention Control (IPC)  3. Personal Protective Equipment (PPE)   4. Infection surveilans and prevention   5. Principle of airborne Infection control  6. Principle of MRSA Infection Control  7. Infection control for infectious intestinal disease  8. Principle of IC assessment  9. Assessment of Infection control management in health care unit.	Indonesia	Communicable diseases (in general)	Face to face		3 ECTS credits	
Infection Control: Theory and Practice	<br>By the end of the course students should be able to:    1. Explain the principles of infection control    2. Assess infection control implementation in various related health issue (TB, respiratory, MRSA, gastrointestinal etc)    3. Demonstrate the appropriate of Personal Protective Equipment (PPE)    4. Design infection control monitoring and evaluation in specific setting (TB in hospital and healthcare facility)		1	rintiswati@gmail.com	2018-11-01 05:36:04	2018-11-01	2020-09-17 09:53:46	troped	troped	0		<br>4 weeks Pre-reading (before departure)= 10 hours Face-to-face = 2 weeks Final assignment= 25 hours (writing)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:08:33	<br>SIT= 93 hours  Contact time: 33 hours  Self-study time: 60 hours  (detail see in number 10 learning method)	2021-04-05	2021-04-16	Accredited in October 2018.  This accreditation is valid until October 2023.	<br>Each topic has 2 hours lectures to introduce subject areas   Practical session is conducted at field by doing assessment of Infection control management in Health Care Unit (Hospital, Clinic), respiratory hospital (clinic) for tuberculosis patients and specific environment. Results of assessment through field visit is presented in class. Comment and feedback from peer and lecturers are given during discussion time.    Pre reading:10 hours  Lecture in class: 9 x 2 hours= 18 hours  Practical session: 1 x 3 hours= 3 hours  Field visit: 3 x 3 hours= 9 hours    Assessment:   Presentation= 3 hours  Preparing final assignment= 25 hours    Self-directed learning= 25 hours    Total: 93 hours	<br>Reading material:    WHO Guideline for Infection Control:  http://www.wpro.who.int/publications/docs/practical_guidelines_infection_control.pdf   WHO Recommendation for MRSA Control:  http://apps.who.int/medicinedocs/documents/s16211e/s16211e.pdf   Infection and Prevention of Epidemic and Pandemic-prone Acute Respiratory Infection in Health Care:   http://apps.who.int/iris/bitstream/handle/10665/112656/9789241507134_eng.pdf?sequence=1	<br>Assessment will be conducted by having:    1. Group assignment (point: maximal 30%)  â€¢ Students will work in group   â€¢ During the field visit, students will be asked to assess the implementation of infection control in place.  â€¢ Students are also expected to propose recommendation to address their finding.  â€¢ Students will present their findings in front of the class and it will be followed with discussion  Each group will be given 15 minutes to present their finding and another 15 minutes for discussion.    2. Individual assignment (point: maximal 70%)  â€¢ Students will be given scenario/ case related to infection control to write an essay with minimal word count is 1500 words, with references attached and should be submitted a week after the assignment announced by the class coordinator.  â€¢ Students are expected to propose strategy or solution based on the case given    If student achieve less than 60% (average of both assessment; group and individual), students are required to improve their marks by writing another scenario-based essay and submit it within a week after grade announcement	<br>The maximum number of students that may enroll in this course is 20 students (including TropEd students)   Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 Euro for tropEd students, excluding living cost.	<br> Not available				<br>1. Overview and Introduction of Infection Prevention and control  2. Principles of Infection Prevention Control (IPC)  3. Personal Protective Equipment (PPE)   4. Infection surveilans and prevention   5. Principle of airborne Infection control  6. Principle of MRSA Infection Control  7. Infection control for infectious intestinal disease  8. Principle of IC assessment  9. Assessment of Infection control management in health care unit.		Disease prevention & control				
Infection Control: Theory and Practice	<br>By the end of the course students should be able to:    1. Explain the principles of infection control    2. Assess infection control implementation in various related health issue (TB, respiratory, MRSA, gastrointestinal etc)    3. Demonstrate the appropriate of Personal Protective Equipment (PPE)    4. Design infection control monitoring and evaluation in specific setting (TB in hospital and healthcare facility)		1	rintiswati@gmail.com	2018-11-01 05:36:04	2018-11-01	2020-09-17 09:53:46	troped	troped	0		<br>4 weeks Pre-reading (before departure)= 10 hours Face-to-face = 2 weeks Final assignment= 25 hours (writing)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:08:33	<br>SIT= 93 hours  Contact time: 33 hours  Self-study time: 60 hours  (detail see in number 10 learning method)	2021-04-05	2021-04-16	Accredited in October 2018.  This accreditation is valid until October 2023.	<br>Each topic has 2 hours lectures to introduce subject areas   Practical session is conducted at field by doing assessment of Infection control management in Health Care Unit (Hospital, Clinic), respiratory hospital (clinic) for tuberculosis patients and specific environment. Results of assessment through field visit is presented in class. Comment and feedback from peer and lecturers are given during discussion time.    Pre reading:10 hours  Lecture in class: 9 x 2 hours= 18 hours  Practical session: 1 x 3 hours= 3 hours  Field visit: 3 x 3 hours= 9 hours    Assessment:   Presentation= 3 hours  Preparing final assignment= 25 hours    Self-directed learning= 25 hours    Total: 93 hours	<br>Reading material:    WHO Guideline for Infection Control:  http://www.wpro.who.int/publications/docs/practical_guidelines_infection_control.pdf   WHO Recommendation for MRSA Control:  http://apps.who.int/medicinedocs/documents/s16211e/s16211e.pdf   Infection and Prevention of Epidemic and Pandemic-prone Acute Respiratory Infection in Health Care:   http://apps.who.int/iris/bitstream/handle/10665/112656/9789241507134_eng.pdf?sequence=1	<br>Assessment will be conducted by having:    1. Group assignment (point: maximal 30%)  â€¢ Students will work in group   â€¢ During the field visit, students will be asked to assess the implementation of infection control in place.  â€¢ Students are also expected to propose recommendation to address their finding.  â€¢ Students will present their findings in front of the class and it will be followed with discussion  Each group will be given 15 minutes to present their finding and another 15 minutes for discussion.    2. Individual assignment (point: maximal 70%)  â€¢ Students will be given scenario/ case related to infection control to write an essay with minimal word count is 1500 words, with references attached and should be submitted a week after the assignment announced by the class coordinator.  â€¢ Students are expected to propose strategy or solution based on the case given    If student achieve less than 60% (average of both assessment; group and individual), students are required to improve their marks by writing another scenario-based essay and submit it within a week after grade announcement	<br>The maximum number of students that may enroll in this course is 20 students (including TropEd students)   Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 Euro for tropEd students, excluding living cost.	<br> Not available				<br>1. Overview and Introduction of Infection Prevention and control  2. Principles of Infection Prevention Control (IPC)  3. Personal Protective Equipment (PPE)   4. Infection surveilans and prevention   5. Principle of airborne Infection control  6. Principle of MRSA Infection Control  7. Infection control for infectious intestinal disease  8. Principle of IC assessment  9. Assessment of Infection control management in health care unit.		Health facilities (hospitals)				
Infection Control: Theory and Practice	<br>By the end of the course students should be able to:    1. Explain the principles of infection control    2. Assess infection control implementation in various related health issue (TB, respiratory, MRSA, gastrointestinal etc)    3. Demonstrate the appropriate of Personal Protective Equipment (PPE)    4. Design infection control monitoring and evaluation in specific setting (TB in hospital and healthcare facility)		1	rintiswati@gmail.com	2018-11-01 05:36:04	2018-11-01	2020-09-17 09:53:46	troped	troped	0		<br>4 weeks Pre-reading (before departure)= 10 hours Face-to-face = 2 weeks Final assignment= 25 hours (writing)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:08:33	<br>SIT= 93 hours  Contact time: 33 hours  Self-study time: 60 hours  (detail see in number 10 learning method)	2021-04-05	2021-04-16	Accredited in October 2018.  This accreditation is valid until October 2023.	<br>Each topic has 2 hours lectures to introduce subject areas   Practical session is conducted at field by doing assessment of Infection control management in Health Care Unit (Hospital, Clinic), respiratory hospital (clinic) for tuberculosis patients and specific environment. Results of assessment through field visit is presented in class. Comment and feedback from peer and lecturers are given during discussion time.    Pre reading:10 hours  Lecture in class: 9 x 2 hours= 18 hours  Practical session: 1 x 3 hours= 3 hours  Field visit: 3 x 3 hours= 9 hours    Assessment:   Presentation= 3 hours  Preparing final assignment= 25 hours    Self-directed learning= 25 hours    Total: 93 hours	<br>Reading material:    WHO Guideline for Infection Control:  http://www.wpro.who.int/publications/docs/practical_guidelines_infection_control.pdf   WHO Recommendation for MRSA Control:  http://apps.who.int/medicinedocs/documents/s16211e/s16211e.pdf   Infection and Prevention of Epidemic and Pandemic-prone Acute Respiratory Infection in Health Care:   http://apps.who.int/iris/bitstream/handle/10665/112656/9789241507134_eng.pdf?sequence=1	<br>Assessment will be conducted by having:    1. Group assignment (point: maximal 30%)  â€¢ Students will work in group   â€¢ During the field visit, students will be asked to assess the implementation of infection control in place.  â€¢ Students are also expected to propose recommendation to address their finding.  â€¢ Students will present their findings in front of the class and it will be followed with discussion  Each group will be given 15 minutes to present their finding and another 15 minutes for discussion.    2. Individual assignment (point: maximal 70%)  â€¢ Students will be given scenario/ case related to infection control to write an essay with minimal word count is 1500 words, with references attached and should be submitted a week after the assignment announced by the class coordinator.  â€¢ Students are expected to propose strategy or solution based on the case given    If student achieve less than 60% (average of both assessment; group and individual), students are required to improve their marks by writing another scenario-based essay and submit it within a week after grade announcement	<br>The maximum number of students that may enroll in this course is 20 students (including TropEd students)   Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 Euro for tropEd students, excluding living cost.	<br> Not available				<br>1. Overview and Introduction of Infection Prevention and control  2. Principles of Infection Prevention Control (IPC)  3. Personal Protective Equipment (PPE)   4. Infection surveilans and prevention   5. Principle of airborne Infection control  6. Principle of MRSA Infection Control  7. Infection control for infectious intestinal disease  8. Principle of IC assessment  9. Assessment of Infection control management in health care unit.		TB				
Infection Control: Theory and Practice	<br>By the end of the course students should be able to:    1. Explain the principles of infection control    2. Assess infection control implementation in various related health issue (TB, respiratory, MRSA, gastrointestinal etc)    3. Demonstrate the appropriate of Personal Protective Equipment (PPE)    4. Design infection control monitoring and evaluation in specific setting (TB in hospital and healthcare facility)		1	rintiswati@gmail.com	2018-11-01 05:36:04	2018-11-01	2020-09-17 09:53:46	troped	troped	0		<br>4 weeks Pre-reading (before departure)= 10 hours Face-to-face = 2 weeks Final assignment= 25 hours (writing)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:08:33	<br>SIT= 93 hours  Contact time: 33 hours  Self-study time: 60 hours  (detail see in number 10 learning method)	2021-04-05	2021-04-16	Accredited in October 2018.  This accreditation is valid until October 2023.	<br>Each topic has 2 hours lectures to introduce subject areas   Practical session is conducted at field by doing assessment of Infection control management in Health Care Unit (Hospital, Clinic), respiratory hospital (clinic) for tuberculosis patients and specific environment. Results of assessment through field visit is presented in class. Comment and feedback from peer and lecturers are given during discussion time.    Pre reading:10 hours  Lecture in class: 9 x 2 hours= 18 hours  Practical session: 1 x 3 hours= 3 hours  Field visit: 3 x 3 hours= 9 hours    Assessment:   Presentation= 3 hours  Preparing final assignment= 25 hours    Self-directed learning= 25 hours    Total: 93 hours	<br>Reading material:    WHO Guideline for Infection Control:  http://www.wpro.who.int/publications/docs/practical_guidelines_infection_control.pdf   WHO Recommendation for MRSA Control:  http://apps.who.int/medicinedocs/documents/s16211e/s16211e.pdf   Infection and Prevention of Epidemic and Pandemic-prone Acute Respiratory Infection in Health Care:   http://apps.who.int/iris/bitstream/handle/10665/112656/9789241507134_eng.pdf?sequence=1	<br>Assessment will be conducted by having:    1. Group assignment (point: maximal 30%)  â€¢ Students will work in group   â€¢ During the field visit, students will be asked to assess the implementation of infection control in place.  â€¢ Students are also expected to propose recommendation to address their finding.  â€¢ Students will present their findings in front of the class and it will be followed with discussion  Each group will be given 15 minutes to present their finding and another 15 minutes for discussion.    2. Individual assignment (point: maximal 70%)  â€¢ Students will be given scenario/ case related to infection control to write an essay with minimal word count is 1500 words, with references attached and should be submitted a week after the assignment announced by the class coordinator.  â€¢ Students are expected to propose strategy or solution based on the case given    If student achieve less than 60% (average of both assessment; group and individual), students are required to improve their marks by writing another scenario-based essay and submit it within a week after grade announcement	<br>The maximum number of students that may enroll in this course is 20 students (including TropEd students)   Student with minimum 75% of attendance are eligible to take the course final examination.	<br>â€¢ Students must be enrolled in an MPH or M.Sc programme  â€¢ English proficiency:   Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come first serve	<br>Tuition fee is 500 Euro for tropEd students, excluding living cost.	<br> Not available				<br>1. Overview and Introduction of Infection Prevention and control  2. Principles of Infection Prevention Control (IPC)  3. Personal Protective Equipment (PPE)   4. Infection surveilans and prevention   5. Principle of airborne Infection control  6. Principle of MRSA Infection Control  7. Infection control for infectious intestinal disease  8. Principle of IC assessment  9. Assessment of Infection control management in health care unit.						
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia	Eti Nurwening Sholikhah	English	advanced optional	2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer	Indonesia	Communicable diseases (in general)	Face to face		3 ECTS credits	
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0		Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer		Drugs and vaccines				
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0		Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer		Malaria				
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0		Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer		TB				
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0		Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer		Tropical medicine				
Strategy to Improve Supply and Utilization of Drugs and Vaccine for Tropical Diseases	<br>By the end of the course the student should be capable to:    1. Design a strategy to improve supply and utilization of drugs and vaccine for tropical diseases     2. Identify challenges of supply and utilization of drugs and vaccine for tropical diseases     3. Critique and appraise literature critically to improve supply and utilization of drugs and vaccine for tropical disease		1	etinurweningsholikhah@ugm.ac.id	2018-11-01 06:12:33	2018-01-11	2020-09-17 09:50:06	troped	troped	0		Number of weeks: 4 weeks Pre-reading (pre-departure): 10 hours (1st week) Face to face: 2 weeks Final assignment: 25 hours (4th week)	<br>Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada (UGM), Yogyakarta, Indonesia				2018-11-01 10:26:17	<br>Total SIT: 94 hours  Contact time: 34 hours  Self-study time: 60 hours	2021-03-08	2021-03-19	Accredited in October 2018 in Berlin.  This accreditation is valid until October 2023.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as self-directed learning prior to the course commencing.    Topics number 1-8 will be delivered in the form of lecture in class, each session is 2 hours.  Topics number 9-10 will be a practical session, each session is 3 hours.  Topics number 11-13 will be field visit, each session is 3 hours    After the field visit, students are required to present their finding during field visit, followed by discussion. Presentation: 3 hours    Students are required to undertake self-directed learning for 25 hours after course has commenced until the course is completed    Preparing final paper for individual assessment: 25 hour    Pre-reading: 10 hours  In class:  Lecture: 8 x 2 hours= 16 hours  Practical session:   In class practical session: 2 x 3 hours= 6 hours  Field Visit: 3 x 3 hours = 9 hours  Self-directed learning: 25 hours  Assessment:   Presentation= 1 x 3 hours = 3 hours  Preparing final paper (individual assessment): 25 hours    Total: 94 hours		<br>1. Group assessment (30%)  â€¢ Student will work in group  â€¢ Presentation: Field visit result   After conducting field visit, students have to present the finding and the recommendation to improve the supply and utilization of the drugs  â€¢ Student will be given 15 minutes to present, followed by another 15 minutes for discussion    2. Individual assessment (70%)  â€¢ A written assignment of case study  â€¢ Students are expected to propose a strategy based on the case.  â€¢ Students are required to write a paper based on case given with the requirement:    a. Typed on A4 paper size with 1-inch margins and 12 point font with 1.5 spacing,  minimal 1000 words     b. Must be submitted in 5 days after the assignment given    If students achieve less than 60% (on average of both group and individual assessment), students are required to submit a new individual written assignment of 1000 words on a new case study within 5 days after grade announcement	<br>The maximum number of students that may enrol in this course is 20 students (including tropEd students and students enrolled at UGM)	<br>Students must be enrolled in an MPH or M.Sc. programme  .   English Proficiency:  Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>First come, first served	<br>The tuition fee is 500 Euro for TropEd students, excluding living costs	<br>Not available				<br>Topics:    1. Drug interactions and adverse drug reactions in terms of epidemiology, classification, mechanisms and prevention, and how to use pharmacovigilance methodologies  2. Management of drugs for TB, Leprosy, and TB-HIV  3. Drugs that WHO recommends for the prevention, control, elimination and eradication of neglected tropical diseases   4. Management of drugs and vaccines for Malaria and NTDs  5. Drug and vaccine regulation   6. Evidence Based Therapy   7. Drug utilization Review  8. Identification and retrieval of drug information  9. Evidence Based Therapy on Tropical Diseases  10. Critical appraisal: supply and utilization of drugs and vaccine for tropical diseases  11. Drug and Vaccine Management in Primary Health Center  12. Vaccine Development, Supply, and Safety   13. Vaccine quality assurance in vaccine manufacturer						
Bridging the Gap between Research and Health Policy making	<br>Athe end of this course, students should be able to:    1. Understand the fundamentals of health policy framework; research-to-policy gap and strategies to overcome this gap    2. Explain how research findings enter and influence the policy process    3. Create a comprehensive policy-level communication strategy    4. Use skills for communicating research evidence to policymakers using simple and compelling written and oral formats		1	dtht@huph.edu.vn	2018-11-01 09:23:12	2018-11-01	2021-01-21 13:28:41	troped	romy	0	Vietnam - Hanoi University of Public Health (HUPH)	2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)	Prof. Nguyen Thanh Huong	English	advanced optional	2018-11-01 13:38:09	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)  Private study time: 40 hours  Assisted tutorial: 4 hours (synchonous contact via video conference or online teaching platform)  Assessment/assignment time = 16 hours	2021-07-12	2021-07-23	The course on â€œBridging the Gap between Research and Health Policy makingâ€ was reaccredited in 2018.	<br>Variety methods are used, including lectures (18% of total SIT),  group discussion (12%), tutorials (4%), individual work (44%), student presentation (4%), and individual written assignment (18%).	<br>This course provides public health students fundamental knowledge on health policy framework, influence of research on policy change and policy communication skills that will enable them to close the gap between research and health policy making	<br>Assessment will be based on class participation, exercises, and written factsheet.    â€¢ Class participation: 10% (attend at least 80% of contact hours)    â€¢ Individual exercise: 20% (Identify research findings, policy implications and recommendations)    â€¢ Group exercise: 20% (Writing communication strategies (1000 -1200 words)     â€¢ Written Factsheet (2-3 pages): 50%  Students propose their own topics but they have to discuss with course co-ordinator to seek agreement prior to writing their exercises and factsheets. Failing students will be given a chance to resubmit their factsheet that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English: State TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.   Students are required to bring to the course one research (it might be studentâ€™s research or any article or research report that students prefer), used as basic document for doing some exercises (identify research findings and policy implications, prepare factsheet and oral presentation to policy makers).	<br>First come/ first serve	600 EURO	None available	<br>Updating reading references (International and local context) and revising guideline and exercises accordingly.	<br>â€¢ Students acknowledge the courseâ€™s usefulness and appropriateness.  â€¢ After finishing the course, they are confident that they can apply what have been learned into their work.  â€¢ They also expressed their willing to further study in designing/developing policy brief and factsheet.	<br>Conveying evidence to health policymakers, health managers or decision-makers is a comprehensive process, from understanding their culture, their expectations to individualâ€™s knowledge, attitude and behaviors toward specific existing problems. Moreover, it is different at each level. Both of lecturers and students should understand about the nature and sensitivity of this process	<br>The main topics covered in this module are:    â€¢ An overview of simple analytical framework of health policy including the notions of context, process, actors and content     â€¢ Refresher on elements and characteristics of the policy process    â€¢ From research to policy: how research findings enter and influence the policy process; research-policy gap; identifying key research findings and policy implications, barriers to research influencing policy; strategies to overcome barriers to research influencing policy.      â€¢ Developing policy communication strategy to communicate research findings and policy recommendations to policy makers at different levels: key elements of policy communication; identify key communication constraints and opportunities carry out and develop communication action plan and evaluation performance.    â€¢ Policy communication tools used to inform and persuade policy makers: Writing factsheets, policy memo and briefing policy makers using oral presentation	Vietnam		Distance-based		3 ECTS credits	
Bridging the Gap between Research and Health Policy making	<br>Athe end of this course, students should be able to:    1. Understand the fundamentals of health policy framework; research-to-policy gap and strategies to overcome this gap    2. Explain how research findings enter and influence the policy process    3. Create a comprehensive policy-level communication strategy    4. Use skills for communicating research evidence to policymakers using simple and compelling written and oral formats		1	dtht@huph.edu.vn	2018-11-01 09:23:12	2018-11-01	2021-01-21 13:28:41	troped	romy	0		2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)				2018-11-01 13:38:09	Student Investment Time = 90 hours consisting of:  Contact time: 30 hours (synchonous contact via video conference or online teaching platform)  Private study time: 40 hours  Assisted tutorial: 4 hours (synchonous contact via video conference or online teaching platform)  Assessment/assignment time = 16 hours	2021-07-12	2021-07-23	The course on â€œBridging the Gap between Research and Health Policy makingâ€ was reaccredited in 2018.	<br>Variety methods are used, including lectures (18% of total SIT),  group discussion (12%), tutorials (4%), individual work (44%), student presentation (4%), and individual written assignment (18%).	<br>This course provides public health students fundamental knowledge on health policy framework, influence of research on policy change and policy communication skills that will enable them to close the gap between research and health policy making	<br>Assessment will be based on class participation, exercises, and written factsheet.    â€¢ Class participation: 10% (attend at least 80% of contact hours)    â€¢ Individual exercise: 20% (Identify research findings, policy implications and recommendations)    â€¢ Group exercise: 20% (Writing communication strategies (1000 -1200 words)     â€¢ Written Factsheet (2-3 pages): 50%  Students propose their own topics but they have to discuss with course co-ordinator to seek agreement prior to writing their exercises and factsheets. Failing students will be given a chance to resubmit their factsheet that has taken into account the comments given. This should be done within 4 weeks and will be reassessed by the course organizer.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English: State TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course, having finished the core course.   Students are required to bring to the course one research (it might be studentâ€™s research or any article or research report that students prefer), used as basic document for doing some exercises (identify research findings and policy implications, prepare factsheet and oral presentation to policy makers).	<br>First come/ first serve	600 EURO	None available	<br>Updating reading references (International and local context) and revising guideline and exercises accordingly.	<br>â€¢ Students acknowledge the courseâ€™s usefulness and appropriateness.  â€¢ After finishing the course, they are confident that they can apply what have been learned into their work.  â€¢ They also expressed their willing to further study in designing/developing policy brief and factsheet.	<br>Conveying evidence to health policymakers, health managers or decision-makers is a comprehensive process, from understanding their culture, their expectations to individualâ€™s knowledge, attitude and behaviors toward specific existing problems. Moreover, it is different at each level. Both of lecturers and students should understand about the nature and sensitivity of this process	<br>The main topics covered in this module are:    â€¢ An overview of simple analytical framework of health policy including the notions of context, process, actors and content     â€¢ Refresher on elements and characteristics of the policy process    â€¢ From research to policy: how research findings enter and influence the policy process; research-policy gap; identifying key research findings and policy implications, barriers to research influencing policy; strategies to overcome barriers to research influencing policy.      â€¢ Developing policy communication strategy to communicate research findings and policy recommendations to policy makers at different levels: key elements of policy communication; identify key communication constraints and opportunities carry out and develop communication action plan and evaluation performance.    â€¢ Policy communication tools used to inform and persuade policy makers: Writing factsheets, policy memo and briefing policy makers using oral presentation						
Good epidemiological practice: design, implementation and analysis of global health studies (e-learning))	<br>At the end of the course participants should be able to:  â€¢ Recognise and adhere to the fundamental principles of good epidemiological practice  â€¢ Perform basic data management and data analysis in Stata  â€¢ Interpret and contrast results from linear and logistic regression analyses (univariate and multivariate)		1	s.alba@kit.nl	2019-02-15 08:34:39	2019-02-15	2020-09-22 11:43:50	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	Classroom sessions: 16hrs  E-learning: 3hrs Guided practical sessions with Stata: 6hrs Guided group work (tutorial): 3hrs Self-study: 11hrs Exam: 3hrs  Total: 42 hrs	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl	Dr Sandra Alba 	English	advanced optional	2019-02-15 13:56:15	<br>Classroom sessions: 16hrs   E-learning: 3hrs  Guided practical sessions with Stata: 6hrs  Guided group work (tutorial): 3hrs  Self-study: 11hrs  Exam: 3hrs    Total: 42 hrs	2020-12-07	2020-12-11	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Throughout the course, all sessions will be embedded within a practical case study. Participants will be put in the perspective of a panel of experts who need to review the planning and conduct of a nation-wide study, and advise policy-makers based on its results. Sessions will include lectures, individual online learning, group exercises, discussions, practical sessions with Stata, and tutored data analysis session.     The online learning session, all study material including preparatory reading will be shared via the KIT online learning platform (Virtual Grounds).	<br>Epidemiology is the cornerstone of global health. It shapes policy decisions and evidence-based practice by identifying disease risk factors and preventive healthcare targets. Most epidemiological findings are genuine and make an important contribution to global health, but some findings are obtained from ill-designed, poorly implemented, inappropriately analysed or selectively reported studies.     This course aims to provide students with the skills and knowledge needed to critically appraise epidemiological practice in global health, as a basis for sound decision making. The course will have a strong focus on the emerging themes of good epidemiological practice within the boarder debate of  reproducibility crisis in science.     Recommended reading will include:  â€¢ Alba and Mergenthaler 2018 - Lies, damned lies and epidemiology: why global health needs good epidemiological practice  â€¢ CIOMS 2006 - International Ethical Guidelines for Health-related Research Involving Humans  â€¢ Juul 2004 - Take good care of your data  â€¢ OECD 2011 - Data quality dimensions  â€¢ Von Elm 2007 - The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: guidelines for reporting observational studies  â€¢ UK data archive 2011 - Managing and Sharing Data: Best Practice For Researchers  â€¢ Tangcharoensathien 2010. Sharing health data: developing country perspectives.	<br>At the end of the one week program students will be given a statistical analysis plan and a checklist to assess it. This summative assessment will be an open book in-classroom exam. Feedback will be provided within three weeks of completion. A resit exam will be provided to those who failed within 2 months after reception of the results The passmark is 5.5 out of 10.	<br>30 participants max	<br>â€¢ Having completed the core course OR Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  â€¢ Successfully completed a statistics and epidemiology course covering measures of association in public health (odds and risk ratios), statistical inference (chi-square ant t-tests), confidence intervals, Type I and Type II errors.    â€¢ Participants should bring their own computer with Windows installed. A free 1-month Stata licence will be provided for the course   â€¢ Proficiency in spoken and written English equivalent to TOEFL score of 5.5 or a IELTS academic score of 6.0	<br>TropEd students will be given priority over other external applicants. There is no maximum number for TropEd students.	<br>â€¢ EUR 500 for TropEd students   â€¢ EUR 750 for external applicants	<br>No scholarships available				<br>â€¢ Fundamentals of good epidemiological practice (including existing guidelines) covering all steps of an epidemiological study ranging from study preparation to reporting/dissemination and data storage  â€¢ Purpose and content of a statistical analysis plan and other study documentation  â€¢ Sampling approaches for community based and health facility based surveys/studies  â€¢ Introduction to sample size calculation  â€¢ Basic data management with Stata (using do-files)  â€¢ Contingency tables, Chi-square and t-tests with Stata (using do-files)  â€¢ Interpretation of linear regression (Stata input and output)  â€¢ Interpretation of logistic regression (Stata input and output)  â€¢ Interpretation of multiple logistic regression (Stata input and output)  â€¢ Tutorial: guided analysis of a dataset (groups of apx 5 students with a tutor)  â€¢ Exam	Netherlands	Epidemiology	Distance-based		1.5 ECTS credits	
Good epidemiological practice: design, implementation and analysis of global health studies (e-learning))	<br>At the end of the course participants should be able to:  â€¢ Recognise and adhere to the fundamental principles of good epidemiological practice  â€¢ Perform basic data management and data analysis in Stata  â€¢ Interpret and contrast results from linear and logistic regression analyses (univariate and multivariate)		1	s.alba@kit.nl	2019-02-15 08:34:39	2019-02-15	2020-09-22 11:43:50	troped	troped	0		Classroom sessions: 16hrs  E-learning: 3hrs Guided practical sessions with Stata: 6hrs Guided group work (tutorial): 3hrs Self-study: 11hrs Exam: 3hrs  Total: 42 hrs	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl				2019-02-15 13:56:15	<br>Classroom sessions: 16hrs   E-learning: 3hrs  Guided practical sessions with Stata: 6hrs  Guided group work (tutorial): 3hrs  Self-study: 11hrs  Exam: 3hrs    Total: 42 hrs	2020-12-07	2020-12-11	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Throughout the course, all sessions will be embedded within a practical case study. Participants will be put in the perspective of a panel of experts who need to review the planning and conduct of a nation-wide study, and advise policy-makers based on its results. Sessions will include lectures, individual online learning, group exercises, discussions, practical sessions with Stata, and tutored data analysis session.     The online learning session, all study material including preparatory reading will be shared via the KIT online learning platform (Virtual Grounds).	<br>Epidemiology is the cornerstone of global health. It shapes policy decisions and evidence-based practice by identifying disease risk factors and preventive healthcare targets. Most epidemiological findings are genuine and make an important contribution to global health, but some findings are obtained from ill-designed, poorly implemented, inappropriately analysed or selectively reported studies.     This course aims to provide students with the skills and knowledge needed to critically appraise epidemiological practice in global health, as a basis for sound decision making. The course will have a strong focus on the emerging themes of good epidemiological practice within the boarder debate of  reproducibility crisis in science.     Recommended reading will include:  â€¢ Alba and Mergenthaler 2018 - Lies, damned lies and epidemiology: why global health needs good epidemiological practice  â€¢ CIOMS 2006 - International Ethical Guidelines for Health-related Research Involving Humans  â€¢ Juul 2004 - Take good care of your data  â€¢ OECD 2011 - Data quality dimensions  â€¢ Von Elm 2007 - The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: guidelines for reporting observational studies  â€¢ UK data archive 2011 - Managing and Sharing Data: Best Practice For Researchers  â€¢ Tangcharoensathien 2010. Sharing health data: developing country perspectives.	<br>At the end of the one week program students will be given a statistical analysis plan and a checklist to assess it. This summative assessment will be an open book in-classroom exam. Feedback will be provided within three weeks of completion. A resit exam will be provided to those who failed within 2 months after reception of the results The passmark is 5.5 out of 10.	<br>30 participants max	<br>â€¢ Having completed the core course OR Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  â€¢ Successfully completed a statistics and epidemiology course covering measures of association in public health (odds and risk ratios), statistical inference (chi-square ant t-tests), confidence intervals, Type I and Type II errors.    â€¢ Participants should bring their own computer with Windows installed. A free 1-month Stata licence will be provided for the course   â€¢ Proficiency in spoken and written English equivalent to TOEFL score of 5.5 or a IELTS academic score of 6.0	<br>TropEd students will be given priority over other external applicants. There is no maximum number for TropEd students.	<br>â€¢ EUR 500 for TropEd students   â€¢ EUR 750 for external applicants	<br>No scholarships available				<br>â€¢ Fundamentals of good epidemiological practice (including existing guidelines) covering all steps of an epidemiological study ranging from study preparation to reporting/dissemination and data storage  â€¢ Purpose and content of a statistical analysis plan and other study documentation  â€¢ Sampling approaches for community based and health facility based surveys/studies  â€¢ Introduction to sample size calculation  â€¢ Basic data management with Stata (using do-files)  â€¢ Contingency tables, Chi-square and t-tests with Stata (using do-files)  â€¢ Interpretation of linear regression (Stata input and output)  â€¢ Interpretation of logistic regression (Stata input and output)  â€¢ Interpretation of multiple logistic regression (Stata input and output)  â€¢ Tutorial: guided analysis of a dataset (groups of apx 5 students with a tutor)  â€¢ Exam		Ethics				
Good epidemiological practice: design, implementation and analysis of global health studies (e-learning))	<br>At the end of the course participants should be able to:  â€¢ Recognise and adhere to the fundamental principles of good epidemiological practice  â€¢ Perform basic data management and data analysis in Stata  â€¢ Interpret and contrast results from linear and logistic regression analyses (univariate and multivariate)		1	s.alba@kit.nl	2019-02-15 08:34:39	2019-02-15	2020-09-22 11:43:50	troped	troped	0		Classroom sessions: 16hrs  E-learning: 3hrs Guided practical sessions with Stata: 6hrs Guided group work (tutorial): 3hrs Self-study: 11hrs Exam: 3hrs  Total: 42 hrs	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl				2019-02-15 13:56:15	<br>Classroom sessions: 16hrs   E-learning: 3hrs  Guided practical sessions with Stata: 6hrs  Guided group work (tutorial): 3hrs  Self-study: 11hrs  Exam: 3hrs    Total: 42 hrs	2020-12-07	2020-12-11	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Throughout the course, all sessions will be embedded within a practical case study. Participants will be put in the perspective of a panel of experts who need to review the planning and conduct of a nation-wide study, and advise policy-makers based on its results. Sessions will include lectures, individual online learning, group exercises, discussions, practical sessions with Stata, and tutored data analysis session.     The online learning session, all study material including preparatory reading will be shared via the KIT online learning platform (Virtual Grounds).	<br>Epidemiology is the cornerstone of global health. It shapes policy decisions and evidence-based practice by identifying disease risk factors and preventive healthcare targets. Most epidemiological findings are genuine and make an important contribution to global health, but some findings are obtained from ill-designed, poorly implemented, inappropriately analysed or selectively reported studies.     This course aims to provide students with the skills and knowledge needed to critically appraise epidemiological practice in global health, as a basis for sound decision making. The course will have a strong focus on the emerging themes of good epidemiological practice within the boarder debate of  reproducibility crisis in science.     Recommended reading will include:  â€¢ Alba and Mergenthaler 2018 - Lies, damned lies and epidemiology: why global health needs good epidemiological practice  â€¢ CIOMS 2006 - International Ethical Guidelines for Health-related Research Involving Humans  â€¢ Juul 2004 - Take good care of your data  â€¢ OECD 2011 - Data quality dimensions  â€¢ Von Elm 2007 - The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: guidelines for reporting observational studies  â€¢ UK data archive 2011 - Managing and Sharing Data: Best Practice For Researchers  â€¢ Tangcharoensathien 2010. Sharing health data: developing country perspectives.	<br>At the end of the one week program students will be given a statistical analysis plan and a checklist to assess it. This summative assessment will be an open book in-classroom exam. Feedback will be provided within three weeks of completion. A resit exam will be provided to those who failed within 2 months after reception of the results The passmark is 5.5 out of 10.	<br>30 participants max	<br>â€¢ Having completed the core course OR Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  â€¢ Successfully completed a statistics and epidemiology course covering measures of association in public health (odds and risk ratios), statistical inference (chi-square ant t-tests), confidence intervals, Type I and Type II errors.    â€¢ Participants should bring their own computer with Windows installed. A free 1-month Stata licence will be provided for the course   â€¢ Proficiency in spoken and written English equivalent to TOEFL score of 5.5 or a IELTS academic score of 6.0	<br>TropEd students will be given priority over other external applicants. There is no maximum number for TropEd students.	<br>â€¢ EUR 500 for TropEd students   â€¢ EUR 750 for external applicants	<br>No scholarships available				<br>â€¢ Fundamentals of good epidemiological practice (including existing guidelines) covering all steps of an epidemiological study ranging from study preparation to reporting/dissemination and data storage  â€¢ Purpose and content of a statistical analysis plan and other study documentation  â€¢ Sampling approaches for community based and health facility based surveys/studies  â€¢ Introduction to sample size calculation  â€¢ Basic data management with Stata (using do-files)  â€¢ Contingency tables, Chi-square and t-tests with Stata (using do-files)  â€¢ Interpretation of linear regression (Stata input and output)  â€¢ Interpretation of logistic regression (Stata input and output)  â€¢ Interpretation of multiple logistic regression (Stata input and output)  â€¢ Tutorial: guided analysis of a dataset (groups of apx 5 students with a tutor)  â€¢ Exam		International / global				
Good epidemiological practice: design, implementation and analysis of global health studies (e-learning))	<br>At the end of the course participants should be able to:  â€¢ Recognise and adhere to the fundamental principles of good epidemiological practice  â€¢ Perform basic data management and data analysis in Stata  â€¢ Interpret and contrast results from linear and logistic regression analyses (univariate and multivariate)		1	s.alba@kit.nl	2019-02-15 08:34:39	2019-02-15	2020-09-22 11:43:50	troped	troped	0		Classroom sessions: 16hrs  E-learning: 3hrs Guided practical sessions with Stata: 6hrs Guided group work (tutorial): 3hrs Self-study: 11hrs Exam: 3hrs  Total: 42 hrs	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl				2019-02-15 13:56:15	<br>Classroom sessions: 16hrs   E-learning: 3hrs  Guided practical sessions with Stata: 6hrs  Guided group work (tutorial): 3hrs  Self-study: 11hrs  Exam: 3hrs    Total: 42 hrs	2020-12-07	2020-12-11	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Throughout the course, all sessions will be embedded within a practical case study. Participants will be put in the perspective of a panel of experts who need to review the planning and conduct of a nation-wide study, and advise policy-makers based on its results. Sessions will include lectures, individual online learning, group exercises, discussions, practical sessions with Stata, and tutored data analysis session.     The online learning session, all study material including preparatory reading will be shared via the KIT online learning platform (Virtual Grounds).	<br>Epidemiology is the cornerstone of global health. It shapes policy decisions and evidence-based practice by identifying disease risk factors and preventive healthcare targets. Most epidemiological findings are genuine and make an important contribution to global health, but some findings are obtained from ill-designed, poorly implemented, inappropriately analysed or selectively reported studies.     This course aims to provide students with the skills and knowledge needed to critically appraise epidemiological practice in global health, as a basis for sound decision making. The course will have a strong focus on the emerging themes of good epidemiological practice within the boarder debate of  reproducibility crisis in science.     Recommended reading will include:  â€¢ Alba and Mergenthaler 2018 - Lies, damned lies and epidemiology: why global health needs good epidemiological practice  â€¢ CIOMS 2006 - International Ethical Guidelines for Health-related Research Involving Humans  â€¢ Juul 2004 - Take good care of your data  â€¢ OECD 2011 - Data quality dimensions  â€¢ Von Elm 2007 - The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: guidelines for reporting observational studies  â€¢ UK data archive 2011 - Managing and Sharing Data: Best Practice For Researchers  â€¢ Tangcharoensathien 2010. Sharing health data: developing country perspectives.	<br>At the end of the one week program students will be given a statistical analysis plan and a checklist to assess it. This summative assessment will be an open book in-classroom exam. Feedback will be provided within three weeks of completion. A resit exam will be provided to those who failed within 2 months after reception of the results The passmark is 5.5 out of 10.	<br>30 participants max	<br>â€¢ Having completed the core course OR Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  â€¢ Successfully completed a statistics and epidemiology course covering measures of association in public health (odds and risk ratios), statistical inference (chi-square ant t-tests), confidence intervals, Type I and Type II errors.    â€¢ Participants should bring their own computer with Windows installed. A free 1-month Stata licence will be provided for the course   â€¢ Proficiency in spoken and written English equivalent to TOEFL score of 5.5 or a IELTS academic score of 6.0	<br>TropEd students will be given priority over other external applicants. There is no maximum number for TropEd students.	<br>â€¢ EUR 500 for TropEd students   â€¢ EUR 750 for external applicants	<br>No scholarships available				<br>â€¢ Fundamentals of good epidemiological practice (including existing guidelines) covering all steps of an epidemiological study ranging from study preparation to reporting/dissemination and data storage  â€¢ Purpose and content of a statistical analysis plan and other study documentation  â€¢ Sampling approaches for community based and health facility based surveys/studies  â€¢ Introduction to sample size calculation  â€¢ Basic data management with Stata (using do-files)  â€¢ Contingency tables, Chi-square and t-tests with Stata (using do-files)  â€¢ Interpretation of linear regression (Stata input and output)  â€¢ Interpretation of logistic regression (Stata input and output)  â€¢ Interpretation of multiple logistic regression (Stata input and output)  â€¢ Tutorial: guided analysis of a dataset (groups of apx 5 students with a tutor)  â€¢ Exam		Quantitative methods				
Good epidemiological practice: design, implementation and analysis of global health studies (e-learning))	<br>At the end of the course participants should be able to:  â€¢ Recognise and adhere to the fundamental principles of good epidemiological practice  â€¢ Perform basic data management and data analysis in Stata  â€¢ Interpret and contrast results from linear and logistic regression analyses (univariate and multivariate)		1	s.alba@kit.nl	2019-02-15 08:34:39	2019-02-15	2020-09-22 11:43:50	troped	troped	0		Classroom sessions: 16hrs  E-learning: 3hrs Guided practical sessions with Stata: 6hrs Guided group work (tutorial): 3hrs Self-study: 11hrs Exam: 3hrs  Total: 42 hrs	KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl				2019-02-15 13:56:15	<br>Classroom sessions: 16hrs   E-learning: 3hrs  Guided practical sessions with Stata: 6hrs  Guided group work (tutorial): 3hrs  Self-study: 11hrs  Exam: 3hrs    Total: 42 hrs	2020-12-07	2020-12-11	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Throughout the course, all sessions will be embedded within a practical case study. Participants will be put in the perspective of a panel of experts who need to review the planning and conduct of a nation-wide study, and advise policy-makers based on its results. Sessions will include lectures, individual online learning, group exercises, discussions, practical sessions with Stata, and tutored data analysis session.     The online learning session, all study material including preparatory reading will be shared via the KIT online learning platform (Virtual Grounds).	<br>Epidemiology is the cornerstone of global health. It shapes policy decisions and evidence-based practice by identifying disease risk factors and preventive healthcare targets. Most epidemiological findings are genuine and make an important contribution to global health, but some findings are obtained from ill-designed, poorly implemented, inappropriately analysed or selectively reported studies.     This course aims to provide students with the skills and knowledge needed to critically appraise epidemiological practice in global health, as a basis for sound decision making. The course will have a strong focus on the emerging themes of good epidemiological practice within the boarder debate of  reproducibility crisis in science.     Recommended reading will include:  â€¢ Alba and Mergenthaler 2018 - Lies, damned lies and epidemiology: why global health needs good epidemiological practice  â€¢ CIOMS 2006 - International Ethical Guidelines for Health-related Research Involving Humans  â€¢ Juul 2004 - Take good care of your data  â€¢ OECD 2011 - Data quality dimensions  â€¢ Von Elm 2007 - The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: guidelines for reporting observational studies  â€¢ UK data archive 2011 - Managing and Sharing Data: Best Practice For Researchers  â€¢ Tangcharoensathien 2010. Sharing health data: developing country perspectives.	<br>At the end of the one week program students will be given a statistical analysis plan and a checklist to assess it. This summative assessment will be an open book in-classroom exam. Feedback will be provided within three weeks of completion. A resit exam will be provided to those who failed within 2 months after reception of the results The passmark is 5.5 out of 10.	<br>30 participants max	<br>â€¢ Having completed the core course OR Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  â€¢ Successfully completed a statistics and epidemiology course covering measures of association in public health (odds and risk ratios), statistical inference (chi-square ant t-tests), confidence intervals, Type I and Type II errors.    â€¢ Participants should bring their own computer with Windows installed. A free 1-month Stata licence will be provided for the course   â€¢ Proficiency in spoken and written English equivalent to TOEFL score of 5.5 or a IELTS academic score of 6.0	<br>TropEd students will be given priority over other external applicants. There is no maximum number for TropEd students.	<br>â€¢ EUR 500 for TropEd students   â€¢ EUR 750 for external applicants	<br>No scholarships available				<br>â€¢ Fundamentals of good epidemiological practice (including existing guidelines) covering all steps of an epidemiological study ranging from study preparation to reporting/dissemination and data storage  â€¢ Purpose and content of a statistical analysis plan and other study documentation  â€¢ Sampling approaches for community based and health facility based surveys/studies  â€¢ Introduction to sample size calculation  â€¢ Basic data management with Stata (using do-files)  â€¢ Contingency tables, Chi-square and t-tests with Stata (using do-files)  â€¢ Interpretation of linear regression (Stata input and output)  â€¢ Interpretation of logistic regression (Stata input and output)  â€¢ Interpretation of multiple logistic regression (Stata input and output)  â€¢ Tutorial: guided analysis of a dataset (groups of apx 5 students with a tutor)  â€¢ Exam						
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel	Mirjam Bakker	English	advanced optional	2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)	Netherlands	Disease prevention & control	Distance-based		3 ECTS credits	
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0		2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel	Ente Rood			2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)		Epidemiology				
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0		2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel				2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)		GIS				
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0		2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel				2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)		Health information				
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0		2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel				2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)		Planning and programming (incl.. budgeting and evaluation)				
Using Geographic Information Systems (GIS) in disease control programs	<br>The aim of the course is to provide participants with the fundamental knowledge and skills enabling them to use open source GIS software for improved planning and performance of disease surveillance and control. Special attention is given to data-management and how routine program data incorporated into GIS system can be effectively utilized to strengthen program management. Participants will be familiarised with spatial analysis of epidemiological data, risk mapping and geographic access analysis.  At the end of the module the participants should be able to:  1. Explain the relation between health and geography and role of GIS to analyse these relations  2. Operate a GIS (QGIS) and apply basic cartographic techniques to visualize health data  3. Produce and interpret health maps  4. Describe spatial patterns of health indicators and epidemiological data.  5. Apply QGIS software and geo-processing methods for the planning and evaluation of performance and coverage of disease control programs  6. Identify requirements for successful implementation of GIS tools in public health		1	e.rood@kit.nl	2019-02-15 08:56:56	2019-02-15	2020-09-22 11:57:16	troped	troped	0		2 weeks full time. No preparation required	<br>KIT Royal Tropical Institute, Amsterdam  PO Box 95001, Amsterdam, The Netherlands.   Tel: +31-20-5688256 / Website: http://www.kit.nl  TropEd Representative: Lisanne Gerstel				2019-02-15 14:05:20	<br>84 hours total:   Contact hours via Zoom software: 30 hours (including online presentations, Q&A sessions and 2 hr open book exam)   40 hours online open Q&A via Skype  and 14 hours self-study	2021-06-21	2021-07-02	<br>Accreditation in January 2008 in Cape Town; re-accredited in May 2012; re-accredited in October 2016, Amsterdam, The Netherlands. Re-accreditation in January 2019, in Lisbon. This accreditation is valid until January 2024.	<br>This module is an online learning course. The facilitation of the learning experience is conducted exclusively via a moodle based virtual learning environment (virtualgrounds.kit.nl), which will contain all learning materials. Interaction between learners and the lecturer will be through e-communication (using the Virtual grounds and other tools such as Zoom and Skype).     The main learning methods employed are:   1. Self-directed learning where students make use of the materials posted on Virtual Grounds to meet the learning objectives of the course. Learning materials include:   - Readings; downloadable or scanned articles, eBooks.   - PowerPoints with extended notes, will be presented in online webinars and recorded â€˜narrativeâ€™ will be made available fro reference.   - Recorded mini-lectures (voice, image & PowerPoint slides)   - Short videos, including recordings of  KIT staff,  associates or partners on practical examples of GIS applications in public health.  - Self-assessment quizzes. For students to test their knowledge and understanding of topics covered.   - Self-reflection on the learning process and theoretic knowledge gained throughout the course will be obtained from the students     2. Initiating, and responding to, discussion strands on the discussion board. The unit guides include questions for reflection and discussion, in order to guide the directed  learning. Students can initiate discussion topics as well.  Discussions will be student led. Tutors will monitor the discussions and give feedback on key points. Students can also discuss topics in a chatroom (but will not be required to do so).     Interactions on the discussion board and in a chatroom will enable students to exchange research experiences and insights, ask questions for clarification and give peer feedback. Importantly, these interactions will enable the building of a community of learners; a social community which will significantly enhance the learning experience. Group work plays an important part in this course and each group will have their own private discussion forum that only they (and the tutor) can access and which will be used in  the final summative assessment and grading.     3. Giving and receiving constructive peer feedback, in written form or via chat/Skype, on amongst other aspects, formative assignments of other students. Students will be asked to give feedback in written form or through chat/Skype.     Tutorial sessions will be held during students work on their assignment to address issues and to provide guidance to the projects on a one-on-one basis.	<br>IJGI A Spatial Analysis Framework to Monitor and Accelerate Progress towards SDG 3 to End TB in Bangladesh https://www.mdpi.com/2220-9964/8/1/14	<br>A formative assessment of the comprehension of theory and practical skills obtained during the first week of the course will be made at the end of the first week. This assessment includes an online (blind) assessment using multiple choice and open questions.    For tropEd students a summative assessment of the learning objectives will be made at the end of the second week of the course. This assessment consists of a written exam and an oral presentation. Both parts of the assessments add 50% to the total score.    The written exam will be an simultaneous open book online exam aimed to test theoretical knowledge of GIS concepts (60 minutes).  Individual feedback on the exam results will be provided on inquiry of a student.    To test GIS skills and ability to correctly map an interpret outputs, participants will have to give a short (10 minute) presentation showing the results of their own project or of one of the case-studies provided. Presentations will be graded by two examiners (1 tutor + 1 independent examiner from KIT) according to pre-set grading criteria, including content related to target audience, relevance and interpretation of maps and applied methods. Feedback will be given at the end of the presentation.    Students who fail the summative assessment, having an average grade of less than 55% will be offered a re-sit of the written exam within a month after the course end.	<br>Maximum number of students: 25	<br>Bachelorâ€™s degree or equivalent academic training in either medicine or another field related to health care, such as health sciences, economics, social science or nursing.  or: Participants having completed core course of MIH programme.    Proven proficiency in spoken and written English in form of academic TOEFL or IELTS test. Minimum TOEFL score of 5.5 or a IELTS academic score of 6.0 or equivalent is required  Computer literacy.    Prior exposure to GIS, including practical skills in GIS are not needed to follow this course.		<br> 2090â‚¬  1.660 â‚¬ Early bird fee (deadline: 29.03.2021)  1.660 â‚¬ for tropEd students	From 2020: Orange Knowledge Program (OKP)	<br>Based on the experiences gained over the last 10 years of running this course, it has been fully revised and restructured. The course has been adapted to meet the newly emerged needs and interests of the students and to make newly developed open source GIS tools available to the students. The most important changes are:  â€¢ The full course will be given by experts from the recently established Centre for Applied Spatial Epidemiology based at the Royal Tropical Institute, Amsterdam.  â€¢ Training on GIS theory and the use of QGIS will be provided using newly developed examples derived from real epidemiological and public health projects.  â€¢ More emphasis will be given to best practices for (spatial) data management. This will include the use of online data repositories and databases such as DHIS2, and web services (WMS/WFS).  â€¢ The full course will be given using free and open source (FOSS) software. The course will stop to use the commercial ArcGIS package.	<br>In general the module is positively evaluated, students indicate the training to be (very) useful. Most participants indicated the course lived up to their expectations. The most important point for improvement raised by students are:  1. the heavy workload and   2. difficulties to simultaneously learn new concepts from  geography, ICT and epidemiology.	<br>The interest in the course is enormous and still growing, yet the expectations and learning needs have shifted considerably.  The increased availability and familiarity of GIS tools in public health requires an update in studentsâ€™ technical skills. Additionally the increasing use of open source software solutions in professional settings provides a free yet perfectly viable alternative to commercial software (ArcGIS). This has been addressed in the new course by the following:    â€¢ Shift from commercial ArcGIS to free and open source QGIS software package.  â€¢ Teaching materials updated to reflect real-life examples from the field.  â€¢ Increased focus on the use, extraction and processing of online data sources.    We still experience that participants have very different  levels of acquired competence at the end of the course which mainly depends on their own learning curve. Further diversifying our program with practical examples from the field has helped to accommodate the wide range interests and to engage participants. Students can choose topics of interest which allows them to focus their learning to their specific needs. This is expected to relieve their perceived workload as well as the ability to absorb new concepts.	<br>This course aims to provide health professionals with a solid understanding and hands-on practice allowing them to use GIS in their daily work. The first week will focus on learning basic GIS theory and functions. Emphasis will be given to develop basic software operating skills and understanding of analytical approaches to analyse spatial data.     Specific topics further include:  - basic GIS theory and principles including spatial data formats  -  introduction to QGIS 3.x software package  -  spatial data management  -   using online data repositories and data extraction from cloud databases (e.g. DHIS2)   - data visualization and cartographic concepts  - using geographic coordinate reference systems   - introduction to essential geo-processing functions    The second week of the course will provide the opportunity to apply and extend the GIS skills that have been learned in the first week into a public health context. The course will address specific problems in the field of planning and evaluating disease control programmes and space-time analyses of health data.     Topics include:  - Spatial analysis of geographic patterns of disease: point  pattern analysis and geographic cluster analysis  -   Geographic access analysis: quantifying health service coverage  -   Spatial Multi Criteria Risk Analysis using the MATCH approach   - Digital (spatial) data-collection using ODK software system     In both weeks guest speakers are invited to present applications of the use of GIS in disease control programmes and research projects.    The course will use the following open source and freely available software packages:  - QGIS 3.x open source GIS package.   - GeoDA (https://spatial.uchicago.edu/geoda; optional)  - DHIS2 (vs 4.x ; https://www.dhis2.org/)  - R statistical programming (https://www.r-project.org/; optional)						
Migrants and Refugees Health In the Mediterranean	At the end of the course, the student will be able to:    Â· Critically analyze the health needs of migrant and refugee communities in the Mediterranean region;  Â· Define key cultural, social and human rights determinants that influence their health;  Â· Practice cross-cultural communications skills to work with migrants and refugees and promote mental health and well-being;   Â· Propose innovative solutions to the refugee crisis in the Mediterranean, at the program and population level.		1	ana.requena@isglobal.org	2019-02-15 09:07:25	2019-08-14	2020-11-25 12:05:09	troped	romy	0	Spain - Barcelona Institute for Global Health - University of Barcelona	1 day pre-reading + 7 days in class + 1 day site visit	School of Medicine - University of Barcelona, Barcelona, Spain	Anna Requena	English	advanced optional	2019-02-15 14:17:32	Independent study hours: 43   On-site visit: 4   Classroom hours: 28   Face-to-face sessions in the mornings from 9:00 to 13:30 with 30 min break.       Total SIT: 75 hours	2021-04-27	2021-05-06	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	This course has 8 face-to-face sessions of 4 hours each, every session divided in 2+2 hours with a 30 min. break in the middle (sessions include one site visit and one assessment activity the last day). The total is 32 face-to-face hours, including 28 teaching hours plus 4 h for the site visit.    The course is based primarily in facilitated discussion of the listed themes in the content to achieve the learning objectives, and to engage students in a flipped classroom in a learner-centered way.     Coordinated by three physicians who care for migrants, this course will also provide students simulated opportunities to practice cross-cultural communication skills.     Additionally, the field visit (see above) will provide the opportunity to observe real-life provision of services for migrants and refugees in Barcelona. Students will interact with staff and residents with pre-prepared questions. Whenever necessary translators/interpreters will be used. See more information in Annex 2.    During independent study time (43 h), students will read the pre-readings, reflect on lessons learned and discussion questions from class, and work on their mid-term paper, final paper and final presentation. Students must review all course material prior to class and come prepared to discuss, debate and defend questions, challenges and solutions in this area (with in class pre-quizzes to check they have done the readings).	Experts in the field from MSF on this topic will be invited as faculty for some sessions.  Here the link to our website:  https://www.isglobal.org/en/programme-train/-/asset_publisher/oSgA0dGQ1Hzi/content/migrants-refugees-and-health-in-the-mediterranean	This course will be evaluated on individual basis.     This course has four components: a midterm reflection paper, a final proposal paper, a final oral presentation, and in-class participation. For more detailed information on the assessment procedure see Annex 1.    1. Mid-term reflection paper (30%)  To reflect on lessons learned in Objectives 1 and 2, this paper must explore a chosen topic within the scope of the course. Barriers to health and solutions offered by stakeholders must both be discussed.     Length of paper 500-750 words.  The mid-term reflection paper deadline is: Day 5 of the course.     2. Final proposal paper (30%)  To demonstrate knowledge of Objectives 1 and 2, and apply a solution for Objective 4, this paper must define and provide evidence for:   1)  a specific health need and disparity, AND    2) health service OR research intervention for improving the health of migrants in the Mediterranean.     Length of paper 500-750 words.  The final proposal paper submissions deadline is: the last day of the course.     3. Final oral presentation (20%)  As an exercise to demonstrate communication skills from Objective 3, after writing their proposal paper, students must orally present their final paper to the class. Maximum 10 minutes (grade will be affected if not finishing on time).     4. In-class participation (20%)  Students are expected to be independent learners and actively engaged in discussion during class. Students will be evaluated according to the level of participation in class-room exercises.    A specific rubric will be available to students in advance detailing each assessment component and criteria, including class participation.     From the four components of the assessment, the two papers and the presentation need to be passed independently; a final weighted score of the four components will be given.    Re-sit: Students who fail the evaluation (weighted score less than 5 in a scale of 10) will be required to pass a written exam. The exam will be close-book type, and will include 5 open-answer questions. The examination will take place within the 15 days after the ordinary grades have been communicated.	Maximum of 35 students per course	English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    During the field visit, all students must adhere to all professional codes of conduct applying at both ISGlobal and the University of Barcelona, especially regarding patient privacy and confidentiality. No patient information can be recorded, discussed or shared outside the site visit in any way. Ethical issues and violations will be discussed directly with the course coordination and can qualify for dismissal from the class and course.	Based on CV and motivation letter. In case of doubt, students may be required to undergo an interview (face-to-face, phone or Skype) to assess their motivation and suitability for the course	525 â‚¬ fee plus university taxes	Not available				1. Introduction - Course Overview: Migrant and Refugee health in the Mediterranean    2. Architecture of Humanity: Trauma, recovery, and resilience factors in mental health and well-being    3. Health, Culture, and Communication    4. Health and Human Rights    5. Site visit: Meet with staff and residents of a local migrant health care facility, with questions and answers.     6. Public health challenges in migrant health: an epidemiological perspective    7. Pediatric issues in migrant health     8. Presentation of Studentsâ€™ Final proposal papers    More detailed information on content in Annex 2.	Spain	resilience	Face to face		3 ECTS credits	
Migrants and Refugees Health In the Mediterranean	At the end of the course, the student will be able to:    Â· Critically analyze the health needs of migrant and refugee communities in the Mediterranean region;  Â· Define key cultural, social and human rights determinants that influence their health;  Â· Practice cross-cultural communications skills to work with migrants and refugees and promote mental health and well-being;   Â· Propose innovative solutions to the refugee crisis in the Mediterranean, at the program and population level.		1	ana.requena@isglobal.org	2019-02-15 09:07:25	2019-08-14	2020-11-25 12:05:09	troped	romy	0		1 day pre-reading + 7 days in class + 1 day site visit	School of Medicine - University of Barcelona, Barcelona, Spain	Nathan Bertelsen			2019-02-15 14:17:32	Independent study hours: 43   On-site visit: 4   Classroom hours: 28   Face-to-face sessions in the mornings from 9:00 to 13:30 with 30 min break.       Total SIT: 75 hours	2021-04-27	2021-05-06	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	This course has 8 face-to-face sessions of 4 hours each, every session divided in 2+2 hours with a 30 min. break in the middle (sessions include one site visit and one assessment activity the last day). The total is 32 face-to-face hours, including 28 teaching hours plus 4 h for the site visit.    The course is based primarily in facilitated discussion of the listed themes in the content to achieve the learning objectives, and to engage students in a flipped classroom in a learner-centered way.     Coordinated by three physicians who care for migrants, this course will also provide students simulated opportunities to practice cross-cultural communication skills.     Additionally, the field visit (see above) will provide the opportunity to observe real-life provision of services for migrants and refugees in Barcelona. Students will interact with staff and residents with pre-prepared questions. Whenever necessary translators/interpreters will be used. See more information in Annex 2.    During independent study time (43 h), students will read the pre-readings, reflect on lessons learned and discussion questions from class, and work on their mid-term paper, final paper and final presentation. Students must review all course material prior to class and come prepared to discuss, debate and defend questions, challenges and solutions in this area (with in class pre-quizzes to check they have done the readings).	Experts in the field from MSF on this topic will be invited as faculty for some sessions.  Here the link to our website:  https://www.isglobal.org/en/programme-train/-/asset_publisher/oSgA0dGQ1Hzi/content/migrants-refugees-and-health-in-the-mediterranean	This course will be evaluated on individual basis.     This course has four components: a midterm reflection paper, a final proposal paper, a final oral presentation, and in-class participation. For more detailed information on the assessment procedure see Annex 1.    1. Mid-term reflection paper (30%)  To reflect on lessons learned in Objectives 1 and 2, this paper must explore a chosen topic within the scope of the course. Barriers to health and solutions offered by stakeholders must both be discussed.     Length of paper 500-750 words.  The mid-term reflection paper deadline is: Day 5 of the course.     2. Final proposal paper (30%)  To demonstrate knowledge of Objectives 1 and 2, and apply a solution for Objective 4, this paper must define and provide evidence for:   1)  a specific health need and disparity, AND    2) health service OR research intervention for improving the health of migrants in the Mediterranean.     Length of paper 500-750 words.  The final proposal paper submissions deadline is: the last day of the course.     3. Final oral presentation (20%)  As an exercise to demonstrate communication skills from Objective 3, after writing their proposal paper, students must orally present their final paper to the class. Maximum 10 minutes (grade will be affected if not finishing on time).     4. In-class participation (20%)  Students are expected to be independent learners and actively engaged in discussion during class. Students will be evaluated according to the level of participation in class-room exercises.    A specific rubric will be available to students in advance detailing each assessment component and criteria, including class participation.     From the four components of the assessment, the two papers and the presentation need to be passed independently; a final weighted score of the four components will be given.    Re-sit: Students who fail the evaluation (weighted score less than 5 in a scale of 10) will be required to pass a written exam. The exam will be close-book type, and will include 5 open-answer questions. The examination will take place within the 15 days after the ordinary grades have been communicated.	Maximum of 35 students per course	English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    During the field visit, all students must adhere to all professional codes of conduct applying at both ISGlobal and the University of Barcelona, especially regarding patient privacy and confidentiality. No patient information can be recorded, discussed or shared outside the site visit in any way. Ethical issues and violations will be discussed directly with the course coordination and can qualify for dismissal from the class and course.	Based on CV and motivation letter. In case of doubt, students may be required to undergo an interview (face-to-face, phone or Skype) to assess their motivation and suitability for the course	525 â‚¬ fee plus university taxes	Not available				1. Introduction - Course Overview: Migrant and Refugee health in the Mediterranean    2. Architecture of Humanity: Trauma, recovery, and resilience factors in mental health and well-being    3. Health, Culture, and Communication    4. Health and Human Rights    5. Site visit: Meet with staff and residents of a local migrant health care facility, with questions and answers.     6. Public health challenges in migrant health: an epidemiological perspective    7. Pediatric issues in migrant health     8. Presentation of Studentsâ€™ Final proposal papers    More detailed information on content in Annex 2.						
Migrants and Refugees Health In the Mediterranean	At the end of the course, the student will be able to:    Â· Critically analyze the health needs of migrant and refugee communities in the Mediterranean region;  Â· Define key cultural, social and human rights determinants that influence their health;  Â· Practice cross-cultural communications skills to work with migrants and refugees and promote mental health and well-being;   Â· Propose innovative solutions to the refugee crisis in the Mediterranean, at the program and population level.		1	ana.requena@isglobal.org	2019-02-15 09:07:25	2019-08-14	2020-11-25 12:05:09	troped	romy	0		1 day pre-reading + 7 days in class + 1 day site visit	School of Medicine - University of Barcelona, Barcelona, Spain	Victoria FumadÃ³			2019-02-15 14:17:32	Independent study hours: 43   On-site visit: 4   Classroom hours: 28   Face-to-face sessions in the mornings from 9:00 to 13:30 with 30 min break.       Total SIT: 75 hours	2021-04-27	2021-05-06	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	This course has 8 face-to-face sessions of 4 hours each, every session divided in 2+2 hours with a 30 min. break in the middle (sessions include one site visit and one assessment activity the last day). The total is 32 face-to-face hours, including 28 teaching hours plus 4 h for the site visit.    The course is based primarily in facilitated discussion of the listed themes in the content to achieve the learning objectives, and to engage students in a flipped classroom in a learner-centered way.     Coordinated by three physicians who care for migrants, this course will also provide students simulated opportunities to practice cross-cultural communication skills.     Additionally, the field visit (see above) will provide the opportunity to observe real-life provision of services for migrants and refugees in Barcelona. Students will interact with staff and residents with pre-prepared questions. Whenever necessary translators/interpreters will be used. See more information in Annex 2.    During independent study time (43 h), students will read the pre-readings, reflect on lessons learned and discussion questions from class, and work on their mid-term paper, final paper and final presentation. Students must review all course material prior to class and come prepared to discuss, debate and defend questions, challenges and solutions in this area (with in class pre-quizzes to check they have done the readings).	Experts in the field from MSF on this topic will be invited as faculty for some sessions.  Here the link to our website:  https://www.isglobal.org/en/programme-train/-/asset_publisher/oSgA0dGQ1Hzi/content/migrants-refugees-and-health-in-the-mediterranean	This course will be evaluated on individual basis.     This course has four components: a midterm reflection paper, a final proposal paper, a final oral presentation, and in-class participation. For more detailed information on the assessment procedure see Annex 1.    1. Mid-term reflection paper (30%)  To reflect on lessons learned in Objectives 1 and 2, this paper must explore a chosen topic within the scope of the course. Barriers to health and solutions offered by stakeholders must both be discussed.     Length of paper 500-750 words.  The mid-term reflection paper deadline is: Day 5 of the course.     2. Final proposal paper (30%)  To demonstrate knowledge of Objectives 1 and 2, and apply a solution for Objective 4, this paper must define and provide evidence for:   1)  a specific health need and disparity, AND    2) health service OR research intervention for improving the health of migrants in the Mediterranean.     Length of paper 500-750 words.  The final proposal paper submissions deadline is: the last day of the course.     3. Final oral presentation (20%)  As an exercise to demonstrate communication skills from Objective 3, after writing their proposal paper, students must orally present their final paper to the class. Maximum 10 minutes (grade will be affected if not finishing on time).     4. In-class participation (20%)  Students are expected to be independent learners and actively engaged in discussion during class. Students will be evaluated according to the level of participation in class-room exercises.    A specific rubric will be available to students in advance detailing each assessment component and criteria, including class participation.     From the four components of the assessment, the two papers and the presentation need to be passed independently; a final weighted score of the four components will be given.    Re-sit: Students who fail the evaluation (weighted score less than 5 in a scale of 10) will be required to pass a written exam. The exam will be close-book type, and will include 5 open-answer questions. The examination will take place within the 15 days after the ordinary grades have been communicated.	Maximum of 35 students per course	English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    During the field visit, all students must adhere to all professional codes of conduct applying at both ISGlobal and the University of Barcelona, especially regarding patient privacy and confidentiality. No patient information can be recorded, discussed or shared outside the site visit in any way. Ethical issues and violations will be discussed directly with the course coordination and can qualify for dismissal from the class and course.	Based on CV and motivation letter. In case of doubt, students may be required to undergo an interview (face-to-face, phone or Skype) to assess their motivation and suitability for the course	525 â‚¬ fee plus university taxes	Not available				1. Introduction - Course Overview: Migrant and Refugee health in the Mediterranean    2. Architecture of Humanity: Trauma, recovery, and resilience factors in mental health and well-being    3. Health, Culture, and Communication    4. Health and Human Rights    5. Site visit: Meet with staff and residents of a local migrant health care facility, with questions and answers.     6. Public health challenges in migrant health: an epidemiological perspective    7. Pediatric issues in migrant health     8. Presentation of Studentsâ€™ Final proposal papers    More detailed information on content in Annex 2.						
Migrants and Refugees Health In the Mediterranean	At the end of the course, the student will be able to:    Â· Critically analyze the health needs of migrant and refugee communities in the Mediterranean region;  Â· Define key cultural, social and human rights determinants that influence their health;  Â· Practice cross-cultural communications skills to work with migrants and refugees and promote mental health and well-being;   Â· Propose innovative solutions to the refugee crisis in the Mediterranean, at the program and population level.		1	ana.requena@isglobal.org	2019-02-15 09:07:25	2019-08-14	2020-11-25 12:05:09	troped	romy	0		1 day pre-reading + 7 days in class + 1 day site visit	School of Medicine - University of Barcelona, Barcelona, Spain				2019-02-15 14:17:32	Independent study hours: 43   On-site visit: 4   Classroom hours: 28   Face-to-face sessions in the mornings from 9:00 to 13:30 with 30 min break.       Total SIT: 75 hours	2021-04-27	2021-05-06	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	This course has 8 face-to-face sessions of 4 hours each, every session divided in 2+2 hours with a 30 min. break in the middle (sessions include one site visit and one assessment activity the last day). The total is 32 face-to-face hours, including 28 teaching hours plus 4 h for the site visit.    The course is based primarily in facilitated discussion of the listed themes in the content to achieve the learning objectives, and to engage students in a flipped classroom in a learner-centered way.     Coordinated by three physicians who care for migrants, this course will also provide students simulated opportunities to practice cross-cultural communication skills.     Additionally, the field visit (see above) will provide the opportunity to observe real-life provision of services for migrants and refugees in Barcelona. Students will interact with staff and residents with pre-prepared questions. Whenever necessary translators/interpreters will be used. See more information in Annex 2.    During independent study time (43 h), students will read the pre-readings, reflect on lessons learned and discussion questions from class, and work on their mid-term paper, final paper and final presentation. Students must review all course material prior to class and come prepared to discuss, debate and defend questions, challenges and solutions in this area (with in class pre-quizzes to check they have done the readings).	Experts in the field from MSF on this topic will be invited as faculty for some sessions.  Here the link to our website:  https://www.isglobal.org/en/programme-train/-/asset_publisher/oSgA0dGQ1Hzi/content/migrants-refugees-and-health-in-the-mediterranean	This course will be evaluated on individual basis.     This course has four components: a midterm reflection paper, a final proposal paper, a final oral presentation, and in-class participation. For more detailed information on the assessment procedure see Annex 1.    1. Mid-term reflection paper (30%)  To reflect on lessons learned in Objectives 1 and 2, this paper must explore a chosen topic within the scope of the course. Barriers to health and solutions offered by stakeholders must both be discussed.     Length of paper 500-750 words.  The mid-term reflection paper deadline is: Day 5 of the course.     2. Final proposal paper (30%)  To demonstrate knowledge of Objectives 1 and 2, and apply a solution for Objective 4, this paper must define and provide evidence for:   1)  a specific health need and disparity, AND    2) health service OR research intervention for improving the health of migrants in the Mediterranean.     Length of paper 500-750 words.  The final proposal paper submissions deadline is: the last day of the course.     3. Final oral presentation (20%)  As an exercise to demonstrate communication skills from Objective 3, after writing their proposal paper, students must orally present their final paper to the class. Maximum 10 minutes (grade will be affected if not finishing on time).     4. In-class participation (20%)  Students are expected to be independent learners and actively engaged in discussion during class. Students will be evaluated according to the level of participation in class-room exercises.    A specific rubric will be available to students in advance detailing each assessment component and criteria, including class participation.     From the four components of the assessment, the two papers and the presentation need to be passed independently; a final weighted score of the four components will be given.    Re-sit: Students who fail the evaluation (weighted score less than 5 in a scale of 10) will be required to pass a written exam. The exam will be close-book type, and will include 5 open-answer questions. The examination will take place within the 15 days after the ordinary grades have been communicated.	Maximum of 35 students per course	English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.    During the field visit, all students must adhere to all professional codes of conduct applying at both ISGlobal and the University of Barcelona, especially regarding patient privacy and confidentiality. No patient information can be recorded, discussed or shared outside the site visit in any way. Ethical issues and violations will be discussed directly with the course coordination and can qualify for dismissal from the class and course.	Based on CV and motivation letter. In case of doubt, students may be required to undergo an interview (face-to-face, phone or Skype) to assess their motivation and suitability for the course	525 â‚¬ fee plus university taxes	Not available				1. Introduction - Course Overview: Migrant and Refugee health in the Mediterranean    2. Architecture of Humanity: Trauma, recovery, and resilience factors in mental health and well-being    3. Health, Culture, and Communication    4. Health and Human Rights    5. Site visit: Meet with staff and residents of a local migrant health care facility, with questions and answers.     6. Public health challenges in migrant health: an epidemiological perspective    7. Pediatric issues in migrant health     8. Presentation of Studentsâ€™ Final proposal papers    More detailed information on content in Annex 2.						
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Axel Hoffmann 	English	advanced optional	2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks	Switzerland	Financing	Blended-learning		6 ECTS credits	
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0		Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Barbara BÃ¼rkin			2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks		Governance	Face to face			
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0		Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Patrick Hanlon			2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks		Health economics				
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0		Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks		Organisation				
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0		Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks		Resource management (in general)				
Financial Budgeting Accounting and Reporting	<br>After successfully completing the module, students will be able to:    â€¢ Evaluate and analyse standard financial reports   â€¢ recognized the workings of accounting, types of accounts and their relationship to each other   â€¢ Conduct a financial management check of an organisation   â€¢ Identify the causes and signs of fraud   â€¢ Analyse an audit report and choose the appropriate type of audit   â€¢ Identify the link between physical assets and stocks management and financial management		1	courses@swisstph.ch	2019-02-15 09:22:50	2019-02-15	2020-09-15 15:12:45	troped	troped	0		Application deadline (self-directed): 05 March 2021 Preparation phase: 22 March - 30 April 2021 Virtual seminar tuition phase: 03 - 07 May 2021 Post tuition phase (self-directed): 10 May - 2 July 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:41:03	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 137 h (incl. the possibility of distance-based interaction with students and facilitators)  Written examination: 3 h	2021-03-22	2021-07-02	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and quiz) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 97 hours of independent study;  students have to write a report/essay based on the knowledge they gained during the on-campus week.  The on-campus week (40 hours) is taught through short plenary lectures to give the basic knowledge needed,  and plenary/group workshops, including case studies, documentaries and presentations. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>  During the preparation period, students get a textbook â€œFinancial Management Essentials - A Handbook for NGOsâ€ which they have to read. Prior to the on-campus week they have to do an online quiz (10 Multiple Choice and Short Answer Questions), which counts for 15% of the total mark.    Following the on-campus period, a final assignment will ask students to produce a report/essay on one of the Grand Challenges in the area of financial management in the health sector (all of them discussed during on-campus week). They have to elaborate financial management measures to tackle the selected challenge.  The report/essay has to cover 4000 words (not including references and annexes). This assignment counts for 35% of the total mark).     â€¢ A written examination (3 hours) consisting of short answer questions to case studies will count for 50% of the total mark.    In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     For tropEd students the place of the written exam can be discussed (eventually in their home institution).    A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A re-sit for the written assignment (essay) is possible within the next six months after submitting the essay. A re-sit of the written exam has to be discussed with the programme coordinators.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	<br>none				<br>The following topics will be covered:    â€¢ Financial cycle: budgeting, financial recording, monitoring and reporting   â€¢ Bookkeeping and accounting   â€¢ Financial management instruments and system   â€¢ Internal controlling and fraud prevention   â€¢ Auditing   â€¢ Financial management and physical assets   â€¢ Financial management and stocks						
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Axel Hoffmann 	English	advanced optional	2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan	Switzerland	Health Policy (incl. advocacy)	Blended-learning		6 ECTS credits	
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0		Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Barbara BÃ¼rkin			2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan		Health systems	Face to face			
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0		Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Bernadette Peterhans			2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan		Management/leadership				
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0		Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan		Planning and programming (incl.. budgeting and evaluation)				
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0		Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan		Team-work (incl. interdisciplinary, inter-professional)				
Strategic Planning for Health Interventions	<br>After successfully completing the module, students will be able to:    â€¢ Analyse a situation related to (a) health problem(s) in resource poor settings  â€¢ Identify main stakeholders and the role they play in project planning and implementation  â€¢ Use different tools for evidence-informed resource allocation  â€¢ Design the main objectives of a health programme  â€¢ Outline a project/programme proposal including monitoring and evaluation and budget using an integrated health system strengthening approach		1	courses@swisstph.ch	2019-02-15 09:44:56	2019-02-15	2020-09-15 15:20:10	troped	troped	0		Application deadline: 09 July 2021 Preparation phase (self-directed): 26 July â€“ 03 September 2021 On-campus phase: 06 - 10 September 2021 Post campus phase (self-directed): 13 September - 5 November 2021	<br>Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-02-15 14:50:50	<br>TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. around 60 hours self-organized, tutored group work)	2021-07-26	2021-11-05	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).  â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks and assignments) to prepare for face-to-face sessions. Contact to the course coordinators to support is given.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to finalize in small groups (4 â€“ 6 persons) the logframe for the planned intervention; this logframe (to be handed in two weeks after the on-campus phase will be reviewed by the coordinators and feedback for finalization of the logframe is given within max. 1 week. After finalization of the logframe, students have to write the project proposal individually.  The module is taught through short plenary lectures to give the basic knowledge needed, followed by intensive group work (groups of 4-6 students) where students will apply new knowledge to analyse and elaborate on a case study. Students will practice using tools for situation analysis and priority setting and will practice developing a full project proposal. Moreover students will learn how to define and how to formulate objective indicators for success and how to integrate monitoring and evaluation into project plans and develop the budget.  The class structure and teaching methods employed will be interactive in nature, and class participation is essential. Learning will be facilitated by individual and group work, case study analysis and class discussions.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will prepare a short situation analysis of a given case study. This assignment will be graded and will account for 20% of the final grade for this module (Situation analysis: 1500 â€“ 2000 words, plus 1 page SWOT analysis in bullet points).   Following the on-campus period, a final assignment will ask students to demonstrate their understanding of the main topics of the module by finalizing a project proposal, parts of which will be completed in groups and individually. This assignment will be graded and will account for 80% (40% group part and 40% individual part) of the final grade for this module. (Group part: Finalizing a full logframe, including budget, timeline and staffing of the project: Individual part: proposal, essay style, 5000 â€“ 6000 words).    A failing grade in the assignment of the preparation phase is allowed as long as the total mark for the module is 60 out of 100 points or better. In the case of a failing grade in the post-campus assignment students will get a new assignment, similar to the original one.		<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools for analysing the health situation in resource poor settings  â€¢ Stakeholder analysis (incl. RACI model)  â€¢ Priority setting and resource allocation  â€¢ Decentralisation of health systems  â€¢ Designing health programmes and projects using an integrated and health system strengthening approach   â€¢ Indicators of success  â€¢ Monitoring and evaluation tools and integration into the project/programme plan						
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0	Germany - Institute of Tropical Medicine and International Health, Berlin	Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany	Dr. Till Kinkel	English	advanced optional	2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)	Germany	Addiction	Face to face		3.5 ECTS credits	
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0		Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)		Chronic Health Problems				
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0		Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)		Public Health				
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0		Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)		Vulnerable groups (in general)				
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0		Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)		psychosocial				
Substance and Alcohol Use Disorder: Clinical, Social and Political challenges	<br>At the end of the module students will be able to  â€¢ develop an appropriate strategy for a country or region of choice to improve the response to AUD/SUD   â€¢ Critically discuss the broader health, societal and economic impact of AUD/SUD globally and in different countries and regions and debate health policies for (and against) people who use drugs at a global level and for selected countries exemplary at nation/region level  â€¢ Analyse treatment and comprehensive care options for people who use drugs  â€¢ Describe the epidemiology of SUD/AUD at a global level and for selected countries exemplary at national and/or regional level  â€¢ Explain the aetiology as well as intrinsic and extrinsic risk factors contributing to substance and alcohol use disorders.		1	Till.kinkel@gmail.com	2019-02-15 09:51:48	2019-02-15	2020-11-30 08:46:06	troped	romy	0		Two weeks (â€œmodule weeksâ€) + three days for a written assignment (submission deadline: four weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Augustenburger Platz 1, 13353 Berlin, Germany				2019-02-15 15:02:45	<br>108 hours SIT  Contact: 60 hours (38 hours lectures/workshops + 12 hours field visits + 4 hour guided group work + 4 hours presentations + 2 hours exam)  Self-study: 48 hours (23 hours private reading during â€œmodule weekâ€ + 4 hours preparation of group presentation + 21 hours for written assignment after â€œmodule weeksâ€)	2021-05-17	2021-05-28	Accreditation in Lisbon, January 2019 (2 ECTS). Reaccredited in EC Conference, December 2019 (3.5 ECTS. This accreditation is valid until December 2024.	<br>The course uses participatory learning, based on lectures with discussions (38 hrs), supervised/guided group work (4 hours)  and field visits (12 hours), preparation and presentation of the field studies (8 hours) as well as self-directed learning (23 hrs), and a written assignment (21 h)	<br>Participants might get in contact with people living with AUD/SUD inside and outside therapeutic programs. A non-judgmental and respectful approach to people living with AUD/SUD is therefore required.   Participants pledge themselves to the principles of medical confidentiality whenever there is contact to people living with AUD/SUD.  Preparatory reading is not required.	<br>A 45 minutes closed book multiple choice exam (ca. 30 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly. Exams will be marked within 7 days after the end of the â€œmodule weekâ€ and immediately communicated to the students.  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    A written assignment (1500-2500 words, accounting 67% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches. For the assignment students are asked to select a country or region within a country and to:  1. Describe the epidemiology of SUD/AUD in the particular state/region (10% weight in the assignmentâ€™s grading)  2. Describe the Health and Societal Impact of SUD/AUD in the particular state/region (20% weight in the assignmentâ€™s grading)  3. Analyse current responses to SUD/AUD at medical and (governmental and non-governmental) political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to improve the countries response to AUD/SUD (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (20% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 24  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>962,50 â‚¬ Troped MScIH students and alumni  1.203,13 â‚¬ for guest students incl. Diploma	None				<br>The course will cover the following topics:  Day 1:   â€¢ The current understanding of reward deficiency syndrome, AUD and SUD (lecture) (3h)   â€¢ AUD/SUD and psychiatric comorbidities (lecture) (3h)   â€¢ Self-study (3 h)  Day 2  â€¢ Treatment of AUD (lecture) (1.5 h)  â€¢ Opioid Substitution Therapy (lecture) (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 3:Day 3  â€¢ Presentations of field visits (1 h)  â€¢ Epidemiology and societal and economic impact of SUD/AUD (2 h)  â€¢ The concepts and evidence base of â€œharm reductionâ€: acceptance and prevention (lecture) (1 h)  â€¢ Comprehensive care for people who use drugs (lecture) (1 h)   â€¢ Harm reduction: a global overview (1 h)  â€¢ Self-study (3 h)  Day 4  â€¢ AUD/SUD and somatic comorbidities: HIV HCV (1 h)  â€¢ AUD/SUD and somatic comorbidities: TB (1 h)  â€¢ Case presentation (Manipur) (1 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 5Discussion on field visits (1 h)  â€¢ The   â€¢ â€œWar on Drugsâ€ (Myanmar, Colombia, Afghanistan) (2 h)  â€¢ Trauma and Drugs (1.5 h)  â€¢ Global Commission on Drug Policies (1.5 h)  â€¢ Self-study (3 h)  Day 6  â€¢ The role of nursing in comprehensive care for people who inject drugs (1.5 h)  â€¢ Women who use drugs â€“ case studies of Nepal and Myanmar (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 7  â€¢ Presentation of field visits (1 h)  â€¢ AUD/SUD â€“ Psychiatric Disorders â€“ Imprisonment â€“ Care behind bars (1 h)  â€¢ Prison setting and AUD/SUD (group work) (1 h)  â€¢ Cannabis (1.5 h)  â€¢ Cannabinoids as therapy (1.5 h)  â€¢ Self-study (3 h)  â€¢   Day 8  â€¢ Diamorphin therapy (1.5 h)  â€¢ Ketamin, LSD and Psychobilin as treatment for AUD/SUD (1.5 h)  â€¢ Field Visits in Berlin (3 h)  â€¢ Self-study (3 h)  Day 9  â€¢ Discussion of field visits (1 h)  â€¢ New concepts as treatment (e.g. Ibogaine, Ayahuasca) (1 h)  â€¢ WHO Policy on AUD/SUD (1 h)  â€¢ Open stage (3 h)  â€¢ Self-study (3 h)  Day 10  â€¢ Open stage (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)						
One Health Approach to Emerging and Re-emerging Zoonotic diseases	<br>At the end of this course, students should be able to:  1. Describe emerging and re-emerging zoonotic diseases and their management at the global and national levels.  2. Analyze the multiple interactions at the animal-human-environment interface that lead to outbreaks of emerging or re-emerging zoonotic diseases.  3. Apply the One Health approach to develop a plan for prevention, detection and responding to emerging or re-emerging zoonotic diseases.		1	dtht@huph.edu.vn	2019-02-15 10:05:45	2019-02-15	2020-11-26 09:26:33	troped	romy	0	Vietnam - Hanoi University of Public Health (HUPH)		Hanoi University of Public Health (HUPH)	Dr. Le Thi Thanh Huong	English	advanced optional	2019-02-15 15:11:50	<br>Student Investment Time = 90 hours consisting of:  Contact time: 30 hours  Private study time: 36 hours (during the course)  Assisted tutorial/field visit: 8 hours  Assessment/assignment time: 16 hours	2021-06-14	2021-07-27	Accreditation in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Seven 4-hour lectures to introduce students to different aspects of zoonotic diseases and One Health approach.   Two-hour laboratory visit at HUPH Laboratory Center to introduce the role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  A full-day (8-hour) field trip.  Thirty six-hour self-study (reading relevant materials to support lectures, field trip report, individual assignment, and group exercise).  Three 4-hour for individual assignment accomplishment.  One 4-hour seminar on Group exercise.	<br>This course is a key achievement of the USAID One Health Workforce (OHW) Project, which aims to achieve such a workforce transformation. Focusing on two infectious disease hot spot regions, Central and Eastern Africa and Southeast Asia, OHW strengthens training and educational programs in universities to create a skilled workforce in using a transdisciplinary approach known as One Health.  The One Health approach brings together disciplines such as medicine, preventive medicine, public health, veterinary medicine, nursing, animal husbandry, environment and ecology to work together to more effectively address emerging challenges at the interface of animals, humans and the environment. Emerging infectious diseases and zoonotic diseases are one of the most pressing of such challenges, which is a one of 11 action packages of the Global Health Security Agenda (GHSA) to accelerate progress towards a world safe and secure from global health threats posed by infectious disease. This course will be generated a new kind of public health professional skilled to work in a trans-disciplinary environment and equipped with the technical, leadership, communication collaboration skills and tools to respond to any current or future infectious and zoonotic disease threat.   This course has been taught for various programs in 17 universities in Vietnam One Health University Network at both undergraduate and postgraduate levels since 2015, including master of public health program, doctor of preventive medicine in the health and health science universities, master of public health veterinary, veterinary at agricultural and veterinary universities. Assessment of the course (content, active teaching and learning method) was highly appreciated by both learners and lecturers.	<br>Assessment will be based on individual field trip report and group exercise.  â€¢ Field trip report (50% of total credit point; 2000 Â± 200 words): Students will spend one day in the field to identify Environmental Health hazards and zoonotic disease risks at a pig and/or poultry farm in Ha Nam province (approximately 65 km from Hanoi Capital City) and propose management solutions applying One Health approach.  o Activities of students:   ï‚§ Visit a pig and/or poultry farm and discuss with local farmers, householders, local authorities, veterinarian and health staff to identify environmental health hazards and zoonotic disease risks in the human-animal-environment interface at the farm.  ï‚§ Write an individual field trip report on the situation of animal husbandry, describe environmental pollution issues, identify risk factors of zoonotic diseases outbreaks and propose appropriate risk management solutions applying One Health approach.  â€¢ Group exercise (50% of total credit points): Students will be required to work in group: prepare 15 minute PowerPoint oral presentation with appropriate visual aids to describe the application of One Health Core competencies in preventing, detecting and responding to one emerging or re-emerging zoonotic disease in Southeast Asian countries).  Individual field trip reports and group work presentations will be marked from 0 to 10. Failing students (graded < 4.0) will be given an opportunity to resubmit their reports that have taken into account the comments given. This should be done within 1 week and will be reassessed by the course organizer.  Group exercise if failed (graded < 4.0), students will have an opportunity to resubmit their power point slide presentations based on reviewersâ€™ comments. This should be done within 1 week and will be reassessed by the course organizer.  Overall grades of this course will be presented using a Grade distribution table (described below), which will show how the existing national scale is being used in HUPH and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution.	<br>The number of students is limited to 25, max number of tropEd students is 10.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79; State TOEFL 550) or IELTS (score >=6.0).	<br>First come, first served.	<br>800 Euro (21,050,000 VND)	None				<br>The main topics covered in this module are:  â€¢ Introduction to One Health Approach and Core Competencies.  â€¢ Emerging and remerging zoonotic diseases in high risk regions.  â€¢ Water, sanitation, climate change and zoonotic diseases in Southeast Asia.  â€¢ Food safety, food security and antimicrobial resistance.  â€¢ Collaboration and Partnership in prevention and control of zoonotic diseases.  â€¢ The role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  â€¢ Apply One Health System Mapping Analysis and Resources Toolkit (OH SMART) in the prevention and control of emerging and re-emerging zoonotic diseases.	Vietnam	Communicable diseases (in general)	Face to face		3 ECTS credits	
One Health Approach to Emerging and Re-emerging Zoonotic diseases	<br>At the end of this course, students should be able to:  1. Describe emerging and re-emerging zoonotic diseases and their management at the global and national levels.  2. Analyze the multiple interactions at the animal-human-environment interface that lead to outbreaks of emerging or re-emerging zoonotic diseases.  3. Apply the One Health approach to develop a plan for prevention, detection and responding to emerging or re-emerging zoonotic diseases.		1	dtht@huph.edu.vn	2019-02-15 10:05:45	2019-02-15	2020-11-26 09:26:33	troped	romy	0			Hanoi University of Public Health (HUPH)	Dr. Tran Thi Tuyet Hanh			2019-02-15 15:11:50	<br>Student Investment Time = 90 hours consisting of:  Contact time: 30 hours  Private study time: 36 hours (during the course)  Assisted tutorial/field visit: 8 hours  Assessment/assignment time: 16 hours	2021-06-14	2021-07-27	Accreditation in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Seven 4-hour lectures to introduce students to different aspects of zoonotic diseases and One Health approach.   Two-hour laboratory visit at HUPH Laboratory Center to introduce the role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  A full-day (8-hour) field trip.  Thirty six-hour self-study (reading relevant materials to support lectures, field trip report, individual assignment, and group exercise).  Three 4-hour for individual assignment accomplishment.  One 4-hour seminar on Group exercise.	<br>This course is a key achievement of the USAID One Health Workforce (OHW) Project, which aims to achieve such a workforce transformation. Focusing on two infectious disease hot spot regions, Central and Eastern Africa and Southeast Asia, OHW strengthens training and educational programs in universities to create a skilled workforce in using a transdisciplinary approach known as One Health.  The One Health approach brings together disciplines such as medicine, preventive medicine, public health, veterinary medicine, nursing, animal husbandry, environment and ecology to work together to more effectively address emerging challenges at the interface of animals, humans and the environment. Emerging infectious diseases and zoonotic diseases are one of the most pressing of such challenges, which is a one of 11 action packages of the Global Health Security Agenda (GHSA) to accelerate progress towards a world safe and secure from global health threats posed by infectious disease. This course will be generated a new kind of public health professional skilled to work in a trans-disciplinary environment and equipped with the technical, leadership, communication collaboration skills and tools to respond to any current or future infectious and zoonotic disease threat.   This course has been taught for various programs in 17 universities in Vietnam One Health University Network at both undergraduate and postgraduate levels since 2015, including master of public health program, doctor of preventive medicine in the health and health science universities, master of public health veterinary, veterinary at agricultural and veterinary universities. Assessment of the course (content, active teaching and learning method) was highly appreciated by both learners and lecturers.	<br>Assessment will be based on individual field trip report and group exercise.  â€¢ Field trip report (50% of total credit point; 2000 Â± 200 words): Students will spend one day in the field to identify Environmental Health hazards and zoonotic disease risks at a pig and/or poultry farm in Ha Nam province (approximately 65 km from Hanoi Capital City) and propose management solutions applying One Health approach.  o Activities of students:   ï‚§ Visit a pig and/or poultry farm and discuss with local farmers, householders, local authorities, veterinarian and health staff to identify environmental health hazards and zoonotic disease risks in the human-animal-environment interface at the farm.  ï‚§ Write an individual field trip report on the situation of animal husbandry, describe environmental pollution issues, identify risk factors of zoonotic diseases outbreaks and propose appropriate risk management solutions applying One Health approach.  â€¢ Group exercise (50% of total credit points): Students will be required to work in group: prepare 15 minute PowerPoint oral presentation with appropriate visual aids to describe the application of One Health Core competencies in preventing, detecting and responding to one emerging or re-emerging zoonotic disease in Southeast Asian countries).  Individual field trip reports and group work presentations will be marked from 0 to 10. Failing students (graded < 4.0) will be given an opportunity to resubmit their reports that have taken into account the comments given. This should be done within 1 week and will be reassessed by the course organizer.  Group exercise if failed (graded < 4.0), students will have an opportunity to resubmit their power point slide presentations based on reviewersâ€™ comments. This should be done within 1 week and will be reassessed by the course organizer.  Overall grades of this course will be presented using a Grade distribution table (described below), which will show how the existing national scale is being used in HUPH and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution.	<br>The number of students is limited to 25, max number of tropEd students is 10.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79; State TOEFL 550) or IELTS (score >=6.0).	<br>First come, first served.	<br>800 Euro (21,050,000 VND)	None				<br>The main topics covered in this module are:  â€¢ Introduction to One Health Approach and Core Competencies.  â€¢ Emerging and remerging zoonotic diseases in high risk regions.  â€¢ Water, sanitation, climate change and zoonotic diseases in Southeast Asia.  â€¢ Food safety, food security and antimicrobial resistance.  â€¢ Collaboration and Partnership in prevention and control of zoonotic diseases.  â€¢ The role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  â€¢ Apply One Health System Mapping Analysis and Resources Toolkit (OH SMART) in the prevention and control of emerging and re-emerging zoonotic diseases.		Disease prevention & control				
One Health Approach to Emerging and Re-emerging Zoonotic diseases	<br>At the end of this course, students should be able to:  1. Describe emerging and re-emerging zoonotic diseases and their management at the global and national levels.  2. Analyze the multiple interactions at the animal-human-environment interface that lead to outbreaks of emerging or re-emerging zoonotic diseases.  3. Apply the One Health approach to develop a plan for prevention, detection and responding to emerging or re-emerging zoonotic diseases.		1	dtht@huph.edu.vn	2019-02-15 10:05:45	2019-02-15	2020-11-26 09:26:33	troped	romy	0			Hanoi University of Public Health (HUPH)				2019-02-15 15:11:50	<br>Student Investment Time = 90 hours consisting of:  Contact time: 30 hours  Private study time: 36 hours (during the course)  Assisted tutorial/field visit: 8 hours  Assessment/assignment time: 16 hours	2021-06-14	2021-07-27	Accreditation in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Seven 4-hour lectures to introduce students to different aspects of zoonotic diseases and One Health approach.   Two-hour laboratory visit at HUPH Laboratory Center to introduce the role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  A full-day (8-hour) field trip.  Thirty six-hour self-study (reading relevant materials to support lectures, field trip report, individual assignment, and group exercise).  Three 4-hour for individual assignment accomplishment.  One 4-hour seminar on Group exercise.	<br>This course is a key achievement of the USAID One Health Workforce (OHW) Project, which aims to achieve such a workforce transformation. Focusing on two infectious disease hot spot regions, Central and Eastern Africa and Southeast Asia, OHW strengthens training and educational programs in universities to create a skilled workforce in using a transdisciplinary approach known as One Health.  The One Health approach brings together disciplines such as medicine, preventive medicine, public health, veterinary medicine, nursing, animal husbandry, environment and ecology to work together to more effectively address emerging challenges at the interface of animals, humans and the environment. Emerging infectious diseases and zoonotic diseases are one of the most pressing of such challenges, which is a one of 11 action packages of the Global Health Security Agenda (GHSA) to accelerate progress towards a world safe and secure from global health threats posed by infectious disease. This course will be generated a new kind of public health professional skilled to work in a trans-disciplinary environment and equipped with the technical, leadership, communication collaboration skills and tools to respond to any current or future infectious and zoonotic disease threat.   This course has been taught for various programs in 17 universities in Vietnam One Health University Network at both undergraduate and postgraduate levels since 2015, including master of public health program, doctor of preventive medicine in the health and health science universities, master of public health veterinary, veterinary at agricultural and veterinary universities. Assessment of the course (content, active teaching and learning method) was highly appreciated by both learners and lecturers.	<br>Assessment will be based on individual field trip report and group exercise.  â€¢ Field trip report (50% of total credit point; 2000 Â± 200 words): Students will spend one day in the field to identify Environmental Health hazards and zoonotic disease risks at a pig and/or poultry farm in Ha Nam province (approximately 65 km from Hanoi Capital City) and propose management solutions applying One Health approach.  o Activities of students:   ï‚§ Visit a pig and/or poultry farm and discuss with local farmers, householders, local authorities, veterinarian and health staff to identify environmental health hazards and zoonotic disease risks in the human-animal-environment interface at the farm.  ï‚§ Write an individual field trip report on the situation of animal husbandry, describe environmental pollution issues, identify risk factors of zoonotic diseases outbreaks and propose appropriate risk management solutions applying One Health approach.  â€¢ Group exercise (50% of total credit points): Students will be required to work in group: prepare 15 minute PowerPoint oral presentation with appropriate visual aids to describe the application of One Health Core competencies in preventing, detecting and responding to one emerging or re-emerging zoonotic disease in Southeast Asian countries).  Individual field trip reports and group work presentations will be marked from 0 to 10. Failing students (graded < 4.0) will be given an opportunity to resubmit their reports that have taken into account the comments given. This should be done within 1 week and will be reassessed by the course organizer.  Group exercise if failed (graded < 4.0), students will have an opportunity to resubmit their power point slide presentations based on reviewersâ€™ comments. This should be done within 1 week and will be reassessed by the course organizer.  Overall grades of this course will be presented using a Grade distribution table (described below), which will show how the existing national scale is being used in HUPH and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution.	<br>The number of students is limited to 25, max number of tropEd students is 10.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79; State TOEFL 550) or IELTS (score >=6.0).	<br>First come, first served.	<br>800 Euro (21,050,000 VND)	None				<br>The main topics covered in this module are:  â€¢ Introduction to One Health Approach and Core Competencies.  â€¢ Emerging and remerging zoonotic diseases in high risk regions.  â€¢ Water, sanitation, climate change and zoonotic diseases in Southeast Asia.  â€¢ Food safety, food security and antimicrobial resistance.  â€¢ Collaboration and Partnership in prevention and control of zoonotic diseases.  â€¢ The role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  â€¢ Apply One Health System Mapping Analysis and Resources Toolkit (OH SMART) in the prevention and control of emerging and re-emerging zoonotic diseases.		Ecosystems				
One Health Approach to Emerging and Re-emerging Zoonotic diseases	<br>At the end of this course, students should be able to:  1. Describe emerging and re-emerging zoonotic diseases and their management at the global and national levels.  2. Analyze the multiple interactions at the animal-human-environment interface that lead to outbreaks of emerging or re-emerging zoonotic diseases.  3. Apply the One Health approach to develop a plan for prevention, detection and responding to emerging or re-emerging zoonotic diseases.		1	dtht@huph.edu.vn	2019-02-15 10:05:45	2019-02-15	2020-11-26 09:26:33	troped	romy	0			Hanoi University of Public Health (HUPH)				2019-02-15 15:11:50	<br>Student Investment Time = 90 hours consisting of:  Contact time: 30 hours  Private study time: 36 hours (during the course)  Assisted tutorial/field visit: 8 hours  Assessment/assignment time: 16 hours	2021-06-14	2021-07-27	Accreditation in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Seven 4-hour lectures to introduce students to different aspects of zoonotic diseases and One Health approach.   Two-hour laboratory visit at HUPH Laboratory Center to introduce the role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  A full-day (8-hour) field trip.  Thirty six-hour self-study (reading relevant materials to support lectures, field trip report, individual assignment, and group exercise).  Three 4-hour for individual assignment accomplishment.  One 4-hour seminar on Group exercise.	<br>This course is a key achievement of the USAID One Health Workforce (OHW) Project, which aims to achieve such a workforce transformation. Focusing on two infectious disease hot spot regions, Central and Eastern Africa and Southeast Asia, OHW strengthens training and educational programs in universities to create a skilled workforce in using a transdisciplinary approach known as One Health.  The One Health approach brings together disciplines such as medicine, preventive medicine, public health, veterinary medicine, nursing, animal husbandry, environment and ecology to work together to more effectively address emerging challenges at the interface of animals, humans and the environment. Emerging infectious diseases and zoonotic diseases are one of the most pressing of such challenges, which is a one of 11 action packages of the Global Health Security Agenda (GHSA) to accelerate progress towards a world safe and secure from global health threats posed by infectious disease. This course will be generated a new kind of public health professional skilled to work in a trans-disciplinary environment and equipped with the technical, leadership, communication collaboration skills and tools to respond to any current or future infectious and zoonotic disease threat.   This course has been taught for various programs in 17 universities in Vietnam One Health University Network at both undergraduate and postgraduate levels since 2015, including master of public health program, doctor of preventive medicine in the health and health science universities, master of public health veterinary, veterinary at agricultural and veterinary universities. Assessment of the course (content, active teaching and learning method) was highly appreciated by both learners and lecturers.	<br>Assessment will be based on individual field trip report and group exercise.  â€¢ Field trip report (50% of total credit point; 2000 Â± 200 words): Students will spend one day in the field to identify Environmental Health hazards and zoonotic disease risks at a pig and/or poultry farm in Ha Nam province (approximately 65 km from Hanoi Capital City) and propose management solutions applying One Health approach.  o Activities of students:   ï‚§ Visit a pig and/or poultry farm and discuss with local farmers, householders, local authorities, veterinarian and health staff to identify environmental health hazards and zoonotic disease risks in the human-animal-environment interface at the farm.  ï‚§ Write an individual field trip report on the situation of animal husbandry, describe environmental pollution issues, identify risk factors of zoonotic diseases outbreaks and propose appropriate risk management solutions applying One Health approach.  â€¢ Group exercise (50% of total credit points): Students will be required to work in group: prepare 15 minute PowerPoint oral presentation with appropriate visual aids to describe the application of One Health Core competencies in preventing, detecting and responding to one emerging or re-emerging zoonotic disease in Southeast Asian countries).  Individual field trip reports and group work presentations will be marked from 0 to 10. Failing students (graded < 4.0) will be given an opportunity to resubmit their reports that have taken into account the comments given. This should be done within 1 week and will be reassessed by the course organizer.  Group exercise if failed (graded < 4.0), students will have an opportunity to resubmit their power point slide presentations based on reviewersâ€™ comments. This should be done within 1 week and will be reassessed by the course organizer.  Overall grades of this course will be presented using a Grade distribution table (described below), which will show how the existing national scale is being used in HUPH and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution.	<br>The number of students is limited to 25, max number of tropEd students is 10.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79; State TOEFL 550) or IELTS (score >=6.0).	<br>First come, first served.	<br>800 Euro (21,050,000 VND)	None				<br>The main topics covered in this module are:  â€¢ Introduction to One Health Approach and Core Competencies.  â€¢ Emerging and remerging zoonotic diseases in high risk regions.  â€¢ Water, sanitation, climate change and zoonotic diseases in Southeast Asia.  â€¢ Food safety, food security and antimicrobial resistance.  â€¢ Collaboration and Partnership in prevention and control of zoonotic diseases.  â€¢ The role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  â€¢ Apply One Health System Mapping Analysis and Resources Toolkit (OH SMART) in the prevention and control of emerging and re-emerging zoonotic diseases.		Zoonotic diseases				
One Health Approach to Emerging and Re-emerging Zoonotic diseases	<br>At the end of this course, students should be able to:  1. Describe emerging and re-emerging zoonotic diseases and their management at the global and national levels.  2. Analyze the multiple interactions at the animal-human-environment interface that lead to outbreaks of emerging or re-emerging zoonotic diseases.  3. Apply the One Health approach to develop a plan for prevention, detection and responding to emerging or re-emerging zoonotic diseases.		1	dtht@huph.edu.vn	2019-02-15 10:05:45	2019-02-15	2020-11-26 09:26:33	troped	romy	0			Hanoi University of Public Health (HUPH)				2019-02-15 15:11:50	<br>Student Investment Time = 90 hours consisting of:  Contact time: 30 hours  Private study time: 36 hours (during the course)  Assisted tutorial/field visit: 8 hours  Assessment/assignment time: 16 hours	2021-06-14	2021-07-27	Accreditation in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>Seven 4-hour lectures to introduce students to different aspects of zoonotic diseases and One Health approach.   Two-hour laboratory visit at HUPH Laboratory Center to introduce the role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  A full-day (8-hour) field trip.  Thirty six-hour self-study (reading relevant materials to support lectures, field trip report, individual assignment, and group exercise).  Three 4-hour for individual assignment accomplishment.  One 4-hour seminar on Group exercise.	<br>This course is a key achievement of the USAID One Health Workforce (OHW) Project, which aims to achieve such a workforce transformation. Focusing on two infectious disease hot spot regions, Central and Eastern Africa and Southeast Asia, OHW strengthens training and educational programs in universities to create a skilled workforce in using a transdisciplinary approach known as One Health.  The One Health approach brings together disciplines such as medicine, preventive medicine, public health, veterinary medicine, nursing, animal husbandry, environment and ecology to work together to more effectively address emerging challenges at the interface of animals, humans and the environment. Emerging infectious diseases and zoonotic diseases are one of the most pressing of such challenges, which is a one of 11 action packages of the Global Health Security Agenda (GHSA) to accelerate progress towards a world safe and secure from global health threats posed by infectious disease. This course will be generated a new kind of public health professional skilled to work in a trans-disciplinary environment and equipped with the technical, leadership, communication collaboration skills and tools to respond to any current or future infectious and zoonotic disease threat.   This course has been taught for various programs in 17 universities in Vietnam One Health University Network at both undergraduate and postgraduate levels since 2015, including master of public health program, doctor of preventive medicine in the health and health science universities, master of public health veterinary, veterinary at agricultural and veterinary universities. Assessment of the course (content, active teaching and learning method) was highly appreciated by both learners and lecturers.	<br>Assessment will be based on individual field trip report and group exercise.  â€¢ Field trip report (50% of total credit point; 2000 Â± 200 words): Students will spend one day in the field to identify Environmental Health hazards and zoonotic disease risks at a pig and/or poultry farm in Ha Nam province (approximately 65 km from Hanoi Capital City) and propose management solutions applying One Health approach.  o Activities of students:   ï‚§ Visit a pig and/or poultry farm and discuss with local farmers, householders, local authorities, veterinarian and health staff to identify environmental health hazards and zoonotic disease risks in the human-animal-environment interface at the farm.  ï‚§ Write an individual field trip report on the situation of animal husbandry, describe environmental pollution issues, identify risk factors of zoonotic diseases outbreaks and propose appropriate risk management solutions applying One Health approach.  â€¢ Group exercise (50% of total credit points): Students will be required to work in group: prepare 15 minute PowerPoint oral presentation with appropriate visual aids to describe the application of One Health Core competencies in preventing, detecting and responding to one emerging or re-emerging zoonotic disease in Southeast Asian countries).  Individual field trip reports and group work presentations will be marked from 0 to 10. Failing students (graded < 4.0) will be given an opportunity to resubmit their reports that have taken into account the comments given. This should be done within 1 week and will be reassessed by the course organizer.  Group exercise if failed (graded < 4.0), students will have an opportunity to resubmit their power point slide presentations based on reviewersâ€™ comments. This should be done within 1 week and will be reassessed by the course organizer.  Overall grades of this course will be presented using a Grade distribution table (described below), which will show how the existing national scale is being used in HUPH and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution.	<br>The number of students is limited to 25, max number of tropEd students is 10.	<br>Proof of English fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English language will be considered sufficiently fluent in English language. Also students who can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79; State TOEFL 550) or IELTS (score >=6.0).	<br>First come, first served.	<br>800 Euro (21,050,000 VND)	None				<br>The main topics covered in this module are:  â€¢ Introduction to One Health Approach and Core Competencies.  â€¢ Emerging and remerging zoonotic diseases in high risk regions.  â€¢ Water, sanitation, climate change and zoonotic diseases in Southeast Asia.  â€¢ Food safety, food security and antimicrobial resistance.  â€¢ Collaboration and Partnership in prevention and control of zoonotic diseases.  â€¢ The role of laboratory in surveillance for zoonotic disease outbreak detection and prediction.  â€¢ Apply One Health System Mapping Analysis and Resources Toolkit (OH SMART) in the prevention and control of emerging and re-emerging zoonotic diseases.						
Methods in social epidemiology	<br>Students who successfully complete this course will be able to:  - Differentiate various measures of health inequalities and judge their weakness and strengths.   - Understand the theoretical concepts behind the health inequality measurements.  - Calculate the measures of health inequalities presented in the course.  - Interpret the results of the health inequality measurements.		1	miguel.san.sebastian@umu.se	2019-02-15 10:19:29	2019-02-15	2019-12-10 13:36:44	troped	troped	0	Sweden - Department of Epidemiology and Global Health, UmeÃ¥ University	The course comprises 2 weeksâ€™ study time with a break for Christmas.  Interactive teaching will be given 2020-12-14 â€“ 2020-12-18 (week 51) in UmeÃ¥. Self-studies will be performed 2021-01-04 â€“ 2021-01-08 (week 1).	Department of Epidemiology and Global Health  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/	Miguel San Sebastian	English	advanced optional	2019-02-15 15:26:02	<br>80 SITs  â€¢ Interactive lectures 40 SITs  â€¢ Self-study hours including completing the written home assignment, which constitutes part of the assessment on the course 40 SITs	2020-12-14	2021-01-08	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>This course is designed as an intensive, hands-on learning experience that will foster the development of theoretical knowledge and basic skills in calculating and interpreting different health inequality measurements.     The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. The students may work in groups.     Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>The course book is:  Methods in Social Epidemiology, J. Michael Oakes and Jay S. Kaufman (Editor) June 2006, Jossey-Bass.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a methodological home assignment.    The grading scale is Fail, Pass and Pass with distinction.    If a student receives a Fail grade on the written home exam, he or she will be required to revise their exam according to comments provided by the examiner within the time-line determined by the examiner. Students have the right to five rounds of revisions.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. To be admitted to the course the applicant must have passed the course 3FH038 Epidemiology or have equivalent qualifications.     English proficiency equivalent to English A/5 from Swedish Upper secondary education. IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based) with minimum score 530 and minimum TWE 4. TOEFL (Internet based) with minimum score 72 and minimum Written 17.	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course in addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 8657 SEK (â‰ˆ860 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Socioeconomic inequalities in health are a major challenge for health policy. Monitoring the changes in the magnitude of these inequalities is essential to assess the effectiveness of health policy interventions. There is a wide variety of summary measures for the magnitude of socioeconomic inequalities in health. These measures choose different perspectives, and it is recommended to assess the magnitude of health inequalities based on a set of diverse measures that together cover all the relevant perspectives. Both simple and sophisticated summary measures are available for each of these perspectives.    The different measurements included in the course are: the relative and slope index of inequality and the concentration index, principal component analysis applied to socioeconomic status, the measurement of intersectionality, how to conduct a decomposition analysis and propensity score matching.     Previous knowledge of Stata is required.	Sweden	Epidemiology	Face to face		3 ECTS credits	
Methods in social epidemiology	<br>Students who successfully complete this course will be able to:  - Differentiate various measures of health inequalities and judge their weakness and strengths.   - Understand the theoretical concepts behind the health inequality measurements.  - Calculate the measures of health inequalities presented in the course.  - Interpret the results of the health inequality measurements.		1	miguel.san.sebastian@umu.se	2019-02-15 10:19:29	2019-02-15	2019-12-10 13:36:44	troped	troped	0		The course comprises 2 weeksâ€™ study time with a break for Christmas.  Interactive teaching will be given 2020-12-14 â€“ 2020-12-18 (week 51) in UmeÃ¥. Self-studies will be performed 2021-01-04 â€“ 2021-01-08 (week 1).	Department of Epidemiology and Global Health  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-02-15 15:26:02	<br>80 SITs  â€¢ Interactive lectures 40 SITs  â€¢ Self-study hours including completing the written home assignment, which constitutes part of the assessment on the course 40 SITs	2020-12-14	2021-01-08	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>This course is designed as an intensive, hands-on learning experience that will foster the development of theoretical knowledge and basic skills in calculating and interpreting different health inequality measurements.     The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. The students may work in groups.     Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>The course book is:  Methods in Social Epidemiology, J. Michael Oakes and Jay S. Kaufman (Editor) June 2006, Jossey-Bass.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a methodological home assignment.    The grading scale is Fail, Pass and Pass with distinction.    If a student receives a Fail grade on the written home exam, he or she will be required to revise their exam according to comments provided by the examiner within the time-line determined by the examiner. Students have the right to five rounds of revisions.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. To be admitted to the course the applicant must have passed the course 3FH038 Epidemiology or have equivalent qualifications.     English proficiency equivalent to English A/5 from Swedish Upper secondary education. IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based) with minimum score 530 and minimum TWE 4. TOEFL (Internet based) with minimum score 72 and minimum Written 17.	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course in addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 8657 SEK (â‰ˆ860 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Socioeconomic inequalities in health are a major challenge for health policy. Monitoring the changes in the magnitude of these inequalities is essential to assess the effectiveness of health policy interventions. There is a wide variety of summary measures for the magnitude of socioeconomic inequalities in health. These measures choose different perspectives, and it is recommended to assess the magnitude of health inequalities based on a set of diverse measures that together cover all the relevant perspectives. Both simple and sophisticated summary measures are available for each of these perspectives.    The different measurements included in the course are: the relative and slope index of inequality and the concentration index, principal component analysis applied to socioeconomic status, the measurement of intersectionality, how to conduct a decomposition analysis and propensity score matching.     Previous knowledge of Stata is required.		Equity				
Methods in social epidemiology	<br>Students who successfully complete this course will be able to:  - Differentiate various measures of health inequalities and judge their weakness and strengths.   - Understand the theoretical concepts behind the health inequality measurements.  - Calculate the measures of health inequalities presented in the course.  - Interpret the results of the health inequality measurements.		1	miguel.san.sebastian@umu.se	2019-02-15 10:19:29	2019-02-15	2019-12-10 13:36:44	troped	troped	0		The course comprises 2 weeksâ€™ study time with a break for Christmas.  Interactive teaching will be given 2020-12-14 â€“ 2020-12-18 (week 51) in UmeÃ¥. Self-studies will be performed 2021-01-04 â€“ 2021-01-08 (week 1).	Department of Epidemiology and Global Health  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-02-15 15:26:02	<br>80 SITs  â€¢ Interactive lectures 40 SITs  â€¢ Self-study hours including completing the written home assignment, which constitutes part of the assessment on the course 40 SITs	2020-12-14	2021-01-08	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>This course is designed as an intensive, hands-on learning experience that will foster the development of theoretical knowledge and basic skills in calculating and interpreting different health inequality measurements.     The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. The students may work in groups.     Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>The course book is:  Methods in Social Epidemiology, J. Michael Oakes and Jay S. Kaufman (Editor) June 2006, Jossey-Bass.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a methodological home assignment.    The grading scale is Fail, Pass and Pass with distinction.    If a student receives a Fail grade on the written home exam, he or she will be required to revise their exam according to comments provided by the examiner within the time-line determined by the examiner. Students have the right to five rounds of revisions.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. To be admitted to the course the applicant must have passed the course 3FH038 Epidemiology or have equivalent qualifications.     English proficiency equivalent to English A/5 from Swedish Upper secondary education. IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based) with minimum score 530 and minimum TWE 4. TOEFL (Internet based) with minimum score 72 and minimum Written 17.	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course in addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 8657 SEK (â‰ˆ860 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Socioeconomic inequalities in health are a major challenge for health policy. Monitoring the changes in the magnitude of these inequalities is essential to assess the effectiveness of health policy interventions. There is a wide variety of summary measures for the magnitude of socioeconomic inequalities in health. These measures choose different perspectives, and it is recommended to assess the magnitude of health inequalities based on a set of diverse measures that together cover all the relevant perspectives. Both simple and sophisticated summary measures are available for each of these perspectives.    The different measurements included in the course are: the relative and slope index of inequality and the concentration index, principal component analysis applied to socioeconomic status, the measurement of intersectionality, how to conduct a decomposition analysis and propensity score matching.     Previous knowledge of Stata is required.		Gender & health				
Methods in social epidemiology	<br>Students who successfully complete this course will be able to:  - Differentiate various measures of health inequalities and judge their weakness and strengths.   - Understand the theoretical concepts behind the health inequality measurements.  - Calculate the measures of health inequalities presented in the course.  - Interpret the results of the health inequality measurements.		1	miguel.san.sebastian@umu.se	2019-02-15 10:19:29	2019-02-15	2019-12-10 13:36:44	troped	troped	0		The course comprises 2 weeksâ€™ study time with a break for Christmas.  Interactive teaching will be given 2020-12-14 â€“ 2020-12-18 (week 51) in UmeÃ¥. Self-studies will be performed 2021-01-04 â€“ 2021-01-08 (week 1).	Department of Epidemiology and Global Health  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-02-15 15:26:02	<br>80 SITs  â€¢ Interactive lectures 40 SITs  â€¢ Self-study hours including completing the written home assignment, which constitutes part of the assessment on the course 40 SITs	2020-12-14	2021-01-08	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>This course is designed as an intensive, hands-on learning experience that will foster the development of theoretical knowledge and basic skills in calculating and interpreting different health inequality measurements.     The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. The students may work in groups.     Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>The course book is:  Methods in Social Epidemiology, J. Michael Oakes and Jay S. Kaufman (Editor) June 2006, Jossey-Bass.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a methodological home assignment.    The grading scale is Fail, Pass and Pass with distinction.    If a student receives a Fail grade on the written home exam, he or she will be required to revise their exam according to comments provided by the examiner within the time-line determined by the examiner. Students have the right to five rounds of revisions.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. To be admitted to the course the applicant must have passed the course 3FH038 Epidemiology or have equivalent qualifications.     English proficiency equivalent to English A/5 from Swedish Upper secondary education. IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based) with minimum score 530 and minimum TWE 4. TOEFL (Internet based) with minimum score 72 and minimum Written 17.	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course in addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 8657 SEK (â‰ˆ860 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Socioeconomic inequalities in health are a major challenge for health policy. Monitoring the changes in the magnitude of these inequalities is essential to assess the effectiveness of health policy interventions. There is a wide variety of summary measures for the magnitude of socioeconomic inequalities in health. These measures choose different perspectives, and it is recommended to assess the magnitude of health inequalities based on a set of diverse measures that together cover all the relevant perspectives. Both simple and sophisticated summary measures are available for each of these perspectives.    The different measurements included in the course are: the relative and slope index of inequality and the concentration index, principal component analysis applied to socioeconomic status, the measurement of intersectionality, how to conduct a decomposition analysis and propensity score matching.     Previous knowledge of Stata is required.		socio economic status				
Methods in social epidemiology	<br>Students who successfully complete this course will be able to:  - Differentiate various measures of health inequalities and judge their weakness and strengths.   - Understand the theoretical concepts behind the health inequality measurements.  - Calculate the measures of health inequalities presented in the course.  - Interpret the results of the health inequality measurements.		1	miguel.san.sebastian@umu.se	2019-02-15 10:19:29	2019-02-15	2019-12-10 13:36:44	troped	troped	0		The course comprises 2 weeksâ€™ study time with a break for Christmas.  Interactive teaching will be given 2020-12-14 â€“ 2020-12-18 (week 51) in UmeÃ¥. Self-studies will be performed 2021-01-04 â€“ 2021-01-08 (week 1).	Department of Epidemiology and Global Health  UmeÃ¥ University  Sweden  tropEd representative: Marie Lindkvist  marie.lindkvist@umu.se   http://www.phmed.umu.se/english/units/epidemiology/				2019-02-15 15:26:02	<br>80 SITs  â€¢ Interactive lectures 40 SITs  â€¢ Self-study hours including completing the written home assignment, which constitutes part of the assessment on the course 40 SITs	2020-12-14	2021-01-08	Accredited in January 2019, in Lisbon.  This accreditation is valid until January 2024.	<br>This course is designed as an intensive, hands-on learning experience that will foster the development of theoretical knowledge and basic skills in calculating and interpreting different health inequality measurements.     The lectures are interactive and students are encouraged to prepare for lectures by reading the relevant course literature beforehand. The students may work in groups.     Independent self-study is also an important part of the learning â€“ for preparation of lectures and group work and for integrating the new knowledge following lectures.	<br>The course book is:  Methods in Social Epidemiology, J. Michael Oakes and Jay S. Kaufman (Editor) June 2006, Jossey-Bass.  In addition to this a number of scientific articles is used being distributed to our students via our electronic course site.	<br>The course is examined through a methodological home assignment.    The grading scale is Fail, Pass and Pass with distinction.    If a student receives a Fail grade on the written home exam, he or she will be required to revise their exam according to comments provided by the examiner within the time-line determined by the examiner. Students have the right to five rounds of revisions.    The ECTS Grading Table is used at UmeÃ¥ University. This means that the ECTS grading scale (A-F) is not used to translate grades for comparison to grades issued from other higher education institutions. The student will receive a transcript of records from the study documentation system (Ladok) showing the distribution of awarded grades since the course was established and until the date when the student has completed the course. However, this grade distribution will not be shown for courses established less than two years before the date when a student completes the course. For more information, go to  https://www.umu.se/en/education/study-system/	<br>The maximum number of students is 30. The tropEd students will be studying together with the students on our master programmes in public health who choose this course.    The maximum number of students above is for the total group.	<br>For non-programme students applying as single-course students, the requirements are 120 ECTS, of which a minimum of 30 ECTS are within one of the following: health sciences, environmental health or social sciences. To be admitted to the course the applicant must have passed the course 3FH038 Epidemiology or have equivalent qualifications.     English proficiency equivalent to English A/5 from Swedish Upper secondary education. IELTS (Academic) with minimum score 5.5 and no individual score below 5.0. TOEFL (Paper based) with minimum score 530 and minimum TWE 4. TOEFL (Internet based) with minimum score 72 and minimum Written 17.	<br>Applicants in the master programmes in public health at UmeÃ¥ University have guaranteed admission to this course in addition to those, students (among them tropEd students) applying for the course as a single subject course may be accepted until the maximum number of students (30) is reached. The selection process for these latter students is based on the number of ECTS credits that each applicant has. Students are ranked according to his/hers number of ECTS credits so that the student with the highest number is first selected and so on until the maximum number of students is reached	<br>There are no application and tuition fees for students who are citizens of countries within the European Economic Area (EU, Iceland, Liechtenstein and Norway)) or of Switzerland.    Students who are not citizens of a country covered by the EEA agreement or of Switzerland at the time they apply for studies must pay an application fee of 900 SEK (â‰ˆ 90 EUR at an exchange rate of approx.10 SEK per euro) to the university.     Those who are admitted and start studying at the university must pay tuition fees. For this course the present tuition fee is 8657 SEK (â‰ˆ860 EUR at the above exchange rate). For more information about this, see https://www.universityadmissions.se/en/All-you-need-to-know1/Applying-for-studies/Fees-and-scholarships/	<br>There are no scholarships available at this time				<br>Socioeconomic inequalities in health are a major challenge for health policy. Monitoring the changes in the magnitude of these inequalities is essential to assess the effectiveness of health policy interventions. There is a wide variety of summary measures for the magnitude of socioeconomic inequalities in health. These measures choose different perspectives, and it is recommended to assess the magnitude of health inequalities based on a set of diverse measures that together cover all the relevant perspectives. Both simple and sophisticated summary measures are available for each of these perspectives.    The different measurements included in the course are: the relative and slope index of inequality and the concentration index, principal component analysis applied to socioeconomic status, the measurement of intersectionality, how to conduct a decomposition analysis and propensity score matching.     Previous knowledge of Stata is required.						
Public Health Responses to Disaster and Humanitarian Crisis (PH-DHC)	<br> At the end of this course students should be able to:    1. Formulate challenges of public health responses to disaster and  humanitarian crisis,  2. Appraise existing evidence of the academic literature covering public health responses in disaster and humanitarian crisis,  3. Formulate the intersection and relationship of public health, disaster, humanitarianism, relief, and development via state and non-state actors (i.e.: NGOs),    4. Demonstrate how to become better prepared as public health or humanitarian worker to be more effectively understand and/or act in disaster and humanitarian crisis, and    5. Evaluate existing evidence of the importance of  public health intervention to  population health  affected by disaster and humanitarian crisis.		1		2019-02-15 10:26:48	2019-02-15	2020-09-17 10:00:23	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	Number of weeks: 4 weeks (pre-reading :1 weeks face-to-face : 2 weeks final assignments:  1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Prof. Siswanto Agus Wilopo	English	advanced optional	2019-02-15 15:34:51	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours in class face-to-face, 30   hours facilitated  discussion)  Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-16	2021-11-27	Accredited in January 2019, in Lisbon.  This course is valid until January 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper in the format of case study on disaster or humanitarian crisis. The topic of the final paper will be discussed between student and facilitator. The scenario of the case study will be taken from actual event documented in the country. Paper should be written no more than 3,500 words.  This paper should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the country with high risks of disaster and humanitarian crisis.  The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	None				<br>  The course covers following topics:    1. Current challenges of public health responses to disaster and humanitarian crisis,  2. Intersection and relationship of public health, humanitarianism, relief, and development via state and non-state actors (specifically NGOs) in the context of global population health,  3. Responding to disaster and humanitarian crisis: the role of â€œpublic health systemâ€ levers in response, recovery and rebuilding to protect population health,   4. Providing the need of water, sanitation, and hygiene (WASH) during disaster and humanitarian crisis,  5. Fulfilling the basic need on food and nutrition among population affected by disaster and humanitarian crisis,  6. Rebuilding health system and service after disaster and humanitarian crisis,  7. Controlling communicable diseases among population affected disaster and humanitarian crisis,   8. Integrating mental health services into public health response for population affected disaster and humanitarian crisis,  9. Public health surveillance for population affected disaster and humanitarian crisis, and   10. Evaluating the impacts of public health intervention to population affected by disaster and humanitarian crisis	Indonesia	Food	Face to face		5 ECTS credits	
Public Health Responses to Disaster and Humanitarian Crisis (PH-DHC)	<br> At the end of this course students should be able to:    1. Formulate challenges of public health responses to disaster and  humanitarian crisis,  2. Appraise existing evidence of the academic literature covering public health responses in disaster and humanitarian crisis,  3. Formulate the intersection and relationship of public health, disaster, humanitarianism, relief, and development via state and non-state actors (i.e.: NGOs),    4. Demonstrate how to become better prepared as public health or humanitarian worker to be more effectively understand and/or act in disaster and humanitarian crisis, and    5. Evaluate existing evidence of the importance of  public health intervention to  population health  affected by disaster and humanitarian crisis.		1		2019-02-15 10:26:48	2019-02-15	2020-09-17 10:00:23	troped	troped	0		Number of weeks: 4 weeks (pre-reading :1 weeks face-to-face : 2 weeks final assignments:  1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:34:51	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours in class face-to-face, 30   hours facilitated  discussion)  Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-16	2021-11-27	Accredited in January 2019, in Lisbon.  This course is valid until January 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper in the format of case study on disaster or humanitarian crisis. The topic of the final paper will be discussed between student and facilitator. The scenario of the case study will be taken from actual event documented in the country. Paper should be written no more than 3,500 words.  This paper should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the country with high risks of disaster and humanitarian crisis.  The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	None				<br>  The course covers following topics:    1. Current challenges of public health responses to disaster and humanitarian crisis,  2. Intersection and relationship of public health, humanitarianism, relief, and development via state and non-state actors (specifically NGOs) in the context of global population health,  3. Responding to disaster and humanitarian crisis: the role of â€œpublic health systemâ€ levers in response, recovery and rebuilding to protect population health,   4. Providing the need of water, sanitation, and hygiene (WASH) during disaster and humanitarian crisis,  5. Fulfilling the basic need on food and nutrition among population affected by disaster and humanitarian crisis,  6. Rebuilding health system and service after disaster and humanitarian crisis,  7. Controlling communicable diseases among population affected disaster and humanitarian crisis,   8. Integrating mental health services into public health response for population affected disaster and humanitarian crisis,  9. Public health surveillance for population affected disaster and humanitarian crisis, and   10. Evaluating the impacts of public health intervention to population affected by disaster and humanitarian crisis		Health systems				
Public Health Responses to Disaster and Humanitarian Crisis (PH-DHC)	<br> At the end of this course students should be able to:    1. Formulate challenges of public health responses to disaster and  humanitarian crisis,  2. Appraise existing evidence of the academic literature covering public health responses in disaster and humanitarian crisis,  3. Formulate the intersection and relationship of public health, disaster, humanitarianism, relief, and development via state and non-state actors (i.e.: NGOs),    4. Demonstrate how to become better prepared as public health or humanitarian worker to be more effectively understand and/or act in disaster and humanitarian crisis, and    5. Evaluate existing evidence of the importance of  public health intervention to  population health  affected by disaster and humanitarian crisis.		1		2019-02-15 10:26:48	2019-02-15	2020-09-17 10:00:23	troped	troped	0		Number of weeks: 4 weeks (pre-reading :1 weeks face-to-face : 2 weeks final assignments:  1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:34:51	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours in class face-to-face, 30   hours facilitated  discussion)  Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-16	2021-11-27	Accredited in January 2019, in Lisbon.  This course is valid until January 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper in the format of case study on disaster or humanitarian crisis. The topic of the final paper will be discussed between student and facilitator. The scenario of the case study will be taken from actual event documented in the country. Paper should be written no more than 3,500 words.  This paper should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the country with high risks of disaster and humanitarian crisis.  The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	None				<br>  The course covers following topics:    1. Current challenges of public health responses to disaster and humanitarian crisis,  2. Intersection and relationship of public health, humanitarianism, relief, and development via state and non-state actors (specifically NGOs) in the context of global population health,  3. Responding to disaster and humanitarian crisis: the role of â€œpublic health systemâ€ levers in response, recovery and rebuilding to protect population health,   4. Providing the need of water, sanitation, and hygiene (WASH) during disaster and humanitarian crisis,  5. Fulfilling the basic need on food and nutrition among population affected by disaster and humanitarian crisis,  6. Rebuilding health system and service after disaster and humanitarian crisis,  7. Controlling communicable diseases among population affected disaster and humanitarian crisis,   8. Integrating mental health services into public health response for population affected disaster and humanitarian crisis,  9. Public health surveillance for population affected disaster and humanitarian crisis, and   10. Evaluating the impacts of public health intervention to population affected by disaster and humanitarian crisis		Humanitarian setting				
Public Health Responses to Disaster and Humanitarian Crisis (PH-DHC)	<br> At the end of this course students should be able to:    1. Formulate challenges of public health responses to disaster and  humanitarian crisis,  2. Appraise existing evidence of the academic literature covering public health responses in disaster and humanitarian crisis,  3. Formulate the intersection and relationship of public health, disaster, humanitarianism, relief, and development via state and non-state actors (i.e.: NGOs),    4. Demonstrate how to become better prepared as public health or humanitarian worker to be more effectively understand and/or act in disaster and humanitarian crisis, and    5. Evaluate existing evidence of the importance of  public health intervention to  population health  affected by disaster and humanitarian crisis.		1		2019-02-15 10:26:48	2019-02-15	2020-09-17 10:00:23	troped	troped	0		Number of weeks: 4 weeks (pre-reading :1 weeks face-to-face : 2 weeks final assignments:  1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:34:51	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours in class face-to-face, 30   hours facilitated  discussion)  Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-16	2021-11-27	Accredited in January 2019, in Lisbon.  This course is valid until January 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper in the format of case study on disaster or humanitarian crisis. The topic of the final paper will be discussed between student and facilitator. The scenario of the case study will be taken from actual event documented in the country. Paper should be written no more than 3,500 words.  This paper should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the country with high risks of disaster and humanitarian crisis.  The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	None				<br>  The course covers following topics:    1. Current challenges of public health responses to disaster and humanitarian crisis,  2. Intersection and relationship of public health, humanitarianism, relief, and development via state and non-state actors (specifically NGOs) in the context of global population health,  3. Responding to disaster and humanitarian crisis: the role of â€œpublic health systemâ€ levers in response, recovery and rebuilding to protect population health,   4. Providing the need of water, sanitation, and hygiene (WASH) during disaster and humanitarian crisis,  5. Fulfilling the basic need on food and nutrition among population affected by disaster and humanitarian crisis,  6. Rebuilding health system and service after disaster and humanitarian crisis,  7. Controlling communicable diseases among population affected disaster and humanitarian crisis,   8. Integrating mental health services into public health response for population affected disaster and humanitarian crisis,  9. Public health surveillance for population affected disaster and humanitarian crisis, and   10. Evaluating the impacts of public health intervention to population affected by disaster and humanitarian crisis		Mental health problems				
Public Health Responses to Disaster and Humanitarian Crisis (PH-DHC)	<br> At the end of this course students should be able to:    1. Formulate challenges of public health responses to disaster and  humanitarian crisis,  2. Appraise existing evidence of the academic literature covering public health responses in disaster and humanitarian crisis,  3. Formulate the intersection and relationship of public health, disaster, humanitarianism, relief, and development via state and non-state actors (i.e.: NGOs),    4. Demonstrate how to become better prepared as public health or humanitarian worker to be more effectively understand and/or act in disaster and humanitarian crisis, and    5. Evaluate existing evidence of the importance of  public health intervention to  population health  affected by disaster and humanitarian crisis.		1		2019-02-15 10:26:48	2019-02-15	2020-09-17 10:00:23	troped	troped	0		Number of weeks: 4 weeks (pre-reading :1 weeks face-to-face : 2 weeks final assignments:  1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:34:51	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours in class face-to-face, 30   hours facilitated  discussion)  Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-16	2021-11-27	Accredited in January 2019, in Lisbon.  This course is valid until January 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.    At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a final paper in the format of case study on disaster or humanitarian crisis. The topic of the final paper will be discussed between student and facilitator. The scenario of the case study will be taken from actual event documented in the country. Paper should be written no more than 3,500 words.  This paper should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the country with high risks of disaster and humanitarian crisis.  The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	None				<br>  The course covers following topics:    1. Current challenges of public health responses to disaster and humanitarian crisis,  2. Intersection and relationship of public health, humanitarianism, relief, and development via state and non-state actors (specifically NGOs) in the context of global population health,  3. Responding to disaster and humanitarian crisis: the role of â€œpublic health systemâ€ levers in response, recovery and rebuilding to protect population health,   4. Providing the need of water, sanitation, and hygiene (WASH) during disaster and humanitarian crisis,  5. Fulfilling the basic need on food and nutrition among population affected by disaster and humanitarian crisis,  6. Rebuilding health system and service after disaster and humanitarian crisis,  7. Controlling communicable diseases among population affected disaster and humanitarian crisis,   8. Integrating mental health services into public health response for population affected disaster and humanitarian crisis,  9. Public health surveillance for population affected disaster and humanitarian crisis, and   10. Evaluating the impacts of public health intervention to population affected by disaster and humanitarian crisis						
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta	Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281	Prof. Siswanto Agus Wilopo, M.D., M.Sc., Sc.D.	English	advanced optional	2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).	Indonesia	Behavioral aspects (in gen.)	Face to face		5 ECTS credits	
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0		Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).		Gender & health				
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0		Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).		Human Rights				
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0		Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).		Sexuality				
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0		Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).		Violence / war				
Prevention and Management of Gender Based Violence (PM-GBV)	<br> At the end of this course students should be able to:    1. Critically analyzes context, trends and vulnerabilities related to Gender Based Violence (GBV) in its humanitarian context;   2. Appraise root causes and contributing factors for GBVs and the consequences of GBV on women and girls, family members and the wider community,  3. Demonstrates knowledge of current GBV prevention theory and identifies and applies appropriate GBV prevention and behavior change strategies at different stages of the humanitarian response,  4. Demonstrate the principles of case management and can apply to GBV programs, including sexual exploitation and violence, and  5. Demonstrates knowledge of and can implement multi-sectorial response to GBV (includes health, psychosocial support, safety/ security, and legal response)		1		2019-02-15 10:35:42	2019-02-15	2020-09-17 10:03:17	troped	troped	0		Number of weeks: 4 weeks (pre-reading:1 weeks, face-to-face:2 weeks, final assignments:1 weeks )	Post Graduate Building,  Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada,   Jl. Farmaco 1, Gedung IKM Lantai 1,    Bulaksumur, Yogyakarta, Indonesia 55281				2019-02-15 15:42:32	5 ECTS credits    SIT: 150 hours  Contact hours: 80 (50 hours lectures in class face-to-face,  30 hours facilitated  discussion by teaching assistants)    Self-directed learning: 45 hours  Pre-test: 1 hour  Midterms: 1 hours  Examination: 3 hours  Writing Final Paper: 20 hours	2021-11-30	2021-12-11	This course was accredited in January 2019, in Lisbon. This accreditation is valid until Januray 2024.	<br>Students will receive course materials 7 days in advance. Students should read the materials received as a self-directed learning for 15 hours prior to the course commencing.     There will be 50 hours of interactive lectures in the class (10 sessions: 5 hours in the morning for 10 working days).     Tutorials and class discussion will be 3 hours per day in the late afternoon for 10 working days.    Students are required to undertake self-directed learning for 30 hours after courses has commenced until the course is completed.    Pre-test, exam and midterm: 5 hours.     Preparing the final paper for 20 hours.		<br>Students will take pre-test as soon as they are enrolled in the course (1 hour). This pre-test will evaluate the studentsâ€™ preparation for the course.      At the end of first week students will take the midterms test (1 hour). The final examination will be conducted at the end of the course (3 hours).    Each student has to write a systematic review on one of the following issues: -measurement of burden of GBV, -risk factors of GBV, -prevention or- management of GBV for women. The topic of the final paper will be discussed between student and facilitator. The systematic review should be based on peer review articles published after the year 2000. Paper should be written no more than 3,500 words and should be submitted 7 days after lectures have ended.     The assessment of this course is weighted as follows:    1. Pre-test        : 10%  2. Midterm       : 20%  3. Final exam   : 20%  4. Final Paper :  50%    If the student does not achieve more than 60%, another final paper should be submitted within 2 weeks after grade announcement.	<br>The maximum number of students that may enrol in this course is 20 students; the maximum number of MPH students is 15 students and the maximum number of TropEd students is 5 students.	<br>Students must be enrolled in an MPH or M.Sc. programme at the postgraduate level at a university recognized by the Indonesian Ministry of Research and Higher Education.     Students are required to have completed of core Public Health courses on health policy and planning, behaviour and social science, epidemiology, biostatistics and research methodologies.     English Proficiencies:    Certificate for English TOEFL test with at least a score of 550 points (paper based) or 213 points (computer-based) or 79/80 (internet-based) or IELTS band 6.0.	<br>Preference will be given to student who is going to work in the Low and Middle Income Countries. The selection team of Post Graduate Program will make assessment of the student eligibility.	<br>The tuition fee is 500 euro; excluding living costs	Not-Available				<br>  The course covers following topics:    1. An introduction to GBV and explores core concepts that create an enabling environment for violence, including during humanitarian crisis,  2. The root causes and some of the consequences of GBV,  3. GBV and fundamental concept of human righ,  4. Applying a socio-ecological model to GBV within humanitarian contex,  5. The key concepts and basic principles of reporting on gender-based violence,  6. GBVs prevention and response and ways to seek redress for GBV,  7. Health impacts as well as frameworks for understanding the prevalence, risk factors and prevention strategies,  8. What survivors need and how to go about providing prevention and management to them,  9. The principles of case management GBV programs, and  10. Basic knowledge needed for multi-sectoral response (health, psychosocial support, safety/security, and legal response).						
Modern Statistical Methods in Public Health	This course introduces students to a variety of advanced statistical methods employed in public health research.  Case studies from five public health areas, namely 1) clinical trial, 2) occupational health, 3) epidemiology and community health, 4) child and adolescent health, and 5) environmental health, will be introduced and used to illustrate how to apply, interpret, and evaluate different statistical methods.    This course does not require advanced mathematical background (e.g., calculus).  It is designed for the public health practitioner who needs to apply statistical methods in research or to appraise their use in the literature.    At the end of the course students will be able to:  1. Discern what types of research questions the methods can address.  2. Recognize the underlying assumptions and data structures for the appropriate usage of the statistical methods.  3. Interpret and evaluate the results from the statistical methods.  4. Decipher statistical software output generated from the statistical analyses.		1		2019-06-17 09:13:58	2019-06-17	2019-07-10 09:30:15	troped	troped	0	China - School of Public Health, Fudan University, Shanghai	10 weekdays of on-site learning and practice (70 hours total) plus 10 hous of reading before begining of course.	Department of Biostatistics  School of Public Health, Fudan University  138 Yixueyuan Road, Shanghai 200032, China	Prof. Henry S. Lynn	English	advanced optional	2019-06-17 13:36:49	80 SIT hours	2019-07-08	2019-07-19	Initially accredited in December 2010 and re-accredited in February 2015. Re-accreditation in June 2019, Umea, Sweden. This accreditation is valid until June 2024.	The 36-hr classroom lectures will cover the six modules listed in the contents.  Modules 2, 3 and 4 will each use two 6-hr sessions, while the rest of the modules will each use one 6-hr session.    Five case studies are used to demonstrate the application of advanced statistical methods in addressing research questions in public health.  For each case study, traditional methods of analysis will be contrasted with modern statistical techniques to highlight strengths and advantages.  Relevant literature and exercises on these examples will be distributed beforehand.  Students will be engaged in group discussions and asked to share their findings in oral presentations.  Multiple choice questions will be administered at the end of the lectures to reinforce the main points covered.  In the nine 2-hr hands-on data analysis lab sessions, teaching assistants will demonstrate how to program statistical software using R and implement each of the five major statistical analyses.  Students will practise on specific data examples by following instructions from the teaching assistants.  For the study report, the students will be asked to review and critique publications that apply one of the statistical methods taught in class to answer a public health research question.  Their report will be submitted as a written assignment and presented in class.	Students should allow 2-3 months before commencement of the course to secure visas.	Take-home written assignments (2 x 15%) 30%  Independent study report and presentation 30%  Open-book written examination (2 hrs) 40%	20-25	At least 3 ETCS credit points of biostatistics and 3 ETCS credit points of epidemiology.  Students should have an understanding of basic statistical methods such as multiple regression, ANOVA, rank tests, logistic regression, and survival analysis.  The level of proficiency should be similar to that covered in Bernard Rosnerâ€™s textbook Fundamentals of Biostatistics, 2015, 8th edition, Thomson Higher Education.  Prior knowledge of the R statistical computing software is not required but desirable and students should have experience in using at least one major statistical software package (e.g., Stata, SAS, SPSS).  TOEFL Score at least 550 or ELTS equivalent.	Meet the prerequisites. First come, first serve.	700.- EUR	Available depending on demonstrated need.	The course originally listed 60 SIT contact hours and did not account for the additional time students needed to do assignments and prepare for the examination.  Thus, the number of SIT hours has been updated to 80 SIT hours to more accurately reflect the studentsâ€™ time involvement.  In addition, 10 SIT hours have been allotted for individual study on basic R programming and fundamental statistical reasoning.	Over the past several years, comments overall were very positive with almost all the students pleased with the lectures and range of topics covered.  From 2015 to 2017, the overall quality of the course received a rating of 4.78-4.88 (out of 5), and 80% of the students also strongly agree that they will recommend the course to others.	So far we have had a number of troped students inquire about the course but only one troped student managed to enroll in the course. The main reason may be because she is originally from Shanghai and was returning to visit.	1) Summary of Evidence-based Research: Data Collection/Management, Visualization, and Inference  2) Bayesian Analysis  a) Estimating Treatment Effect in a Multi-center Randomized Clinical Trial  b) Inference Using Prior and Posterior Distributions  3) Variable Selection  a) Developing a Screening Tool for Occupational Low Back Pain  b) Model Validation (Cross-validation, Bootstrapping)  c) LASSO Regression  d) Classification Tree  4) Multi-level Regression Models  a) Evaluating Rates of Change in a Clustered Cohort Study  b) Generalized Linear Models  c) Mixed Effects Models  5) Reference Centile Curves  a) Evaluating BMI in Adolescents  b) Box-Cox Transformation and Cubic Spline Smoothing  c) LMS Method  6) Generalized Additive Models  a) Predicting Disease Prevalence Using Serial Air Quality Measurements  b) Autocorrelation and Seasonal Trends	China		Face to face		3 ECTS credits	
Modern Statistical Methods in Public Health	This course introduces students to a variety of advanced statistical methods employed in public health research.  Case studies from five public health areas, namely 1) clinical trial, 2) occupational health, 3) epidemiology and community health, 4) child and adolescent health, and 5) environmental health, will be introduced and used to illustrate how to apply, interpret, and evaluate different statistical methods.    This course does not require advanced mathematical background (e.g., calculus).  It is designed for the public health practitioner who needs to apply statistical methods in research or to appraise their use in the literature.    At the end of the course students will be able to:  1. Discern what types of research questions the methods can address.  2. Recognize the underlying assumptions and data structures for the appropriate usage of the statistical methods.  3. Interpret and evaluate the results from the statistical methods.  4. Decipher statistical software output generated from the statistical analyses.		1		2019-06-17 09:13:58	2019-06-17	2019-07-10 09:30:15	troped	troped	0		10 weekdays of on-site learning and practice (70 hours total) plus 10 hous of reading before begining of course.	Department of Biostatistics  School of Public Health, Fudan University  138 Yixueyuan Road, Shanghai 200032, China				2019-06-17 13:36:49	80 SIT hours	2019-07-08	2019-07-19	Initially accredited in December 2010 and re-accredited in February 2015. Re-accreditation in June 2019, Umea, Sweden. This accreditation is valid until June 2024.	The 36-hr classroom lectures will cover the six modules listed in the contents.  Modules 2, 3 and 4 will each use two 6-hr sessions, while the rest of the modules will each use one 6-hr session.    Five case studies are used to demonstrate the application of advanced statistical methods in addressing research questions in public health.  For each case study, traditional methods of analysis will be contrasted with modern statistical techniques to highlight strengths and advantages.  Relevant literature and exercises on these examples will be distributed beforehand.  Students will be engaged in group discussions and asked to share their findings in oral presentations.  Multiple choice questions will be administered at the end of the lectures to reinforce the main points covered.  In the nine 2-hr hands-on data analysis lab sessions, teaching assistants will demonstrate how to program statistical software using R and implement each of the five major statistical analyses.  Students will practise on specific data examples by following instructions from the teaching assistants.  For the study report, the students will be asked to review and critique publications that apply one of the statistical methods taught in class to answer a public health research question.  Their report will be submitted as a written assignment and presented in class.	Students should allow 2-3 months before commencement of the course to secure visas.	Take-home written assignments (2 x 15%) 30%  Independent study report and presentation 30%  Open-book written examination (2 hrs) 40%	20-25	At least 3 ETCS credit points of biostatistics and 3 ETCS credit points of epidemiology.  Students should have an understanding of basic statistical methods such as multiple regression, ANOVA, rank tests, logistic regression, and survival analysis.  The level of proficiency should be similar to that covered in Bernard Rosnerâ€™s textbook Fundamentals of Biostatistics, 2015, 8th edition, Thomson Higher Education.  Prior knowledge of the R statistical computing software is not required but desirable and students should have experience in using at least one major statistical software package (e.g., Stata, SAS, SPSS).  TOEFL Score at least 550 or ELTS equivalent.	Meet the prerequisites. First come, first serve.	700.- EUR	Available depending on demonstrated need.	The course originally listed 60 SIT contact hours and did not account for the additional time students needed to do assignments and prepare for the examination.  Thus, the number of SIT hours has been updated to 80 SIT hours to more accurately reflect the studentsâ€™ time involvement.  In addition, 10 SIT hours have been allotted for individual study on basic R programming and fundamental statistical reasoning.	Over the past several years, comments overall were very positive with almost all the students pleased with the lectures and range of topics covered.  From 2015 to 2017, the overall quality of the course received a rating of 4.78-4.88 (out of 5), and 80% of the students also strongly agree that they will recommend the course to others.	So far we have had a number of troped students inquire about the course but only one troped student managed to enroll in the course. The main reason may be because she is originally from Shanghai and was returning to visit.	1) Summary of Evidence-based Research: Data Collection/Management, Visualization, and Inference  2) Bayesian Analysis  a) Estimating Treatment Effect in a Multi-center Randomized Clinical Trial  b) Inference Using Prior and Posterior Distributions  3) Variable Selection  a) Developing a Screening Tool for Occupational Low Back Pain  b) Model Validation (Cross-validation, Bootstrapping)  c) LASSO Regression  d) Classification Tree  4) Multi-level Regression Models  a) Evaluating Rates of Change in a Clustered Cohort Study  b) Generalized Linear Models  c) Mixed Effects Models  5) Reference Centile Curves  a) Evaluating BMI in Adolescents  b) Box-Cox Transformation and Cubic Spline Smoothing  c) LMS Method  6) Generalized Additive Models  a) Predicting Disease Prevalence Using Serial Air Quality Measurements  b) Autocorrelation and Seasonal Trends						
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium	Prof. Dr. Johan van Griensven	English	advanced optional	2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.	Belgium	Evidence based medicine	Blended-learning		9 ECTS credits	
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0		Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium				2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.		International / global				
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0		Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium				2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.		Medical & Clinical sciences (EBM incl..)				
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0		Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium				2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.		Research (in general)				
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0		Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium				2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.		Tropical medicine				
Clinical Research and Evidence-based Medicine (SCREM)	At the end of the module the student should be able to    1. Design a research project in the field of aetiology of health problems, effectiveness and efficiency of diagnostics or clinical management and disease prevention in low resource settings;  2. Apply principles of evidence-based medicine (EBM). This includes the ability to use gathered evidence in guideline and algorithm development, and the ability to evaluate guidelines;  3. Retrieve relevant published articles related to a research question and evaluate relevance of clinical research results in relation to a concrete low resource setting;  4. Communicate research results to both professional and scientific communities in a written and oral way.    In addition, the participant will gain basic comprehension of    5. Pitfalls of implementation of research projects;  6. Good Clinical Practice (GCP) and ethics in clinical research;  7. Writing a research grant application including budget and identifying sources of funding for small-scale research projects.		1		2019-08-08 08:14:56	2019-08-08	2019-10-08 08:19:24	troped	troped	0		Number of weeks:11 (6 weeks part-time distance learning + 5 weeks full time face-to-face)	Institute of Tropical Medicine (ITM), Nationalestraat 155, 2000 Antwerpen, Belgium				2019-08-08 12:48:48	270 hours: 111 contact hours and 159 self-study hours, of which 45 during distance learning component	2019-12-02	2020-06-26	First submission Paris, May 2008, re-accreditation 2013, submitted for re-accreditation 2019	The course mainly uses adult learning methods, based on problem oriented Socratic approach (The Socratic Method in Adult Learning is a problem-based inductive methodology) with assignments in small groups (2-3 participants) coached by a tutor, with regular plenary sessions.    Consultants will be invited to discuss specific problems such as ethics, statistical methods, funding etc. based on the different protocols developed by participants, taking them as field examples.     Except for the seminars, there will be no classical ex-cathedra teaching.  Moodle is used as Learning Management System (LMS) for the distance learning phase and for the F2F in house management of the students.  The online lectures, for the distance learning component of the course, have embedded:      - Self-assessments;       - MCQ quizzes;        - compulsory discussion forum participation.	The face-to-face part of the SCREM usually takes place end of May and June. Applications usually close the 1st of October of the preceding year.	Evaluation consists of the following assessment methods:  - Portfolio assessment with 1) written weekly assignments (MCQ quizzes) during the distance learning component (30% of the final mark), 2) writing of an executive summary, 500 words (20% of the final mark) and 3) oral presentation of personal research project â€“ max. 10 slides (50% of final mark).    For the written weekly assignments in the distance learning component there are no re-sits. For the executive summary and the oral presentation of the personal project a re-sit is possible with the same requirements, within 4 weeks after the end of the course (if necessary through Skype).	Max 20 participants (no limit for tropEd students)	- Holders of a medical or a paramedical university degree of min 240 ECTS credits;   - Minimum of two years professional experience in the clinical field;  - Past or current involvement in one of these fields:  o Research and/or application of EBM,   o Development of clinical guidelines and/or algorithms,   o Coaching of medical or paramedical thesis projects in health sciences higher education,  o Teaching clinical epidemiology / EBM.    - Basic knowledge of statistics and epidemiology (descriptive and inferential/bivariate statistics and basic clinical epidemiology), equivalent to the level of a core course in international health;  - Computer skills: Word, PowerPoint, Excel (basics);  - Proficiency in English (students should be able to read and interpret perfectly English texts. Non-native English speakers or participants who did not use English as course-language during previous academic studies must provide proof of a TOEFL score 580 (paper based), 230 (computer based), or an IETLS of 6.5.	- Personal motivation;  - Involvement in actual or past research / EBM application;  - Scope of professional experience;   - Personal project. Participants are asked to apply with a draft outline of a personal project;   - Future career perspectives;   - Enrolment in MPH, (tropEd)MIH or MGH	3500 â‚¬	Limited number of full scholarships available for applicants from developing countries, priority given to Belgian Development Cooperation (DGD) partner countries (see list on ITM website, www.itg.be).	SCREM programme is since 2014 a blended  course: the F2F training has been shortened from 6 to 5 weeks. The students are enrolled in a distance learning training, lasting 6 weeks (45 hours SIT) before to come to ITM for the F2F component.  Online topics delivered interactive written modules and exercises, are:    â€¢ Basics of clinical epidemiology   â€¢ Intro to EBM; Mendeley use (reference management tool)  â€¢ Searching evidence in literature   â€¢ Word, Excel and PowerPoint  skills for protocol development	The course and specifically the teaching methodology (problem oriented â€œSocratic approachâ€) has been very much appreciated all along by the SCREM students.  The course is labelled as very interactive (very rich in brainstorming, group discussions, on the spot feedback to studentsâ€™ presentations, etc.) and the ITM environment is perceived as very conducive for the participants to fully understand the topics delivered during the course, needed for the formulation of the research protocol and/or guidelines delivery. The studentsâ€™ overall appreciation  of the course has been always between â€œexcellentâ€ and â€œvery goodâ€ on a Likert scale.	Through systematic group discussions and electronic surveys the course has been adapted part of its content according to the feedback of the students and the relevance of the proposed changes.   Some components of the course (statistical software use and more interactive introduction to clinical epidemiology) are fine-tuned in the current blended SCREM.	Starting from a practical question participants encountered in their clinical work (â€œdraft personal projectâ€ as mentioned below under selection criteria), a critical analysis of literature is done and an applied research protocol is identified at the start of the course. The following contents will be contextualized in a specific setting, e.g. in a specific low-resource setting, usually the professional contexts of the students, and worked out individually and/or in small groups (2-3 participants).      1. Protocol development: from observation to hypothesis, from hypothesis to study methodology and sampling populations;  2. Presenting medical statistics: how to present statistical information for a proposal, a paper or a report;  3. Presentation of results in a written (executive summary) and oral (power point presentation) way;   4. Critical reading: pitfalls in research (bias in hypothesis, in inclusion, in analysis, in interpretation, in applicability);  5. Literature Search: how to run a literature search, levels and types of evidence of published research;    6. Principles of EBM and introduction to constructing and evaluating guidelines and algorithms;   7. IT skills: Excel, Reference Manager, Statistical programme (â€œRâ€);  8. Seminars:  â€¢ Ethical aspects of research;  â€¢ Research funding;  â€¢ Introduction to principles of GCP.						
Organisational Behaviour and Transformational Management	After successfully completing the module, students will be able to:  ï€   â€¢ Carry out a competency assessment at different levels of their own workplace  â€¢ Discuss how transformational management processes are implemented in various contexts   â€¢ Critically evaluate and reflect on theories on organisational behaviour and transformational management  â€¢ Identify appropriate measures and tools to plan a transformational process in their own workplace   â€¢ Apply relevant managerial practices to institutionalise transformation in their professional context		1	courses@swisstph.ch	2019-08-08 08:53:01	2019-08-08	2021-01-14 12:09:59	troped	romy	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time	Due to the situation caused by the COVID-19 pandemic, ALL foreseen on-campus phases will be replaced by virtual (distance-based) sessions in 2021. Face-to-face teaching is still not allowed in Switzerland. In cases of having additional questions, please contact the course secretariat.	Barbara BÃ¼rkin	English	advanced optional	2020-11-18 09:57:21	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-02-01	2021-05-14	Submitted for GA Lisbon, January 2019: re-submitted for GA Brescia, October 2020 (virtual): cat 2; Telco 12 Nov 2020: cat 1	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, competency assessment in a given professional context or case study analysis and assessed assignment) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.  â€¢ On-campus phase: consists of 40 hours of independent study, individual and group work, case study analysis, class discussions and student presentations (graded).  â€¢ Post-campus phase: consists of 100 hours of independent study; students have to develop a concept for a transformational management process including appropriate measures and techniques. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout, tailoring their existing cross-cultural management and knowledge to programme content. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	During the preparation period, students are required to review introductory literature and carry out a competency assessment in their professional working context (or in an organisation of their choice; preferably in the health sector, but other areas are also possible) based on the WHO-ASPHER Competency Framework for the Public Health Workforce.  For this purpose, between 3-6 persons are to be addressed directly, by means of an interview, or indirectly by means of a survey. Depending on the occupational position, either individual categories (â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ and â€˜Performance and achievementâ€™) will be selected or various of the 10 sections of the WHO-ASPHER Competency Framework will be combined within the interview/survey. Following the assessment, students will have to write a report in which they: a) summarise the working context (1000 words) b) present and analyse their findings (2000-3000 words). For students without the possibility to do the assessment, a case study with specific questions will be provided. During the preparation phase students will be provided with clear instructions on how to do this in form of a) written instructions guidelines b) one-hour briefing(s) via zoom or another format of direct exchange.   (30% of total mark).    In the course of the on-campus phase, students will take a closer look at the section â€˜collaboration and networking competencies for leadership and partnership with stakeholdersâ€™. Based on the results of the preparatory assessment and a complementary stakeholder mapping, students are required to reflect on relevant techniques and elaborate on ideas on how competencies related to this category could be strengthened. They will be evaluated individually based on their performance whilst presenting their ideas. (30% of total mark)    Following the on-campus phase, students are asked to develop a concept for a transformational management process including appropriate measures and techniques that have been discussed during the on-campus phase. They are required to choose one out of the three categories â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ or â€˜Performance and achievementâ€™ to reflect upon and present their approach. In this concept (max. 5â€™000 words) they are required to demonstrate and justify the selection and appropriateness of measures and management techniques. (40% of total mark)      â€¢ A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-sit for the written assignments (report and concept) is possible within the next six months after submitting the essay.   â€¢ A re-sit for the assessment during the on-campus phase is possible within two weeks after the on-campus phase in online mode (students do not have to come to Basel for the re-sit).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none	â€¢ Wider range of organizational types, especially addressing the public sector   â€¢ Embedding of practical examples during the course week  â€¢ Increased focus on awareness based transformations management within a company	â€¢ Evaluations have shown the clear need for more practical examples  â€¢ Students want a clear orientation towards the health sector	â€¢ Company visits too single-edged, cannot cover the needs of a diverse student structure   â€¢ practical relevance and transfer must be more clearly represented	The following topics will be covered:      â€¢ Introduction into managerial mechanisms to institutionalise transformation  â€¢ Organisational structure: organisational behaviour and organisational design (including culture of innovation and agile organisational processes)    â€¢ Diversity management, intersectionality and inclusive work environments   â€¢ Organisations in a digital world (Digital learning and remote management environments, etc.)  â€¢ Teamwork and Teams (Feedback, conflict resolution and resistance, team dynamics, mediation, empowerment and delegation, etc.)  â€¢ Systems Analysis and Systems thinking tools (Root causes, fish bone, etc.)   â€¢ Trust and psychological safety  â€¢ Dealing with uncertainty and contingencies  â€¢ Practical techniques for a collaborative culture (decision making, organisational goal setting, problem solving, employee engagement, value-based management etc.)  â€¢ Awareness-based instruments such as self-leadership, self-awareness and mindset for changing systems (including Theory U)  â€¢ Organisational case studies that specify processes through which transformational management affects the performance of (public) organisations	Switzerland	Human Resources	Distance-based		6 ECTS credits	
Organisational Behaviour and Transformational Management	After successfully completing the module, students will be able to:  ï€   â€¢ Carry out a competency assessment at different levels of their own workplace  â€¢ Discuss how transformational management processes are implemented in various contexts   â€¢ Critically evaluate and reflect on theories on organisational behaviour and transformational management  â€¢ Identify appropriate measures and tools to plan a transformational process in their own workplace   â€¢ Apply relevant managerial practices to institutionalise transformation in their professional context		1	courses@swisstph.ch	2019-08-08 08:53:01	2019-08-08	2021-01-14 12:09:59	troped	romy	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time	Due to the situation caused by the COVID-19 pandemic, ALL foreseen on-campus phases will be replaced by virtual (distance-based) sessions in 2021. Face-to-face teaching is still not allowed in Switzerland. In cases of having additional questions, please contact the course secretariat.				2020-11-18 09:57:21	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-02-01	2021-05-14	Submitted for GA Lisbon, January 2019: re-submitted for GA Brescia, October 2020 (virtual): cat 2; Telco 12 Nov 2020: cat 1	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, competency assessment in a given professional context or case study analysis and assessed assignment) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.  â€¢ On-campus phase: consists of 40 hours of independent study, individual and group work, case study analysis, class discussions and student presentations (graded).  â€¢ Post-campus phase: consists of 100 hours of independent study; students have to develop a concept for a transformational management process including appropriate measures and techniques. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout, tailoring their existing cross-cultural management and knowledge to programme content. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	During the preparation period, students are required to review introductory literature and carry out a competency assessment in their professional working context (or in an organisation of their choice; preferably in the health sector, but other areas are also possible) based on the WHO-ASPHER Competency Framework for the Public Health Workforce.  For this purpose, between 3-6 persons are to be addressed directly, by means of an interview, or indirectly by means of a survey. Depending on the occupational position, either individual categories (â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ and â€˜Performance and achievementâ€™) will be selected or various of the 10 sections of the WHO-ASPHER Competency Framework will be combined within the interview/survey. Following the assessment, students will have to write a report in which they: a) summarise the working context (1000 words) b) present and analyse their findings (2000-3000 words). For students without the possibility to do the assessment, a case study with specific questions will be provided. During the preparation phase students will be provided with clear instructions on how to do this in form of a) written instructions guidelines b) one-hour briefing(s) via zoom or another format of direct exchange.   (30% of total mark).    In the course of the on-campus phase, students will take a closer look at the section â€˜collaboration and networking competencies for leadership and partnership with stakeholdersâ€™. Based on the results of the preparatory assessment and a complementary stakeholder mapping, students are required to reflect on relevant techniques and elaborate on ideas on how competencies related to this category could be strengthened. They will be evaluated individually based on their performance whilst presenting their ideas. (30% of total mark)    Following the on-campus phase, students are asked to develop a concept for a transformational management process including appropriate measures and techniques that have been discussed during the on-campus phase. They are required to choose one out of the three categories â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ or â€˜Performance and achievementâ€™ to reflect upon and present their approach. In this concept (max. 5â€™000 words) they are required to demonstrate and justify the selection and appropriateness of measures and management techniques. (40% of total mark)      â€¢ A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-sit for the written assignments (report and concept) is possible within the next six months after submitting the essay.   â€¢ A re-sit for the assessment during the on-campus phase is possible within two weeks after the on-campus phase in online mode (students do not have to come to Basel for the re-sit).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none	â€¢ Wider range of organizational types, especially addressing the public sector   â€¢ Embedding of practical examples during the course week  â€¢ Increased focus on awareness based transformations management within a company	â€¢ Evaluations have shown the clear need for more practical examples  â€¢ Students want a clear orientation towards the health sector	â€¢ Company visits too single-edged, cannot cover the needs of a diverse student structure   â€¢ practical relevance and transfer must be more clearly represented	The following topics will be covered:      â€¢ Introduction into managerial mechanisms to institutionalise transformation  â€¢ Organisational structure: organisational behaviour and organisational design (including culture of innovation and agile organisational processes)    â€¢ Diversity management, intersectionality and inclusive work environments   â€¢ Organisations in a digital world (Digital learning and remote management environments, etc.)  â€¢ Teamwork and Teams (Feedback, conflict resolution and resistance, team dynamics, mediation, empowerment and delegation, etc.)  â€¢ Systems Analysis and Systems thinking tools (Root causes, fish bone, etc.)   â€¢ Trust and psychological safety  â€¢ Dealing with uncertainty and contingencies  â€¢ Practical techniques for a collaborative culture (decision making, organisational goal setting, problem solving, employee engagement, value-based management etc.)  â€¢ Awareness-based instruments such as self-leadership, self-awareness and mindset for changing systems (including Theory U)  â€¢ Organisational case studies that specify processes through which transformational management affects the performance of (public) organisations		Management/leadership				
Organisational Behaviour and Transformational Management	After successfully completing the module, students will be able to:  ï€   â€¢ Carry out a competency assessment at different levels of their own workplace  â€¢ Discuss how transformational management processes are implemented in various contexts   â€¢ Critically evaluate and reflect on theories on organisational behaviour and transformational management  â€¢ Identify appropriate measures and tools to plan a transformational process in their own workplace   â€¢ Apply relevant managerial practices to institutionalise transformation in their professional context		1	courses@swisstph.ch	2019-08-08 08:53:01	2019-08-08	2021-01-14 12:09:59	troped	romy	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time	Due to the situation caused by the COVID-19 pandemic, ALL foreseen on-campus phases will be replaced by virtual (distance-based) sessions in 2021. Face-to-face teaching is still not allowed in Switzerland. In cases of having additional questions, please contact the course secretariat.				2020-11-18 09:57:21	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-02-01	2021-05-14	Submitted for GA Lisbon, January 2019: re-submitted for GA Brescia, October 2020 (virtual): cat 2; Telco 12 Nov 2020: cat 1	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, competency assessment in a given professional context or case study analysis and assessed assignment) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.  â€¢ On-campus phase: consists of 40 hours of independent study, individual and group work, case study analysis, class discussions and student presentations (graded).  â€¢ Post-campus phase: consists of 100 hours of independent study; students have to develop a concept for a transformational management process including appropriate measures and techniques. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout, tailoring their existing cross-cultural management and knowledge to programme content. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	During the preparation period, students are required to review introductory literature and carry out a competency assessment in their professional working context (or in an organisation of their choice; preferably in the health sector, but other areas are also possible) based on the WHO-ASPHER Competency Framework for the Public Health Workforce.  For this purpose, between 3-6 persons are to be addressed directly, by means of an interview, or indirectly by means of a survey. Depending on the occupational position, either individual categories (â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ and â€˜Performance and achievementâ€™) will be selected or various of the 10 sections of the WHO-ASPHER Competency Framework will be combined within the interview/survey. Following the assessment, students will have to write a report in which they: a) summarise the working context (1000 words) b) present and analyse their findings (2000-3000 words). For students without the possibility to do the assessment, a case study with specific questions will be provided. During the preparation phase students will be provided with clear instructions on how to do this in form of a) written instructions guidelines b) one-hour briefing(s) via zoom or another format of direct exchange.   (30% of total mark).    In the course of the on-campus phase, students will take a closer look at the section â€˜collaboration and networking competencies for leadership and partnership with stakeholdersâ€™. Based on the results of the preparatory assessment and a complementary stakeholder mapping, students are required to reflect on relevant techniques and elaborate on ideas on how competencies related to this category could be strengthened. They will be evaluated individually based on their performance whilst presenting their ideas. (30% of total mark)    Following the on-campus phase, students are asked to develop a concept for a transformational management process including appropriate measures and techniques that have been discussed during the on-campus phase. They are required to choose one out of the three categories â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ or â€˜Performance and achievementâ€™ to reflect upon and present their approach. In this concept (max. 5â€™000 words) they are required to demonstrate and justify the selection and appropriateness of measures and management techniques. (40% of total mark)      â€¢ A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-sit for the written assignments (report and concept) is possible within the next six months after submitting the essay.   â€¢ A re-sit for the assessment during the on-campus phase is possible within two weeks after the on-campus phase in online mode (students do not have to come to Basel for the re-sit).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none	â€¢ Wider range of organizational types, especially addressing the public sector   â€¢ Embedding of practical examples during the course week  â€¢ Increased focus on awareness based transformations management within a company	â€¢ Evaluations have shown the clear need for more practical examples  â€¢ Students want a clear orientation towards the health sector	â€¢ Company visits too single-edged, cannot cover the needs of a diverse student structure   â€¢ practical relevance and transfer must be more clearly represented	The following topics will be covered:      â€¢ Introduction into managerial mechanisms to institutionalise transformation  â€¢ Organisational structure: organisational behaviour and organisational design (including culture of innovation and agile organisational processes)    â€¢ Diversity management, intersectionality and inclusive work environments   â€¢ Organisations in a digital world (Digital learning and remote management environments, etc.)  â€¢ Teamwork and Teams (Feedback, conflict resolution and resistance, team dynamics, mediation, empowerment and delegation, etc.)  â€¢ Systems Analysis and Systems thinking tools (Root causes, fish bone, etc.)   â€¢ Trust and psychological safety  â€¢ Dealing with uncertainty and contingencies  â€¢ Practical techniques for a collaborative culture (decision making, organisational goal setting, problem solving, employee engagement, value-based management etc.)  â€¢ Awareness-based instruments such as self-leadership, self-awareness and mindset for changing systems (including Theory U)  â€¢ Organisational case studies that specify processes through which transformational management affects the performance of (public) organisations		Organisation				
Organisational Behaviour and Transformational Management	After successfully completing the module, students will be able to:  ï€   â€¢ Carry out a competency assessment at different levels of their own workplace  â€¢ Discuss how transformational management processes are implemented in various contexts   â€¢ Critically evaluate and reflect on theories on organisational behaviour and transformational management  â€¢ Identify appropriate measures and tools to plan a transformational process in their own workplace   â€¢ Apply relevant managerial practices to institutionalise transformation in their professional context		1	courses@swisstph.ch	2019-08-08 08:53:01	2019-08-08	2021-01-14 12:09:59	troped	romy	0		The course covers a period of 12 weeks, in which only the on-campus phase (5 days) is full time	Due to the situation caused by the COVID-19 pandemic, ALL foreseen on-campus phases will be replaced by virtual (distance-based) sessions in 2021. Face-to-face teaching is still not allowed in Switzerland. In cases of having additional questions, please contact the course secretariat.				2020-11-18 09:57:21	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-02-01	2021-05-14	Submitted for GA Lisbon, January 2019: re-submitted for GA Brescia, October 2020 (virtual): cat 2; Telco 12 Nov 2020: cat 1	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, competency assessment in a given professional context or case study analysis and assessed assignment) to prepare for face-to-face sessions. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.  â€¢ On-campus phase: consists of 40 hours of independent study, individual and group work, case study analysis, class discussions and student presentations (graded).  â€¢ Post-campus phase: consists of 100 hours of independent study; students have to develop a concept for a transformational management process including appropriate measures and techniques. Contact to the course coordinators and fellow students to support is given using the forum provided on the learning platform.    The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout, tailoring their existing cross-cultural management and knowledge to programme content. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Zoom.	During the preparation period, students are required to review introductory literature and carry out a competency assessment in their professional working context (or in an organisation of their choice; preferably in the health sector, but other areas are also possible) based on the WHO-ASPHER Competency Framework for the Public Health Workforce.  For this purpose, between 3-6 persons are to be addressed directly, by means of an interview, or indirectly by means of a survey. Depending on the occupational position, either individual categories (â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ and â€˜Performance and achievementâ€™) will be selected or various of the 10 sections of the WHO-ASPHER Competency Framework will be combined within the interview/survey. Following the assessment, students will have to write a report in which they: a) summarise the working context (1000 words) b) present and analyse their findings (2000-3000 words). For students without the possibility to do the assessment, a case study with specific questions will be provided. During the preparation phase students will be provided with clear instructions on how to do this in form of a) written instructions guidelines b) one-hour briefing(s) via zoom or another format of direct exchange.   (30% of total mark).    In the course of the on-campus phase, students will take a closer look at the section â€˜collaboration and networking competencies for leadership and partnership with stakeholdersâ€™. Based on the results of the preparatory assessment and a complementary stakeholder mapping, students are required to reflect on relevant techniques and elaborate on ideas on how competencies related to this category could be strengthened. They will be evaluated individually based on their performance whilst presenting their ideas. (30% of total mark)    Following the on-campus phase, students are asked to develop a concept for a transformational management process including appropriate measures and techniques that have been discussed during the on-campus phase. They are required to choose one out of the three categories â€˜Content and contextâ€™, â€˜Relations and interactionsâ€™ or â€˜Performance and achievementâ€™ to reflect upon and present their approach. In this concept (max. 5â€™000 words) they are required to demonstrate and justify the selection and appropriateness of measures and management techniques. (40% of total mark)      â€¢ A failing grade in one of the three assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-sit for the written assignments (report and concept) is possible within the next six months after submitting the essay.   â€¢ A re-sit for the assessment during the on-campus phase is possible within two weeks after the on-campus phase in online mode (students do not have to come to Basel for the re-sit).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none	â€¢ Wider range of organizational types, especially addressing the public sector   â€¢ Embedding of practical examples during the course week  â€¢ Increased focus on awareness based transformations management within a company	â€¢ Evaluations have shown the clear need for more practical examples  â€¢ Students want a clear orientation towards the health sector	â€¢ Company visits too single-edged, cannot cover the needs of a diverse student structure   â€¢ practical relevance and transfer must be more clearly represented	The following topics will be covered:      â€¢ Introduction into managerial mechanisms to institutionalise transformation  â€¢ Organisational structure: organisational behaviour and organisational design (including culture of innovation and agile organisational processes)    â€¢ Diversity management, intersectionality and inclusive work environments   â€¢ Organisations in a digital world (Digital learning and remote management environments, etc.)  â€¢ Teamwork and Teams (Feedback, conflict resolution and resistance, team dynamics, mediation, empowerment and delegation, etc.)  â€¢ Systems Analysis and Systems thinking tools (Root causes, fish bone, etc.)   â€¢ Trust and psychological safety  â€¢ Dealing with uncertainty and contingencies  â€¢ Practical techniques for a collaborative culture (decision making, organisational goal setting, problem solving, employee engagement, value-based management etc.)  â€¢ Awareness-based instruments such as self-leadership, self-awareness and mindset for changing systems (including Theory U)  â€¢ Organisational case studies that specify processes through which transformational management affects the performance of (public) organisations						
Leadership	After successfully completing the module, students will be able to:    â€¢ Apply key concepts of leadership theory and appreciate their relevance to international health practice.   â€¢ Critically evaluate theoretical approaches, including transactional and transformational leadership and its application in the field of health.   â€¢ Analyse the complexities of leading and motivating multiple stakeholders in the field of international health.   â€¢ Apply relevant  mentorship and feedback models to their own professional workplace.   â€¢ Critically reflect on their own professional and personal development as leaders in international health and develop a Personal Development Plan (PDP) for their particular organisational context.		1	courses@swisstph.ch	2019-09-02 09:40:56	2019-09-02	2020-09-15 15:10:04	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline: 26 February 2021 Preparation phase (self-directed): 15 March - 23 April 2021 On-campus phase: 26 - 30 April 2021 Post campus phase (self-directed): 3 May - 25 June 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Barbara BÃ¼rkin	English	advanced optional	2019-09-02 13:54:44	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-03-15	2021-06-25	Accredited in June 2019 in Umea, Sweden. This accreditation is valid until June 2024.	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to write an elevator speech and a Personal Development Plan.   â€¢ In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Faciliutators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours)  week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to describe themselves using a one slide template and they have to read and assess themselves using a Competency Self Assessment questionnaire ; the completion of the questionnaire counts for 15% of the total mark.    During the on-campus week students will work on a topic presented and discussed (e.g. personality assessment, mentoring, inclusion, competencies, etc.) and deliver a final presentation (35% of final mark).    Following the on-campus period of the module, students will complete a text for an â€˜elevator speechâ€™ (max. 500 words) and a press release (500 words) on an international health issue (15% of total mark) as well as a Personal Development Plan, based on the self-assessment and theoretical approaches, in relation to the current or anticipated work environment (500 â€“ 1000 words) (35% of total mark).     In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â€¢ A failing grade in one of the four assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-submission of the two assignments following the on-campus week â€“ if failed â€“ can be done two months after being informed of the failure.    â€¢ A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				The following topics will be covered:    â€¢ Key debates around leadership in international health and implications for leaders within organisations.   â€¢ Theoretical frameworks of leadership and application to field of health   â€¢ Transactional and transformational leadership   â€¢ Team motivation, communications and managing people   â€¢ Personal and professional development planning   â€¢ Strategic stakeholder analysis and stakeholder engagement   â€¢ Mentoring, coaching and feedback techniques.   â€¢ Communication and networking skills.   â€¢ Good to Great Framework  â€¢ The Five Talents for Public Health Leadership  â€¢ Self-assessment of leadership competencies to identify knowledge gaps and further training needs.	Switzerland	Communication (oral, written)	Blended-learning		6 ECTS credits	
Leadership	After successfully completing the module, students will be able to:    â€¢ Apply key concepts of leadership theory and appreciate their relevance to international health practice.   â€¢ Critically evaluate theoretical approaches, including transactional and transformational leadership and its application in the field of health.   â€¢ Analyse the complexities of leading and motivating multiple stakeholders in the field of international health.   â€¢ Apply relevant  mentorship and feedback models to their own professional workplace.   â€¢ Critically reflect on their own professional and personal development as leaders in international health and develop a Personal Development Plan (PDP) for their particular organisational context.		1	courses@swisstph.ch	2019-09-02 09:40:56	2019-09-02	2020-09-15 15:10:04	troped	troped	0		Application deadline: 26 February 2021 Preparation phase (self-directed): 15 March - 23 April 2021 On-campus phase: 26 - 30 April 2021 Post campus phase (self-directed): 3 May - 25 June 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland	Katarzyna Czabanowska			2019-09-02 13:54:44	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-03-15	2021-06-25	Accredited in June 2019 in Umea, Sweden. This accreditation is valid until June 2024.	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to write an elevator speech and a Personal Development Plan.   â€¢ In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Faciliutators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours)  week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to describe themselves using a one slide template and they have to read and assess themselves using a Competency Self Assessment questionnaire ; the completion of the questionnaire counts for 15% of the total mark.    During the on-campus week students will work on a topic presented and discussed (e.g. personality assessment, mentoring, inclusion, competencies, etc.) and deliver a final presentation (35% of final mark).    Following the on-campus period of the module, students will complete a text for an â€˜elevator speechâ€™ (max. 500 words) and a press release (500 words) on an international health issue (15% of total mark) as well as a Personal Development Plan, based on the self-assessment and theoretical approaches, in relation to the current or anticipated work environment (500 â€“ 1000 words) (35% of total mark).     In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â€¢ A failing grade in one of the four assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-submission of the two assignments following the on-campus week â€“ if failed â€“ can be done two months after being informed of the failure.    â€¢ A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				The following topics will be covered:    â€¢ Key debates around leadership in international health and implications for leaders within organisations.   â€¢ Theoretical frameworks of leadership and application to field of health   â€¢ Transactional and transformational leadership   â€¢ Team motivation, communications and managing people   â€¢ Personal and professional development planning   â€¢ Strategic stakeholder analysis and stakeholder engagement   â€¢ Mentoring, coaching and feedback techniques.   â€¢ Communication and networking skills.   â€¢ Good to Great Framework  â€¢ The Five Talents for Public Health Leadership  â€¢ Self-assessment of leadership competencies to identify knowledge gaps and further training needs.		Management/leadership				
Leadership	After successfully completing the module, students will be able to:    â€¢ Apply key concepts of leadership theory and appreciate their relevance to international health practice.   â€¢ Critically evaluate theoretical approaches, including transactional and transformational leadership and its application in the field of health.   â€¢ Analyse the complexities of leading and motivating multiple stakeholders in the field of international health.   â€¢ Apply relevant  mentorship and feedback models to their own professional workplace.   â€¢ Critically reflect on their own professional and personal development as leaders in international health and develop a Personal Development Plan (PDP) for their particular organisational context.		1	courses@swisstph.ch	2019-09-02 09:40:56	2019-09-02	2020-09-15 15:10:04	troped	troped	0		Application deadline: 26 February 2021 Preparation phase (self-directed): 15 March - 23 April 2021 On-campus phase: 26 - 30 April 2021 Post campus phase (self-directed): 3 May - 25 June 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland				2019-09-02 13:54:44	TOTAL SIT: 180 h  - Face-to-face hours: 40 h  - Self-study hours: 140 h (incl. the possibility of distance-based interaction with students and facilitators)	2021-03-15	2021-06-25	Accredited in June 2019 in Umea, Sweden. This accreditation is valid until June 2024.	During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase:  consists of 40 hrs of independent study (readings, assessed tasks) to prepare for face-to-face sessions. Contact to the course coordinators  and fellow students to support is given using the forum provided on the learning platform.    â€¢ Post-campus phase: consists of 100 hours of independent study;  students have to write an elevator speech and a Personal Development Plan.   â€¢ In the pre- and post-campus phase students interact with each other and the facilitators using a forum on the electronic platform. Faciliutators can be approached at any time during these phases to get feedback to the specific tasks.  The on-campus week (40 hours)  week is taught through short plenary lectures to give the basic knowledge needed, and plenary/group workshops, including case studies, documentaries and presentations. In addition, students undertake guided independent study throughout. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged. Small group work findings will be presented throughout the week.	This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	During the preparation period, students get several readings to prepare for the on-campus week. In addition they have to describe themselves using a one slide template and they have to read and assess themselves using a Competency Self Assessment questionnaire ; the completion of the questionnaire counts for 15% of the total mark.    During the on-campus week students will work on a topic presented and discussed (e.g. personality assessment, mentoring, inclusion, competencies, etc.) and deliver a final presentation (35% of final mark).    Following the on-campus period of the module, students will complete a text for an â€˜elevator speechâ€™ (max. 500 words) and a press release (500 words) on an international health issue (15% of total mark) as well as a Personal Development Plan, based on the self-assessment and theoretical approaches, in relation to the current or anticipated work environment (500 â€“ 1000 words) (35% of total mark).     In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).       â€¢ A failing grade in one of the four assignments is allowed as long as the total mark for the module is 60 out of 100 points or better.   â€¢ A re-submission of the two assignments following the on-campus week â€“ if failed â€“ can be done two months after being informed of the failure.    â€¢ A re-assessment of the presentation during on-campus week has to be submitted three weeks after the on-campus week (only in written form).	Maximum of 20 students per course; maximum number of tropEd students: 8	tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent, and an intermediate.  Students need a reliable internet connection to follow the preparation phase and the post-campus (assignment) phase. No specific software licenses are needed.	For tropEd students:  First come, first served principle	Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 2â€™450; other students pay CHF 2â€™850 (CHF 410 per ECTS credit point).	none				The following topics will be covered:    â€¢ Key debates around leadership in international health and implications for leaders within organisations.   â€¢ Theoretical frameworks of leadership and application to field of health   â€¢ Transactional and transformational leadership   â€¢ Team motivation, communications and managing people   â€¢ Personal and professional development planning   â€¢ Strategic stakeholder analysis and stakeholder engagement   â€¢ Mentoring, coaching and feedback techniques.   â€¢ Communication and networking skills.   â€¢ Good to Great Framework  â€¢ The Five Talents for Public Health Leadership  â€¢ Self-assessment of leadership competencies to identify knowledge gaps and further training needs.						
Policy and Practice of Global Child Health	<br>At the end of the module the student should be able to  1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health  2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents  3. Explain key clinical interventions and public health strategies to address these conditions		1	ralf.weigel@uni-wh.de	2019-09-26 09:00:54	2019-09-26	2020-06-09 13:20:26	troped	troped	0	Germany - Witten/Herdecke University, Witten	Two weeks	<br>Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany	Ralf Weigel	English	advanced optional	2019-09-26 13:09:53	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-07-05	2021-07-16	<br>London GA, September 2019.	<br>A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:  Am:  â€¢ 15 minutes reflection on learning of the previous day and introduction to new topic  â€¢ 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day  â€¢ 15 minutes to explain tasks for group work  â€¢ 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions  Pm:  â€¢ 1 hour seminar on the basis of brief presentations from group work with a  reflection on learning outcomes of the day  â€¢ 2.5 hours self-directed reading (revision and preparation of next day)	<br>Key resources:  â€¢ Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019  â€¢ Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016  â€¢ Pocket book of Hospital care for children, 2nd edition, WHO 2013 https://www.who.int/maternal_child_adolescent/documents/child_hospital_care/en/  â€¢ Global Child Health Course, SickKids centre for Global Child Health, 2019 https://learn.sickkidsglobal.ca/	<br>Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.  1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).  2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.  The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).  Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelorâ€™s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health.	<br>Places will be allocated on a first come- first served basis.	<br>600.00 Euro	<br>Not available				<br>1. Module Introduction, general module structure, learning outcomes and assessment  information; the evolution of global child health (GCH), main actors and global initiatives,  burden of disease, epidemiological trends and goals   2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy  3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents  4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)  â€¢ New-born care and infancy: perinatal risks, the child with low birth weight, early child development  â€¢ The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues  â€¢ Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media  5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care,immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests	Germany	Child health	Face to face		3 ECTS credits	
Policy and Practice of Global Child Health	<br>At the end of the module the student should be able to  1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health  2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents  3. Explain key clinical interventions and public health strategies to address these conditions		1	ralf.weigel@uni-wh.de	2019-09-26 09:00:54	2019-09-26	2020-06-09 13:20:26	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany				2019-09-26 13:09:53	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-07-05	2021-07-16	<br>London GA, September 2019.	<br>A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:  Am:  â€¢ 15 minutes reflection on learning of the previous day and introduction to new topic  â€¢ 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day  â€¢ 15 minutes to explain tasks for group work  â€¢ 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions  Pm:  â€¢ 1 hour seminar on the basis of brief presentations from group work with a  reflection on learning outcomes of the day  â€¢ 2.5 hours self-directed reading (revision and preparation of next day)	<br>Key resources:  â€¢ Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019  â€¢ Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016  â€¢ Pocket book of Hospital care for children, 2nd edition, WHO 2013 https://www.who.int/maternal_child_adolescent/documents/child_hospital_care/en/  â€¢ Global Child Health Course, SickKids centre for Global Child Health, 2019 https://learn.sickkidsglobal.ca/	<br>Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.  1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).  2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.  The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).  Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelorâ€™s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health.	<br>Places will be allocated on a first come- first served basis.	<br>600.00 Euro	<br>Not available				<br>1. Module Introduction, general module structure, learning outcomes and assessment  information; the evolution of global child health (GCH), main actors and global initiatives,  burden of disease, epidemiological trends and goals   2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy  3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents  4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)  â€¢ New-born care and infancy: perinatal risks, the child with low birth weight, early child development  â€¢ The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues  â€¢ Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media  5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care,immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests		Disease prevention & control				
Policy and Practice of Global Child Health	<br>At the end of the module the student should be able to  1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health  2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents  3. Explain key clinical interventions and public health strategies to address these conditions		1	ralf.weigel@uni-wh.de	2019-09-26 09:00:54	2019-09-26	2020-06-09 13:20:26	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany				2019-09-26 13:09:53	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-07-05	2021-07-16	<br>London GA, September 2019.	<br>A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:  Am:  â€¢ 15 minutes reflection on learning of the previous day and introduction to new topic  â€¢ 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day  â€¢ 15 minutes to explain tasks for group work  â€¢ 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions  Pm:  â€¢ 1 hour seminar on the basis of brief presentations from group work with a  reflection on learning outcomes of the day  â€¢ 2.5 hours self-directed reading (revision and preparation of next day)	<br>Key resources:  â€¢ Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019  â€¢ Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016  â€¢ Pocket book of Hospital care for children, 2nd edition, WHO 2013 https://www.who.int/maternal_child_adolescent/documents/child_hospital_care/en/  â€¢ Global Child Health Course, SickKids centre for Global Child Health, 2019 https://learn.sickkidsglobal.ca/	<br>Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.  1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).  2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.  The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).  Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelorâ€™s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health.	<br>Places will be allocated on a first come- first served basis.	<br>600.00 Euro	<br>Not available				<br>1. Module Introduction, general module structure, learning outcomes and assessment  information; the evolution of global child health (GCH), main actors and global initiatives,  burden of disease, epidemiological trends and goals   2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy  3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents  4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)  â€¢ New-born care and infancy: perinatal risks, the child with low birth weight, early child development  â€¢ The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues  â€¢ Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media  5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care,immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests		Health systems				
Policy and Practice of Global Child Health	<br>At the end of the module the student should be able to  1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health  2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents  3. Explain key clinical interventions and public health strategies to address these conditions		1	ralf.weigel@uni-wh.de	2019-09-26 09:00:54	2019-09-26	2020-06-09 13:20:26	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany				2019-09-26 13:09:53	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-07-05	2021-07-16	<br>London GA, September 2019.	<br>A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:  Am:  â€¢ 15 minutes reflection on learning of the previous day and introduction to new topic  â€¢ 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day  â€¢ 15 minutes to explain tasks for group work  â€¢ 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions  Pm:  â€¢ 1 hour seminar on the basis of brief presentations from group work with a  reflection on learning outcomes of the day  â€¢ 2.5 hours self-directed reading (revision and preparation of next day)	<br>Key resources:  â€¢ Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019  â€¢ Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016  â€¢ Pocket book of Hospital care for children, 2nd edition, WHO 2013 https://www.who.int/maternal_child_adolescent/documents/child_hospital_care/en/  â€¢ Global Child Health Course, SickKids centre for Global Child Health, 2019 https://learn.sickkidsglobal.ca/	<br>Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.  1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).  2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.  The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).  Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelorâ€™s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health.	<br>Places will be allocated on a first come- first served basis.	<br>600.00 Euro	<br>Not available				<br>1. Module Introduction, general module structure, learning outcomes and assessment  information; the evolution of global child health (GCH), main actors and global initiatives,  burden of disease, epidemiological trends and goals   2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy  3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents  4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)  â€¢ New-born care and infancy: perinatal risks, the child with low birth weight, early child development  â€¢ The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues  â€¢ Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media  5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care,immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests		International / global				
Policy and Practice of Global Child Health	<br>At the end of the module the student should be able to  1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health  2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents  3. Explain key clinical interventions and public health strategies to address these conditions		1	ralf.weigel@uni-wh.de	2019-09-26 09:00:54	2019-09-26	2020-06-09 13:20:26	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany				2019-09-26 13:09:53	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-07-05	2021-07-16	<br>London GA, September 2019.	<br>A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:  Am:  â€¢ 15 minutes reflection on learning of the previous day and introduction to new topic  â€¢ 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day  â€¢ 15 minutes to explain tasks for group work  â€¢ 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions  Pm:  â€¢ 1 hour seminar on the basis of brief presentations from group work with a  reflection on learning outcomes of the day  â€¢ 2.5 hours self-directed reading (revision and preparation of next day)	<br>Key resources:  â€¢ Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019  â€¢ Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016  â€¢ Pocket book of Hospital care for children, 2nd edition, WHO 2013 https://www.who.int/maternal_child_adolescent/documents/child_hospital_care/en/  â€¢ Global Child Health Course, SickKids centre for Global Child Health, 2019 https://learn.sickkidsglobal.ca/	<br>Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.  1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).  2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.  The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).  Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelorâ€™s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health.	<br>Places will be allocated on a first come- first served basis.	<br>600.00 Euro	<br>Not available				<br>1. Module Introduction, general module structure, learning outcomes and assessment  information; the evolution of global child health (GCH), main actors and global initiatives,  burden of disease, epidemiological trends and goals   2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy  3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents  4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)  â€¢ New-born care and infancy: perinatal risks, the child with low birth weight, early child development  â€¢ The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues  â€¢ Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media  5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care,immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests						
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course	Lisa Hoffaeller	English	advanced optional	2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda	Germany	Climate	Distance-based		3 ECTS credits	
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0		1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course				2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda		Ecosystems				
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0		1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course				2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda		Health in all policies				
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0		1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course				2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda		planetary				
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0		1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course				2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda		pollution				
Climate change and health: initiating and leading transformational change	<br>At the end of the module, students will be able to:  - Recognize the basic mechanisms of climate change and  other key dimensions of planetary health, explain its main drivers and observed and projected consequences  - Illustrate observed and projected health impacts of climate change, present the concept of health adaptation measures and give examples  - Explain health co-benefits of climate change mitigation measures in other sectors and give examples  - Construct an argument for the need of transformational change in the context of climate change & planetary health and use new methods for creating a transformational case/agenda  - Identify the case for transformation to advocate for the climate change & health agenda and co-create a draft transformational agenda in a concrete local context/institution		1	ttu@lrz.uni-muenchen.de	2019-10-22 04:42:38	2019-10-22	2020-12-03 11:54:34	troped	romy	0		1 preparatory week, including pre-reading  1 week online (tutor facilitated) module (2021-03-06 to 2021-03-07, 2021-03-22 - 2021-03-23, 2021-04-23) and  assignment submission four weeks after the course	Online based course				2019-10-22 08:52:43	<br>Pre-reading: 20 hours  Online learning: 45 hours (includes online teaching and group work in break-out sessions)  Post-course assignment: 25 hours  Total SIT: 90 hours	2021-03-06	2021-04-23	<br>At tropEd GA in London September 2019. This accreditation is valid until September 2024.	<br>The overall module is split in three parts:  a) individual pre-reading over the first week, before the face to face course starts (22% of the overall module)  b) an online learning module (tutor facilitated; 50% of the overall module)  c ) individual work on a defined case chosen by the course participant, preparation and delivery of presentation (28% of the overall module)    The online module is conveyed with predominantly participatory learning methods, including interactive lectures, led by experts in the field, individual and group exercises, peer coaching, peer teaching, role plays, case studies and action learning.	Online delivery via Zoom in 2020 due to the Corona crisis.	<br>  During the online module, participants will identify and start working on an individually defined case for transformation in relation to climate change & planetary health. After the first two 2-day modules, participants will turn the collected material into a 8-10 page presentation to be presented as a 8-10 min presentation in the final 1 day module as discussed between participant and lecturer, in self-study. This includes further elaborating the case and developing possible transformational options for action.  The presentation will be rated according to the following criteria defined in an assessment grid: demonstrating appropriate application of learning objectives, use of provided and additional literature, independent thinking (selection of topic, reflection of course content in the development of own idea and line of argumentation) and rationale for a transformational idea with reference to practical implementation.  The final grade will be based on the introductory presentation on the case developed during the pre-reading week (30% of the overall grade; emphasis on learning objectives 1-3) and the grading of the presentation (emphasis on the learning objectives 4 and 5) (70% of the overall grade) (Grades A - E as pass, F for fail).  A failed introductory presentation can be compensated and will be assessed trough in-class participation.  A failed final presentation can be presented again after 10-14 days on the same topic by incorporating feedback from the course facilitators. The maximum grade that can be awarded for a second presentation can be the pass mark Grade E.	<br>Max. number of participants: 60 (number of tropEd students not limited within this group size)	<br>- Proof of English language fluency: tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  - Participants do not require previous knowledge on climate change and health as basic knowledge will be generated through the pre-reading materials.	<br>Participants are selected on a first-come, first-served basis	<br>EUR 600,-	<br>None				<br>The module is multidisciplinary and draws upon expertsâ€™ knowledge, experience and skills, including:  - introduction to climate science and climate change and planetary health science  - associations between climate change and human health, presentation of observed and projected health impacts (beneficial and adverse effects) and discussion of selected examples  - concepts of health adaptation to climate change, such as early warning systems for extreme weather events and heat health action plans; health co-benefits from climate change mitigation measures, for example through the reduction of air pollution from new mobility and transport schemes. Discussion of examples on institutional, city, country and global level. Frameworks of climate change, the health aspects of the SDG framework and planetary health with focus on interlinkages and synergies  - transformational change concepts and examples in different sectors  - concept of becoming a change agent and concept of movements for transformational change including examples and the opportunity to practice  - first steps in designing and co-creating a transformational change agenda						
Practice Oriented Project (POP) â€“ for practical settings	<br>After successfully completing the module, students will be able to:    â€¢ Use and evaluate different tools for problem and situation analysis and project planning, for an identified managerial problem  â€¢ Develop a project plan, including work packages, timeline and budget, and communication plan  â€¢ Implement a RACI analysis for involving stakeholders  â€¢ Propose and implement a relevant, small and targeted project, preferably at the workplace		1	courses@swisstph.ch	2019-10-25 07:25:39	2019-10-25	2020-09-15 15:24:41	troped	troped	0	Switzerland - Swiss Tropical & Public Health Institute, Basel	Application deadline: 27 August 2021 Preparation phase (self-directed): 13 September - 22 October 2021 On-campus phase: 25 - 29 October 2021 Post campus phase (self-directed): 1 November - 24 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch  bernadette.peterhans@swisstph.ch	Axel Hoffmann 	English	advanced optional	2019-10-25 11:39:48	TOTAL SIT: 300 h  - Face-to-face hours: 40 h + 10 hours direct individual contact with facilitators during distance-based phases  - Self-study hours: 250 h (40 hours preparation, 40 hours situation and stakeholder analyses, 70 hours project proposal, 60 hours implementation, 40 hours implementation report)	2021-09-13	2021-12-24	<br>Submitted for GA Lisbon, January 2019. Accredited in September 2019, in London. This accreditation is valid until September 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase: During the preparation period, students will get guiding questions to elaborate on first project ideas. Individual communication with course facilitators is guaranteed. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. Students are regularly reminded to participate in the group discussions.  â€¢ Post-campus phase: individual work on the assignments, supported by fellow students and facilitators (up to 7 hours support by facilitators guaranteed); students communicate via the forum on the electronic learning platform  The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and individual/group work. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will get guiding questions to elaborate on first project ideas. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. They have to give a 5 to 10 minutes presentation at the beginning of the on-campus week (10% of total mark).     Following the on-campus week, students have to submit    â€¢ Summary of situation and problem analysis (1,000 words)   â€¢ Short project proposal (4,000 words)   â€¢ Implementation report (5,000 words)     The three parts of this final assignment counts for 90% of the total mark.    In rare cases students will not be able to implement the project due to restrictions at the workplace, disagreement of line managers, etc. In this case the project proposal should include more details on the foreseen implementation under ideal conditions, and an extended situation and problem analysis. The challenges to implementation have to be described instead of an implementation report:    â€¢ Problem analysis (2â€™500 words)   â€¢ Project proposal (7â€™500 words)   â€¢ Brief description of challenges to implementation (3â€™000 words)       In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A fail in the preparation assignment can be re-submitted during the on-campus week. A re-submission for the final assignment is possible within the next six months after submitting the reports.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent,  or native speaker or completed higher education in English (with written proof)	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 3â€™000; other students pay CHF 3â€™480 (CHF 300 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools to analyse the situation at the workplace â€“ six-step problem solving model, drill down technique, four frame model)  â€¢ Identifying and reviewing a state or process that should be changed (the four phases of change management)  â€¢ Project Planning â€“ the hierarchy of objectives  â€¢ Work packages, project deliverables  â€¢ Stakeholder analysis (RACI analysis)  â€¢ Develoing a responsibility matrix for involving stakeholders  â€¢ Project schedule  â€¢ Measurement of success â€“ how to monitor the project implementation	Switzerland	Human Resources	Blended-learning		10 ECTS credits	
Practice Oriented Project (POP) â€“ for practical settings	<br>After successfully completing the module, students will be able to:    â€¢ Use and evaluate different tools for problem and situation analysis and project planning, for an identified managerial problem  â€¢ Develop a project plan, including work packages, timeline and budget, and communication plan  â€¢ Implement a RACI analysis for involving stakeholders  â€¢ Propose and implement a relevant, small and targeted project, preferably at the workplace		1	courses@swisstph.ch	2019-10-25 07:25:39	2019-10-25	2020-09-15 15:24:41	troped	troped	0		Application deadline: 27 August 2021 Preparation phase (self-directed): 13 September - 22 October 2021 On-campus phase: 25 - 29 October 2021 Post campus phase (self-directed): 1 November - 24 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch  bernadette.peterhans@swisstph.ch	Barbara BÃ¼rkin			2019-10-25 11:39:48	TOTAL SIT: 300 h  - Face-to-face hours: 40 h + 10 hours direct individual contact with facilitators during distance-based phases  - Self-study hours: 250 h (40 hours preparation, 40 hours situation and stakeholder analyses, 70 hours project proposal, 60 hours implementation, 40 hours implementation report)	2021-09-13	2021-12-24	<br>Submitted for GA Lisbon, January 2019. Accredited in September 2019, in London. This accreditation is valid until September 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase: During the preparation period, students will get guiding questions to elaborate on first project ideas. Individual communication with course facilitators is guaranteed. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. Students are regularly reminded to participate in the group discussions.  â€¢ Post-campus phase: individual work on the assignments, supported by fellow students and facilitators (up to 7 hours support by facilitators guaranteed); students communicate via the forum on the electronic learning platform  The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and individual/group work. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will get guiding questions to elaborate on first project ideas. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. They have to give a 5 to 10 minutes presentation at the beginning of the on-campus week (10% of total mark).     Following the on-campus week, students have to submit    â€¢ Summary of situation and problem analysis (1,000 words)   â€¢ Short project proposal (4,000 words)   â€¢ Implementation report (5,000 words)     The three parts of this final assignment counts for 90% of the total mark.    In rare cases students will not be able to implement the project due to restrictions at the workplace, disagreement of line managers, etc. In this case the project proposal should include more details on the foreseen implementation under ideal conditions, and an extended situation and problem analysis. The challenges to implementation have to be described instead of an implementation report:    â€¢ Problem analysis (2â€™500 words)   â€¢ Project proposal (7â€™500 words)   â€¢ Brief description of challenges to implementation (3â€™000 words)       In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A fail in the preparation assignment can be re-submitted during the on-campus week. A re-submission for the final assignment is possible within the next six months after submitting the reports.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent,  or native speaker or completed higher education in English (with written proof)	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 3â€™000; other students pay CHF 3â€™480 (CHF 300 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools to analyse the situation at the workplace â€“ six-step problem solving model, drill down technique, four frame model)  â€¢ Identifying and reviewing a state or process that should be changed (the four phases of change management)  â€¢ Project Planning â€“ the hierarchy of objectives  â€¢ Work packages, project deliverables  â€¢ Stakeholder analysis (RACI analysis)  â€¢ Develoing a responsibility matrix for involving stakeholders  â€¢ Project schedule  â€¢ Measurement of success â€“ how to monitor the project implementation		Organisation				
Practice Oriented Project (POP) â€“ for practical settings	<br>After successfully completing the module, students will be able to:    â€¢ Use and evaluate different tools for problem and situation analysis and project planning, for an identified managerial problem  â€¢ Develop a project plan, including work packages, timeline and budget, and communication plan  â€¢ Implement a RACI analysis for involving stakeholders  â€¢ Propose and implement a relevant, small and targeted project, preferably at the workplace		1	courses@swisstph.ch	2019-10-25 07:25:39	2019-10-25	2020-09-15 15:24:41	troped	troped	0		Application deadline: 27 August 2021 Preparation phase (self-directed): 13 September - 22 October 2021 On-campus phase: 25 - 29 October 2021 Post campus phase (self-directed): 1 November - 24 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch  bernadette.peterhans@swisstph.ch				2019-10-25 11:39:48	TOTAL SIT: 300 h  - Face-to-face hours: 40 h + 10 hours direct individual contact with facilitators during distance-based phases  - Self-study hours: 250 h (40 hours preparation, 40 hours situation and stakeholder analyses, 70 hours project proposal, 60 hours implementation, 40 hours implementation report)	2021-09-13	2021-12-24	<br>Submitted for GA Lisbon, January 2019. Accredited in September 2019, in London. This accreditation is valid until September 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase: During the preparation period, students will get guiding questions to elaborate on first project ideas. Individual communication with course facilitators is guaranteed. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. Students are regularly reminded to participate in the group discussions.  â€¢ Post-campus phase: individual work on the assignments, supported by fellow students and facilitators (up to 7 hours support by facilitators guaranteed); students communicate via the forum on the electronic learning platform  The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and individual/group work. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will get guiding questions to elaborate on first project ideas. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. They have to give a 5 to 10 minutes presentation at the beginning of the on-campus week (10% of total mark).     Following the on-campus week, students have to submit    â€¢ Summary of situation and problem analysis (1,000 words)   â€¢ Short project proposal (4,000 words)   â€¢ Implementation report (5,000 words)     The three parts of this final assignment counts for 90% of the total mark.    In rare cases students will not be able to implement the project due to restrictions at the workplace, disagreement of line managers, etc. In this case the project proposal should include more details on the foreseen implementation under ideal conditions, and an extended situation and problem analysis. The challenges to implementation have to be described instead of an implementation report:    â€¢ Problem analysis (2â€™500 words)   â€¢ Project proposal (7â€™500 words)   â€¢ Brief description of challenges to implementation (3â€™000 words)       In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A fail in the preparation assignment can be re-submitted during the on-campus week. A re-submission for the final assignment is possible within the next six months after submitting the reports.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent,  or native speaker or completed higher education in English (with written proof)	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 3â€™000; other students pay CHF 3â€™480 (CHF 300 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools to analyse the situation at the workplace â€“ six-step problem solving model, drill down technique, four frame model)  â€¢ Identifying and reviewing a state or process that should be changed (the four phases of change management)  â€¢ Project Planning â€“ the hierarchy of objectives  â€¢ Work packages, project deliverables  â€¢ Stakeholder analysis (RACI analysis)  â€¢ Develoing a responsibility matrix for involving stakeholders  â€¢ Project schedule  â€¢ Measurement of success â€“ how to monitor the project implementation		Project Management				
Practice Oriented Project (POP) â€“ for practical settings	<br>After successfully completing the module, students will be able to:    â€¢ Use and evaluate different tools for problem and situation analysis and project planning, for an identified managerial problem  â€¢ Develop a project plan, including work packages, timeline and budget, and communication plan  â€¢ Implement a RACI analysis for involving stakeholders  â€¢ Propose and implement a relevant, small and targeted project, preferably at the workplace		1	courses@swisstph.ch	2019-10-25 07:25:39	2019-10-25	2020-09-15 15:24:41	troped	troped	0		Application deadline: 27 August 2021 Preparation phase (self-directed): 13 September - 22 October 2021 On-campus phase: 25 - 29 October 2021 Post campus phase (self-directed): 1 November - 24 December 2021	Swiss Tropical and Public Health Institute, P.O. Box, Socinstrasse 57, CH â€“ 4002 Basel, Switzerland  Tel.: +41 61 284 81 15, Fax +41 61 284 81 06  Website: www.swisstph.ch  tropEd representative: A. Hoffmann, B. Peterhans  axel.hoffmann@swisstph.ch  bernadette.peterhans@swisstph.ch				2019-10-25 11:39:48	TOTAL SIT: 300 h  - Face-to-face hours: 40 h + 10 hours direct individual contact with facilitators during distance-based phases  - Self-study hours: 250 h (40 hours preparation, 40 hours situation and stakeholder analyses, 70 hours project proposal, 60 hours implementation, 40 hours implementation report)	2021-09-13	2021-12-24	<br>Submitted for GA Lisbon, January 2019. Accredited in September 2019, in London. This accreditation is valid until September 2024.	<br>During the two distance-based phases, students will engage in self-directed learning, to meet learning objectives, using materials and tools provided on the online learning management system (Moodle).    â€¢ Preparation phase: During the preparation period, students will get guiding questions to elaborate on first project ideas. Individual communication with course facilitators is guaranteed. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. Students are regularly reminded to participate in the group discussions.  â€¢ Post-campus phase: individual work on the assignments, supported by fellow students and facilitators (up to 7 hours support by facilitators guaranteed); students communicate via the forum on the electronic learning platform  The on-campus week is taught through short plenary lectures to give the basic knowledge needed, and individual/group work. The class structure and teaching methods employed will be interactive in nature, and class participation is actively encouraged.	<br>This module is offered regularly as a core-module in Swiss TPHâ€™s MBA in International Health Management programme, therefore the number of tropEd students we can admit is limited.    Throughout the module, an online learning management system (Moodle) will be used to support learning activities in the distance-based phases, during which students will be required to complete assignments, communicate with their working groups and upload learning products. Through the electronic platform, students will also have the opportunity to interact with each other (and the facilitators) at their convenience to discuss these same learning products, using discussion forums and other tools.    On request, distance-based, more detailed discussions with facilitators are possible during agreed timeslots and using Adobe Connect.	<br>During the preparation period, students will get guiding questions to elaborate on first project ideas. Students have to post their initial ideas in an online forum open to all participants and have to give feedback to the ideas of others. They have to give a 5 to 10 minutes presentation at the beginning of the on-campus week (10% of total mark).     Following the on-campus week, students have to submit    â€¢ Summary of situation and problem analysis (1,000 words)   â€¢ Short project proposal (4,000 words)   â€¢ Implementation report (5,000 words)     The three parts of this final assignment counts for 90% of the total mark.    In rare cases students will not be able to implement the project due to restrictions at the workplace, disagreement of line managers, etc. In this case the project proposal should include more details on the foreseen implementation under ideal conditions, and an extended situation and problem analysis. The challenges to implementation have to be described instead of an implementation report:    â€¢ Problem analysis (2â€™500 words)   â€¢ Project proposal (7â€™500 words)   â€¢ Brief description of challenges to implementation (3â€™000 words)       In addition, students will have to present individual and group work findings throughout the on-campus week (not graded).     A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60 out of 100 points or better. A fail in the preparation assignment can be re-submitted during the on-campus week. A re-submission for the final assignment is possible within the next six months after submitting the reports.	<br>Maximum of 20 students per course; maximum number of tropEd students: 8	<br>tropEd candidates must show an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent,  or native speaker or completed higher education in English (with written proof)	<br>For tropEd students:  First come, first served principle	<br>Students who are enrolled in a tropEd Master programme pay the reduced fee of CHF 3â€™000; other students pay CHF 3â€™480 (CHF 300 per ECTS credit point).	none				<br>The following topics will be covered:    â€¢ Tools to analyse the situation at the workplace â€“ six-step problem solving model, drill down technique, four frame model)  â€¢ Identifying and reviewing a state or process that should be changed (the four phases of change management)  â€¢ Project Planning â€“ the hierarchy of objectives  â€¢ Work packages, project deliverables  â€¢ Stakeholder analysis (RACI analysis)  â€¢ Develoing a responsibility matrix for involving stakeholders  â€¢ Project schedule  â€¢ Measurement of success â€“ how to monitor the project implementation						
Qualitative Methods in Public Health Research	<br>At the end of the module, the participants will be able to:  â€¢ Recognize contributions of qualitative methodology in public health studies in order to incorporate further methodological approach in health research, promotion and interventions    â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion  â€¢ Practice three of the main qualitative techniques for data collection: observation, interview and focus groups and learn how to design guides and gather information in fieldwork  â€¢ Analyze qualitative information in order to write final research reports and scientific papers   â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach		1	sandra.trevino@insp.mx	2019-12-06 08:43:46	2019-12-06	2021-03-12 05:28:31	troped	troped	0	Mexico - Instituto Nacional de Salud PÃºblica, National Insitute of Public Health	20 weeks. There is a weekly three-hour face-to-face session plus a three-hour homework assignment. The tutorial hours are agreed between student and teacher.	<br>National Institute of Public Health   Av. Universidad # 655, Col. Sta. Ma. AhuacatitlÃ¡n  Cuernavaca, Morelos, C.P. 62508. MÃ©xico  tropEd representative: Carlos Eduardo Linares  Carlos.linares@insp.mx  Web site: http://www.insp.mx	Sandra TreviÃ±o Siller	Spanish	advanced optional	2019-12-06 13:59:57	<br>60 face to face classes, plus 60 hours are self-directed learning, and there are also tutorial hours as requested by each student.	2020-02-15	2020-07-14	<br>Accredited in EC Conference, November 2019. This accreditation is valid until November 2024.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Teacher presentations: As this is a theory-based course, the teacher will present and explain the theoretical elements, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practical exercises: In order to bring theoretical learning closer to reality, students will be organized into teams and will carry out various activities. Some activities will be simulated (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with techniques (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom. There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrixes from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular. In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic approach. Student participation will take place through reading of materials and through specific exercised to reach the objectives.	<br>Main bibliography:    Arias, MM. La triangulaciÃ³n metodolÃ³gica: sus principios, alcances y limitaciones. En F. Mercado, D. Gestaldo y C. CalderÃ³n (comp.). Paradigmas y diseÃ±os de la investigaciÃ³n cualitativa en salud. MÃ©xico: Universidad de Guadalajara, 2000; 481-499.Cardoso GÃ³mez et al (2007). InvestigaciÃ³n cualitativa y fenomenologÃ­a en salud. VERTIENTES Revista Especializada en Ciencias de la Salud, 10 (1-2):25-32, 2007.      Cisneros, C. (2002). AnÃ¡lisis Cualitativo asistido por computadora. En F. Mercado, D. Gastaldo y C. CalderÃ³n (comp.). InvestigaciÃ³n cualitativa en salud en IberoamÃ©rica. MÃ©xico: Univ. de Guadalajara/Centro Universitario de Ciencias de la Salud; pp.  287-309.    Family Health InternacionalÂ©. Qualitative Methods in Public Health: A Field Guide for Applied Research, 2005    Hamui-Sutton, A y Varela-Ruiz M (2013). La tÃ©cnica de grupos focales, en Inv Ed Med 2013;2(1):55-60    PÃ©rez GÃ³mez, Ãngela Viviana. (2012). La etnografÃ­a como mÃ©todo integrativo. Revista Colombiana de PsiquiatrÃ­a, 41(2), 421-428. Retrieved August 28, 2018, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0034-74502012000200006&lng=en&tlng=es.    Ratcliffe J y Gonzalez-del-Valle A. El rigor en la investigaciÃ³n de la salud: hacia un desarrollo conceptual. En Denman C y Haro JA. (comp.). Por los rincones. AntologÃ­a de mÃ©todos cualitativos en la investigaciÃ³n social. MÃ©xico: El Colegio de Sonora, 2000; 57-111.    Strauss A. y Corbin J. Bases de la investigaciÃ³n cualitativa. TÃ©cnicas y procedimientos para desarrollar la teorÃ­a fundamentada. MedellÃ­n, Colombia: Editorial Universidad de Antioquia, 2002; 3-28 y 63-79.	<br>Exercises      50%  Exam            50%  Total           100%    Exercises are done in order to practice: observation, interview and focus group. For example:    - Data collection guides are designed for observation and interview techniques in class, and then students practice observation in real-life situations. They also practice interviews with elderly persons incorporating the skills reviewed in class.     - A live focus group is developed in class.    - After each exercise, students and teacher reflect on difficult issues and how to solve them, as well as what has been learned.    As part of the exercisesâ€™ grade, at the end of the course students write in teams a group final report based on the interviews they have done with elderly persons.    The Exam lasts 30 to 45 minutes. It consists of two sections: 1) multiple choice questions 2) open ended questions.     The results of the exercises (50%) and exam (50%) are given a grade (0-10) being 7 the minimum grade to approve. Students receive written feedback as well as group feedback / discussion in class.     If a student fails he/she has to answer another exam with all contents included (theory and examples of how to apply each technique). If she/he fails this second exam there is no other opportunity to approve the course.	<br>Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate proficiency level B2 (in a four kills exam) of  Spanish by a certification  â€¢ Comprehension of English (level B1) in order to understand some chapters or papers	<br>Deliver the documentation language proficiency	<br>680 USD					<br>Topic 1. Philosophical dimensions of Qualitative Research  1.1 Logic and essence of Qualitative Research  1.2 Origin and evolution    Topic 2. Different methods of Qualitative Research (main characteristics)  2.1 Ethnographic method  2.2 Phenomenological method  2.3 Grounded theory method    Topic 3. Process and stages of Qualitative Research  3.1 Designing QR  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Methodological rigor of qualitative research    Topic 4. Qualitative methodology techniques  4.1 Observation  4.2. Interview  4.3. Focus groups    Topic 5. Data processing  5.1. Manual processing (comparative matrixes)  5.2. Analysis with ATLAS.ti    Topic 6. Dissemination of results  6.1 Different modalities  6.2 Different audiences  6.3 Advices for dissemination	Mexico	Multi/inter-sectorial approach	Face to face		4 ECTS credits	
Qualitative Methods in Public Health Research	<br>At the end of the module, the participants will be able to:  â€¢ Recognize contributions of qualitative methodology in public health studies in order to incorporate further methodological approach in health research, promotion and interventions    â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion  â€¢ Practice three of the main qualitative techniques for data collection: observation, interview and focus groups and learn how to design guides and gather information in fieldwork  â€¢ Analyze qualitative information in order to write final research reports and scientific papers   â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach		1	sandra.trevino@insp.mx	2019-12-06 08:43:46	2019-12-06	2021-03-12 05:28:31	troped	troped	0		20 weeks. There is a weekly three-hour face-to-face session plus a three-hour homework assignment. The tutorial hours are agreed between student and teacher.	<br>National Institute of Public Health   Av. Universidad # 655, Col. Sta. Ma. AhuacatitlÃ¡n  Cuernavaca, Morelos, C.P. 62508. MÃ©xico  tropEd representative: Carlos Eduardo Linares  Carlos.linares@insp.mx  Web site: http://www.insp.mx				2019-12-06 13:59:57	<br>60 face to face classes, plus 60 hours are self-directed learning, and there are also tutorial hours as requested by each student.	2020-02-15	2020-07-14	<br>Accredited in EC Conference, November 2019. This accreditation is valid until November 2024.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Teacher presentations: As this is a theory-based course, the teacher will present and explain the theoretical elements, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practical exercises: In order to bring theoretical learning closer to reality, students will be organized into teams and will carry out various activities. Some activities will be simulated (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with techniques (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom. There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrixes from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular. In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic approach. Student participation will take place through reading of materials and through specific exercised to reach the objectives.	<br>Main bibliography:    Arias, MM. La triangulaciÃ³n metodolÃ³gica: sus principios, alcances y limitaciones. En F. Mercado, D. Gestaldo y C. CalderÃ³n (comp.). Paradigmas y diseÃ±os de la investigaciÃ³n cualitativa en salud. MÃ©xico: Universidad de Guadalajara, 2000; 481-499.Cardoso GÃ³mez et al (2007). InvestigaciÃ³n cualitativa y fenomenologÃ­a en salud. VERTIENTES Revista Especializada en Ciencias de la Salud, 10 (1-2):25-32, 2007.      Cisneros, C. (2002). AnÃ¡lisis Cualitativo asistido por computadora. En F. Mercado, D. Gastaldo y C. CalderÃ³n (comp.). InvestigaciÃ³n cualitativa en salud en IberoamÃ©rica. MÃ©xico: Univ. de Guadalajara/Centro Universitario de Ciencias de la Salud; pp.  287-309.    Family Health InternacionalÂ©. Qualitative Methods in Public Health: A Field Guide for Applied Research, 2005    Hamui-Sutton, A y Varela-Ruiz M (2013). La tÃ©cnica de grupos focales, en Inv Ed Med 2013;2(1):55-60    PÃ©rez GÃ³mez, Ãngela Viviana. (2012). La etnografÃ­a como mÃ©todo integrativo. Revista Colombiana de PsiquiatrÃ­a, 41(2), 421-428. Retrieved August 28, 2018, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0034-74502012000200006&lng=en&tlng=es.    Ratcliffe J y Gonzalez-del-Valle A. El rigor en la investigaciÃ³n de la salud: hacia un desarrollo conceptual. En Denman C y Haro JA. (comp.). Por los rincones. AntologÃ­a de mÃ©todos cualitativos en la investigaciÃ³n social. MÃ©xico: El Colegio de Sonora, 2000; 57-111.    Strauss A. y Corbin J. Bases de la investigaciÃ³n cualitativa. TÃ©cnicas y procedimientos para desarrollar la teorÃ­a fundamentada. MedellÃ­n, Colombia: Editorial Universidad de Antioquia, 2002; 3-28 y 63-79.	<br>Exercises      50%  Exam            50%  Total           100%    Exercises are done in order to practice: observation, interview and focus group. For example:    - Data collection guides are designed for observation and interview techniques in class, and then students practice observation in real-life situations. They also practice interviews with elderly persons incorporating the skills reviewed in class.     - A live focus group is developed in class.    - After each exercise, students and teacher reflect on difficult issues and how to solve them, as well as what has been learned.    As part of the exercisesâ€™ grade, at the end of the course students write in teams a group final report based on the interviews they have done with elderly persons.    The Exam lasts 30 to 45 minutes. It consists of two sections: 1) multiple choice questions 2) open ended questions.     The results of the exercises (50%) and exam (50%) are given a grade (0-10) being 7 the minimum grade to approve. Students receive written feedback as well as group feedback / discussion in class.     If a student fails he/she has to answer another exam with all contents included (theory and examples of how to apply each technique). If she/he fails this second exam there is no other opportunity to approve the course.	<br>Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate proficiency level B2 (in a four kills exam) of  Spanish by a certification  â€¢ Comprehension of English (level B1) in order to understand some chapters or papers	<br>Deliver the documentation language proficiency	<br>680 USD					<br>Topic 1. Philosophical dimensions of Qualitative Research  1.1 Logic and essence of Qualitative Research  1.2 Origin and evolution    Topic 2. Different methods of Qualitative Research (main characteristics)  2.1 Ethnographic method  2.2 Phenomenological method  2.3 Grounded theory method    Topic 3. Process and stages of Qualitative Research  3.1 Designing QR  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Methodological rigor of qualitative research    Topic 4. Qualitative methodology techniques  4.1 Observation  4.2. Interview  4.3. Focus groups    Topic 5. Data processing  5.1. Manual processing (comparative matrixes)  5.2. Analysis with ATLAS.ti    Topic 6. Dissemination of results  6.1 Different modalities  6.2 Different audiences  6.3 Advices for dissemination		Qualitative methods				
Qualitative Methods in Public Health Research	<br>At the end of the module, the participants will be able to:  â€¢ Recognize contributions of qualitative methodology in public health studies in order to incorporate further methodological approach in health research, promotion and interventions    â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion  â€¢ Practice three of the main qualitative techniques for data collection: observation, interview and focus groups and learn how to design guides and gather information in fieldwork  â€¢ Analyze qualitative information in order to write final research reports and scientific papers   â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach		1	sandra.trevino@insp.mx	2019-12-06 08:43:46	2019-12-06	2021-03-12 05:28:31	troped	troped	0		20 weeks. There is a weekly three-hour face-to-face session plus a three-hour homework assignment. The tutorial hours are agreed between student and teacher.	<br>National Institute of Public Health   Av. Universidad # 655, Col. Sta. Ma. AhuacatitlÃ¡n  Cuernavaca, Morelos, C.P. 62508. MÃ©xico  tropEd representative: Carlos Eduardo Linares  Carlos.linares@insp.mx  Web site: http://www.insp.mx				2019-12-06 13:59:57	<br>60 face to face classes, plus 60 hours are self-directed learning, and there are also tutorial hours as requested by each student.	2020-02-15	2020-07-14	<br>Accredited in EC Conference, November 2019. This accreditation is valid until November 2024.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Teacher presentations: As this is a theory-based course, the teacher will present and explain the theoretical elements, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practical exercises: In order to bring theoretical learning closer to reality, students will be organized into teams and will carry out various activities. Some activities will be simulated (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with techniques (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom. There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrixes from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular. In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic approach. Student participation will take place through reading of materials and through specific exercised to reach the objectives.	<br>Main bibliography:    Arias, MM. La triangulaciÃ³n metodolÃ³gica: sus principios, alcances y limitaciones. En F. Mercado, D. Gestaldo y C. CalderÃ³n (comp.). Paradigmas y diseÃ±os de la investigaciÃ³n cualitativa en salud. MÃ©xico: Universidad de Guadalajara, 2000; 481-499.Cardoso GÃ³mez et al (2007). InvestigaciÃ³n cualitativa y fenomenologÃ­a en salud. VERTIENTES Revista Especializada en Ciencias de la Salud, 10 (1-2):25-32, 2007.      Cisneros, C. (2002). AnÃ¡lisis Cualitativo asistido por computadora. En F. Mercado, D. Gastaldo y C. CalderÃ³n (comp.). InvestigaciÃ³n cualitativa en salud en IberoamÃ©rica. MÃ©xico: Univ. de Guadalajara/Centro Universitario de Ciencias de la Salud; pp.  287-309.    Family Health InternacionalÂ©. Qualitative Methods in Public Health: A Field Guide for Applied Research, 2005    Hamui-Sutton, A y Varela-Ruiz M (2013). La tÃ©cnica de grupos focales, en Inv Ed Med 2013;2(1):55-60    PÃ©rez GÃ³mez, Ãngela Viviana. (2012). La etnografÃ­a como mÃ©todo integrativo. Revista Colombiana de PsiquiatrÃ­a, 41(2), 421-428. Retrieved August 28, 2018, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0034-74502012000200006&lng=en&tlng=es.    Ratcliffe J y Gonzalez-del-Valle A. El rigor en la investigaciÃ³n de la salud: hacia un desarrollo conceptual. En Denman C y Haro JA. (comp.). Por los rincones. AntologÃ­a de mÃ©todos cualitativos en la investigaciÃ³n social. MÃ©xico: El Colegio de Sonora, 2000; 57-111.    Strauss A. y Corbin J. Bases de la investigaciÃ³n cualitativa. TÃ©cnicas y procedimientos para desarrollar la teorÃ­a fundamentada. MedellÃ­n, Colombia: Editorial Universidad de Antioquia, 2002; 3-28 y 63-79.	<br>Exercises      50%  Exam            50%  Total           100%    Exercises are done in order to practice: observation, interview and focus group. For example:    - Data collection guides are designed for observation and interview techniques in class, and then students practice observation in real-life situations. They also practice interviews with elderly persons incorporating the skills reviewed in class.     - A live focus group is developed in class.    - After each exercise, students and teacher reflect on difficult issues and how to solve them, as well as what has been learned.    As part of the exercisesâ€™ grade, at the end of the course students write in teams a group final report based on the interviews they have done with elderly persons.    The Exam lasts 30 to 45 minutes. It consists of two sections: 1) multiple choice questions 2) open ended questions.     The results of the exercises (50%) and exam (50%) are given a grade (0-10) being 7 the minimum grade to approve. Students receive written feedback as well as group feedback / discussion in class.     If a student fails he/she has to answer another exam with all contents included (theory and examples of how to apply each technique). If she/he fails this second exam there is no other opportunity to approve the course.	<br>Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate proficiency level B2 (in a four kills exam) of  Spanish by a certification  â€¢ Comprehension of English (level B1) in order to understand some chapters or papers	<br>Deliver the documentation language proficiency	<br>680 USD					<br>Topic 1. Philosophical dimensions of Qualitative Research  1.1 Logic and essence of Qualitative Research  1.2 Origin and evolution    Topic 2. Different methods of Qualitative Research (main characteristics)  2.1 Ethnographic method  2.2 Phenomenological method  2.3 Grounded theory method    Topic 3. Process and stages of Qualitative Research  3.1 Designing QR  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Methodological rigor of qualitative research    Topic 4. Qualitative methodology techniques  4.1 Observation  4.2. Interview  4.3. Focus groups    Topic 5. Data processing  5.1. Manual processing (comparative matrixes)  5.2. Analysis with ATLAS.ti    Topic 6. Dissemination of results  6.1 Different modalities  6.2 Different audiences  6.3 Advices for dissemination		Research (in general)				
Qualitative Methods in Public Health Research	<br>At the end of the module, the participants will be able to:  â€¢ Recognize contributions of qualitative methodology in public health studies in order to incorporate further methodological approach in health research, promotion and interventions    â€¢ Identify the philosophical and logical bases of qualitative methodology to use it in public health research and promotion  â€¢ Practice three of the main qualitative techniques for data collection: observation, interview and focus groups and learn how to design guides and gather information in fieldwork  â€¢ Analyze qualitative information in order to write final research reports and scientific papers   â€¢ Apply the ethical and scientific rigor of qualitative methodology in order to carry out valid studies from this approach		1	sandra.trevino@insp.mx	2019-12-06 08:43:46	2019-12-06	2021-03-12 05:28:31	troped	troped	0		20 weeks. There is a weekly three-hour face-to-face session plus a three-hour homework assignment. The tutorial hours are agreed between student and teacher.	<br>National Institute of Public Health   Av. Universidad # 655, Col. Sta. Ma. AhuacatitlÃ¡n  Cuernavaca, Morelos, C.P. 62508. MÃ©xico  tropEd representative: Carlos Eduardo Linares  Carlos.linares@insp.mx  Web site: http://www.insp.mx				2019-12-06 13:59:57	<br>60 face to face classes, plus 60 hours are self-directed learning, and there are also tutorial hours as requested by each student.	2020-02-15	2020-07-14	<br>Accredited in EC Conference, November 2019. This accreditation is valid until November 2024.	<br>Various learning strategies will be utilized in this course, always combining theory and practice in order to achieve better comprehension of the methodology    Teacher presentations: As this is a theory-based course, the teacher will present and explain the theoretical elements, always using real examples from health studies, interventions or evaluations in which a qualitative approach has been used.     Practical exercises: In order to bring theoretical learning closer to reality, students will be organized into teams and will carry out various activities. Some activities will be simulated (in the classroom) and others will be in the field (reality). These exercises will be completed primarily during the section of the course dealing with techniques (observation, interview and focus groups), learning the process of instrumental design together, putting it into practice and reflecting upon the experience of application in the classroom. There will then be a section of the course dedicated to analysis of results, in which students will construct in the classroom data matrixes from interviews that they have carried out and will learn how to use the ATLAS.ti program to identify categories and carry out initial interpretation of data.     Discussion and reflection: Throughout the course students will be recurrently encouraged to participate with examples and their own experiences, as well as to reflect as a team on the various aspects related to the role of science, the completion of research in general and qualitative research in particular. In this way students must think, reflect, question, compare, share, create and work, as the active participation of students will be the central element of the didactic approach. Student participation will take place through reading of materials and through specific exercised to reach the objectives.	<br>Main bibliography:    Arias, MM. La triangulaciÃ³n metodolÃ³gica: sus principios, alcances y limitaciones. En F. Mercado, D. Gestaldo y C. CalderÃ³n (comp.). Paradigmas y diseÃ±os de la investigaciÃ³n cualitativa en salud. MÃ©xico: Universidad de Guadalajara, 2000; 481-499.Cardoso GÃ³mez et al (2007). InvestigaciÃ³n cualitativa y fenomenologÃ­a en salud. VERTIENTES Revista Especializada en Ciencias de la Salud, 10 (1-2):25-32, 2007.      Cisneros, C. (2002). AnÃ¡lisis Cualitativo asistido por computadora. En F. Mercado, D. Gastaldo y C. CalderÃ³n (comp.). InvestigaciÃ³n cualitativa en salud en IberoamÃ©rica. MÃ©xico: Univ. de Guadalajara/Centro Universitario de Ciencias de la Salud; pp.  287-309.    Family Health InternacionalÂ©. Qualitative Methods in Public Health: A Field Guide for Applied Research, 2005    Hamui-Sutton, A y Varela-Ruiz M (2013). La tÃ©cnica de grupos focales, en Inv Ed Med 2013;2(1):55-60    PÃ©rez GÃ³mez, Ãngela Viviana. (2012). La etnografÃ­a como mÃ©todo integrativo. Revista Colombiana de PsiquiatrÃ­a, 41(2), 421-428. Retrieved August 28, 2018, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0034-74502012000200006&lng=en&tlng=es.    Ratcliffe J y Gonzalez-del-Valle A. El rigor en la investigaciÃ³n de la salud: hacia un desarrollo conceptual. En Denman C y Haro JA. (comp.). Por los rincones. AntologÃ­a de mÃ©todos cualitativos en la investigaciÃ³n social. MÃ©xico: El Colegio de Sonora, 2000; 57-111.    Strauss A. y Corbin J. Bases de la investigaciÃ³n cualitativa. TÃ©cnicas y procedimientos para desarrollar la teorÃ­a fundamentada. MedellÃ­n, Colombia: Editorial Universidad de Antioquia, 2002; 3-28 y 63-79.	<br>Exercises      50%  Exam            50%  Total           100%    Exercises are done in order to practice: observation, interview and focus group. For example:    - Data collection guides are designed for observation and interview techniques in class, and then students practice observation in real-life situations. They also practice interviews with elderly persons incorporating the skills reviewed in class.     - A live focus group is developed in class.    - After each exercise, students and teacher reflect on difficult issues and how to solve them, as well as what has been learned.    As part of the exercisesâ€™ grade, at the end of the course students write in teams a group final report based on the interviews they have done with elderly persons.    The Exam lasts 30 to 45 minutes. It consists of two sections: 1) multiple choice questions 2) open ended questions.     The results of the exercises (50%) and exam (50%) are given a grade (0-10) being 7 the minimum grade to approve. Students receive written feedback as well as group feedback / discussion in class.     If a student fails he/she has to answer another exam with all contents included (theory and examples of how to apply each technique). If she/he fails this second exam there is no other opportunity to approve the course.	<br>Minimum 8-10, maximum 20-25 students	<br>â€¢ Demonstrate proficiency level B2 (in a four kills exam) of  Spanish by a certification  â€¢ Comprehension of English (level B1) in order to understand some chapters or papers	<br>Deliver the documentation language proficiency	<br>680 USD					<br>Topic 1. Philosophical dimensions of Qualitative Research  1.1 Logic and essence of Qualitative Research  1.2 Origin and evolution    Topic 2. Different methods of Qualitative Research (main characteristics)  2.1 Ethnographic method  2.2 Phenomenological method  2.3 Grounded theory method    Topic 3. Process and stages of Qualitative Research  3.1 Designing QR  3.2 Data collection: contact with â€œrealityâ€ and the importance of context  3.3 Methodological rigor of qualitative research    Topic 4. Qualitative methodology techniques  4.1 Observation  4.2. Interview  4.3. Focus groups    Topic 5. Data processing  5.1. Manual processing (comparative matrixes)  5.2. Analysis with ATLAS.ti    Topic 6. Dissemination of results  6.1 Different modalities  6.2 Different audiences  6.3 Advices for dissemination						
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de	Dr. med. Oliver Henke	English	advanced optional	2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)	Germany	Burden of diseases	Face to face		2 ECTS credits	
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0		One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)		Cancer				
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0		One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)		Drugs and vaccines 				
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0		One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)		Health systems				
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0		One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)		Non-communicable diseases				
Global Oncology: Clinical, social and political challenges	<br>At the end of the module students will be able to   â€¢ develop an appropriate strategy for a country or region of choice to improve the response to the growing burden of cancer diseases  â€¢ Debate health policy strategies to meet the challenges of the growing cancer burden at a global level and for selected countries   â€¢ Describe the basic concept of oncology treatments, prevention and palliative care and analyse necessary prerequisites for the establishment of cancer care in low resource settings  â€¢ Describe epidemiological data of cancer diseases in low resource settings and debate the broader health, societal and economic impact of cancer diseases globally and in different countries and regions		1	oliver.henke@charite.de	2019-12-06 09:22:17	2019-12-06	2020-09-15 10:28:57	troped	troped	0		One week (â€œmodule weekâ€) + three days for a written assignment (submission deadline: two weeks after the end of â€œmodule weekâ€)	<br>Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Post address:  Augustenburger Platz 1  D-13353 Berlin, Germany  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2019-12-06 14:29:33	<br>60 hours SIT  Contact: 30 hours (lectures/ workshops/ guided group work), Self-study: 30 hours (12 hours private reading and preparation of presentations during â€œmodule weekâ€ + 18 hours for written assignment after â€œmodule weekâ€)	2021-03-22	2021-03-26	<br>Accredited in EC Conference in December 2019. This accreditation is valid until December 2024.	<br>The course uses participatory learning based on lectures with discussions (24 hrs) and guided group work with presentation (6 hrs) as well as self-directed learning (12 hrs), and a written assignment (18 h)	<br>Preparatory reading is not required.  Course will be sponsored by TAKEDA Pharmaceutical Company Ltd.	<br>A written assignment (2000-3000 words, accounting 100% to the overall mark).  The assignment assesses the capability of the student to analyse a real world situation and to translate the content of the module into public health approaches.   For the assignment students are asked to select a LMIC country or region within a LMIC country and to:  1. Describe the epidemiology of Cancer diseases in the particular state/region   2. Discuss the Health and Societal Impact of Cancer in the particular state/region  3. Analyse current responses to Cancer at medical and (governmental and non-governmental) political/societal level  4. Develop a strategy to improve the countries response to Cancer and  5. Identify potential barriers for implementation of the proposed interventions  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker.	<br>Max. number of students: 20  Students have to attend 85% of the module week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>550 â‚¬ tropEd MScIH students and alumni  687,50 â‚¬ guest students (e.g. DIPH and DTMPH candidates)	<br>None available				<br>The course takes on a health systems perspective and focuses on the medico-technical, managerial and policy requirements particularly for diagnosis and treatment of cancer particularly in low- and middle income countries.  The course will cover the following topics:  Day 1 morning: Lecture: â€œIntroduction to the course and topic of Global Oncologyâ€ (1h) and   â€œBasic Introduction to Oncology â€“ entities, diagnostics, staging, treatment modalitiesâ€ (2h) Lecturer OH     Day 1 afternoon: Lecture: â€œCancer epidemiology and â€œbig dataâ€ (2h) (NN) and   Workshop â€œDifferences between tropical and non-tropical malignanciesâ€ (1h) (OH)    Day 1 evening: Self-study (3 h)  Day 2 morning: Lecture: â€œRole of Health Education and Preventionâ€ (1h) (OH) and  Lecture and guided group work: â€œDiagnostics and Treatment impediments â€“ barriers to accessâ€ (2 h) (OH and TK)   Day 2 afternoon:   Lecture â€œTelemedicine (online-tumour boards, telepathology)â€ (1h) (TK and OH) and  Lecture: â€œInfection and Cancer diseasesâ€ (1h) (TK) and Lecture: â€œRadiotherapy in developing countriesâ€ (1h) (TK) and    Day 2 evening: self-study (3 h)  Day 3 morning: Lecture: â€œPharmaceuticals in low resource setting: procurement, approval, availabilityâ€ (2h) (PV) and guided group work â€œMinimum standard for handling of cytostatic medicationsâ€ (1h) (PV and OH)    Day 3 afternoon: Lecture/discussion: â€œRole of pharmaceutical companies, prizing and access to marketsâ€ and â€œAccess to medicine programmesâ€ (2h) (NN) and  Lecture and discussion: â€œImplications for staff and management in new treatment facilitiesâ€ (1h) (ZA)    Day 3 evening: Self-study (3 h)  Day 4 morning: Lecture: â€œEconomic burden of Cancer diseases for developing countriesâ€ (1h) (DK) and  Lecture/discussion: â€œHealth policy strategies to Cancer diseasesâ€ (2h) (DK)    Day 4 afternoon: guided group work: â€œUniversal healthcare coverage and cancer and public private partnershipâ€ (2h) (DK and OH) and  Lecture: â€œPalliative care in low resource settingsâ€ (1h) (OH)     Day 4 evening: Self-study and preparation of group work results (3h)  Day 5 morning: Presentations of the group work (1 h) (DK and OH) and   Lecture: â€œCancer research in low resource settingsâ€ (1h) (DK) and â€œFuture Perspectives for Global Oncology in Academiaâ€ (1h) (DK)    Day 5 afternoon: Preparation of assignments for the course (2 h) (OH) and   Session: Feedback and evaluation (1 h) (OH and TK)						
Core Course of the MSc in International Health	<br>By the end of the core course students should be able to    critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity.    identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level    propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.    describe the role, decision-making process and impact of global health policy actors     collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting		1	msc-ih@lrz.uni-muenchen.de	2020-01-07 03:11:19	2020-01-07	2020-01-13 08:23:30	troped	troped	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	Pre-reading period prior to commencement of full-time studies: 4 weeks 12 weeks full time study	<br>Division of Infectious Diseases and Tropical Medicine  Teaching & Training Unit  CIHLMU Center for International Health  Ludwig-Maximilians-UniversitÃ¤t, Munich    Address:   Division of Infectious Diseases and Tropical Medicine, LMU Munich,   Leopoldstr. 5, 80802 Munich, Germany    tropEd Representative: Martina Manhart    URL: www.cih.lmu.de	Martina Manhart	English	core course	2020-01-07 08:37:27	<br>720 SIT in total    Contact, face-to-face hours: 405  Self-study hours: 315			<br>December 2019, tropEd EC Telco. This course is valid until Dec 2024.	<br>The Core Course consists of 3 modules that run parallel over a period of 12 weeks.  Each module consists of several teaching sessions (see also section 15. Content).  Typically, each teaching session is designed as a 4-hour session usually including teaching input by the lecturer to provide a basic, brief introduction to the topic, but also critical appraisal of contemporary research with reference to public health as well as the discussion clinical issues and treatment.  Max. 75 % of the session time should be used for lecturing content and slides with at least 25 % of the time for student-centred approaches, such as discussions and interactions. Although concrete learning methods and activities may vary, the interactive part can be in form of the following:  â€¢ Group work  â€¢ Exercises and activities around reading materials  â€¢ Calculation exercises and data analysis tasks  â€¢ Case studies  â€¢ Role plays etc.    For Journal Club sessions, students are required to carry out reading exercises and prepare student-led presentations in their self-directed study time.    Students also attend 12 4-hour Laboratory Practice sessions that include practical exercises aiming at the detection of the most relevant pathogens by microscopy.    LMU Moodle  This is the universityâ€™s virtual learning platform that is used by the course coordination to share course information such as reading as well as teaching and learning materials with students.	<br>Note: only 20 on the 24 credits of this core course will count for tropEd recognition.    German Language Classes  When registering at the LMU Munich, students will need to acquire and evidence a German language level of A1 (according to the Common European Framework of Reference for Languages, CEFR) during their studies. A free of charge German language course will be offered from Oct â€“ Dec.    LMU University Offers  International Student Guide  The Universityâ€™s International Student Guide provides practical tips and information about studying at LMU Munich and also lists a number of student support services (such as Counsel-ling, Career Services, Special Needs Support etc.) that are open to university students.  Schreibzentrum der LMU  The LMU Writing Centre offer materials for download, individual support and consultation hours as well as workshops etc. to assist students with their writing projects.    UniversitÃ¤tsbibliothek der LMU  The LMU University library offers subject specific workshops regarding academic literature research as well as general courses on i.e. scientific writing, EndNote und Citavi.	<br>Within each module, the learning objectives are assessed by way of in-class exercises and participation (formative, non-graded) and summative (graded) assessments as described below:    International Health Fundamentals:    â€¢ Medical School, Health Problems and Responses: 2 hours closed book multiple-choice examination with a same-format re-sit option within the same week  â€¢ Policy and Politics: 1 hour closed book multiple-choice examination with a re-sit option within the same week  â€¢ The final grade of the module International Health Fundamentals is calculated as follows:  The examinations are weighted by their numbers of credits: Medical School (3 ECTS), Health Problems and Responses (9 ECTS), Policy & Politics (3 ECTS)    Research Methods:  â€¢ Qualitative, Quantitative Methods & Epidemiology: 30-minute multiple choice examination plus 90 minutes exercises with a same-format resit option in the same week  â€¢ The final grade of the module Research Methods is calculated as follows:  The examinations are weighted by their numbers of credits: Qualitative Methods (2 ECTS), Quantitative Methods & Epidemiology (4 ECTS)    Research Design  â€¢ 30 minute project presentation of an individually developed research project with a same-format resit option within 1 month  â€¢ The project presentation grade provides the final grade for the module Research Design (worth 3 ECTS)    Grades and feedback on marked examinations are made available by the Program Coordination within the same week.    Generally, there are 3 re-sit options for the Core Course modules: one at the end of the Core Course and within the same week of the examinations; and one at the end of the winter term. Should the student fail these two re-sit options, he/she may decide to retake the module and examination during the next winter term. Grades for examination re-sits are not capped.    There is no final, overall grade for the three Core Course modules. However, the grades of the Core Course modules are counted towards the final MSc IH grade (see Â§ 21, PStO 2018).	<br>Max. 10 participants, number of tropEd students not limited within this group-size	<br>  â€¢ Completed, first university degree of min. 240 ECTS credit points in a health-related science (usually equivalent to a study program with 8 semesters). Applicants who have a first qualifying degree of six semesters and 180 ECTS credit points may be admitted to the MSc program upon fulfilment of additional requirements  â€¢ At least 2 years of full-time (equivalent), relevant work experience in the health-sector and satisfactory reference/s from (former) employers proving the candidate's work experience of at least 2 years  â€¢ English Language Proficiency at level C1 (according to the Common European Framework of Reference for Languages, CEFR) evidenced by TOEFL 95 - 120; IELTS with at least 6.5 overall (min. 5.5 in each element); native speaker (evidenced by passport); or entire academic education in English (evidenced via diploma supplement, transcript or confirmation letter by the respective institution)	<br>Applications and fulfilment of admission requirements are checked by the Faculty as well as the Universityâ€™s International Office. Upon fulfilment of all requirements, selection is made on a first-come, first-served basis (as per date of application submission and tuition fee transfer).	<br>â‚¬ 6000,- tuition fee for the MSc IH program per semester (duration: minimum 2 semesters)  + approx. 130 â‚¬ LMU Administration fee per semester	<br>Currently no scholarships available				<br>SIT and ECTS per content category of an MIH core course as defined by tropEd:    â€¢ Introduction and learning skills: 45 SIT, 1.5 ECTS credits    â€¢ Concepts, theory and methods for global health research (quantitative and qualitative): 270 SIT, 9 ECTS credits    â€¢ Global health concerns (e.g. SDGs, health emergencies, communicable and non-communicable diseases, sexual and reproductive health and rights, environmental health, injury), and response strategies: 270 SIT, 9 ECTS credits    â€¢ Global health policies, health systems, their management, financing and strengthening: 135 SIT, 4.5 ECTS credits    Details please see <a href="www.troped.org/?q=node/187">here</a>	Germany		Face to face	<br>We believe that science is a crucial element in the action of humanitarian aid and development cooperation and therefore offer a well-balanced curriculum incorporating scientific skills, critical discussion and appraisal of contemporary research as well as enhancing studentâ€™s own research skills.    In addition to this, international health is characterised by multi-cultural and multi-disciplinary communication. A special feature of this core course is a one-week retreat, which is dedicated to the development of communication skills.    Furthermore, German classes are offered to international students to achieve German language proficiency at level A1 (according to the Common European Framework of Reference for Languages, CEFR).	24 ECTS credits	
Core Course of the MSc in International Health	<br>By the end of the core course students should be able to    critically reflect on the collection, analysis and appraisal of qualitative and quantitative data relevant for the improvement of health and health care equity.    identify and analyse interrelated determinants of health and major health concerns of populations in a trans-disciplinary perspective in low- and middle-income settings and on global level    propose sustainable improvements of health systems addressing inequities and considering diverse intercultural settings as well as social, legal and ethical responsibilities.    describe the role, decision-making process and impact of global health policy actors     collaborate and clearly communicate in a multi-disciplinary and multi-cultural setting		1	msc-ih@lrz.uni-muenchen.de	2020-01-07 03:11:19	2020-01-07	2020-01-13 08:23:30	troped	troped	0		Pre-reading period prior to commencement of full-time studies: 4 weeks 12 weeks full time study	<br>Division of Infectious Diseases and Tropical Medicine  Teaching & Training Unit  CIHLMU Center for International Health  Ludwig-Maximilians-UniversitÃ¤t, Munich    Address:   Division of Infectious Diseases and Tropical Medicine, LMU Munich,   Leopoldstr. 5, 80802 Munich, Germany    tropEd Representative: Martina Manhart    URL: www.cih.lmu.de				2020-01-07 08:37:27	<br>720 SIT in total    Contact, face-to-face hours: 405  Self-study hours: 315			<br>December 2019, tropEd EC Telco. This course is valid until Dec 2024.	<br>The Core Course consists of 3 modules that run parallel over a period of 12 weeks.  Each module consists of several teaching sessions (see also section 15. Content).  Typically, each teaching session is designed as a 4-hour session usually including teaching input by the lecturer to provide a basic, brief introduction to the topic, but also critical appraisal of contemporary research with reference to public health as well as the discussion clinical issues and treatment.  Max. 75 % of the session time should be used for lecturing content and slides with at least 25 % of the time for student-centred approaches, such as discussions and interactions. Although concrete learning methods and activities may vary, the interactive part can be in form of the following:  â€¢ Group work  â€¢ Exercises and activities around reading materials  â€¢ Calculation exercises and data analysis tasks  â€¢ Case studies  â€¢ Role plays etc.    For Journal Club sessions, students are required to carry out reading exercises and prepare student-led presentations in their self-directed study time.    Students also attend 12 4-hour Laboratory Practice sessions that include practical exercises aiming at the detection of the most relevant pathogens by microscopy.    LMU Moodle  This is the universityâ€™s virtual learning platform that is used by the course coordination to share course information such as reading as well as teaching and learning materials with students.	<br>Note: only 20 on the 24 credits of this core course will count for tropEd recognition.    German Language Classes  When registering at the LMU Munich, students will need to acquire and evidence a German language level of A1 (according to the Common European Framework of Reference for Languages, CEFR) during their studies. A free of charge German language course will be offered from Oct â€“ Dec.    LMU University Offers  International Student Guide  The Universityâ€™s International Student Guide provides practical tips and information about studying at LMU Munich and also lists a number of student support services (such as Counsel-ling, Career Services, Special Needs Support etc.) that are open to university students.  Schreibzentrum der LMU  The LMU Writing Centre offer materials for download, individual support and consultation hours as well as workshops etc. to assist students with their writing projects.    UniversitÃ¤tsbibliothek der LMU  The LMU University library offers subject specific workshops regarding academic literature research as well as general courses on i.e. scientific writing, EndNote und Citavi.	<br>Within each module, the learning objectives are assessed by way of in-class exercises and participation (formative, non-graded) and summative (graded) assessments as described below:    International Health Fundamentals:    â€¢ Medical School, Health Problems and Responses: 2 hours closed book multiple-choice examination with a same-format re-sit option within the same week  â€¢ Policy and Politics: 1 hour closed book multiple-choice examination with a re-sit option within the same week  â€¢ The final grade of the module International Health Fundamentals is calculated as follows:  The examinations are weighted by their numbers of credits: Medical School (3 ECTS), Health Problems and Responses (9 ECTS), Policy & Politics (3 ECTS)    Research Methods:  â€¢ Qualitative, Quantitative Methods & Epidemiology: 30-minute multiple choice examination plus 90 minutes exercises with a same-format resit option in the same week  â€¢ The final grade of the module Research Methods is calculated as follows:  The examinations are weighted by their numbers of credits: Qualitative Methods (2 ECTS), Quantitative Methods & Epidemiology (4 ECTS)    Research Design  â€¢ 30 minute project presentation of an individually developed research project with a same-format resit option within 1 month  â€¢ The project presentation grade provides the final grade for the module Research Design (worth 3 ECTS)    Grades and feedback on marked examinations are made available by the Program Coordination within the same week.    Generally, there are 3 re-sit options for the Core Course modules: one at the end of the Core Course and within the same week of the examinations; and one at the end of the winter term. Should the student fail these two re-sit options, he/she may decide to retake the module and examination during the next winter term. Grades for examination re-sits are not capped.    There is no final, overall grade for the three Core Course modules. However, the grades of the Core Course modules are counted towards the final MSc IH grade (see Â§ 21, PStO 2018).	<br>Max. 10 participants, number of tropEd students not limited within this group-size	<br>  â€¢ Completed, first university degree of min. 240 ECTS credit points in a health-related science (usually equivalent to a study program with 8 semesters). Applicants who have a first qualifying degree of six semesters and 180 ECTS credit points may be admitted to the MSc program upon fulfilment of additional requirements  â€¢ At least 2 years of full-time (equivalent), relevant work experience in the health-sector and satisfactory reference/s from (former) employers proving the candidate's work experience of at least 2 years  â€¢ English Language Proficiency at level C1 (according to the Common European Framework of Reference for Languages, CEFR) evidenced by TOEFL 95 - 120; IELTS with at least 6.5 overall (min. 5.5 in each element); native speaker (evidenced by passport); or entire academic education in English (evidenced via diploma supplement, transcript or confirmation letter by the respective institution)	<br>Applications and fulfilment of admission requirements are checked by the Faculty as well as the Universityâ€™s International Office. Upon fulfilment of all requirements, selection is made on a first-come, first-served basis (as per date of application submission and tuition fee transfer).	<br>â‚¬ 6000,- tuition fee for the MSc IH program per semester (duration: minimum 2 semesters)  + approx. 130 â‚¬ LMU Administration fee per semester	<br>Currently no scholarships available				<br>SIT and ECTS per content category of an MIH core course as defined by tropEd:    â€¢ Introduction and learning skills: 45 SIT, 1.5 ECTS credits    â€¢ Concepts, theory and methods for global health research (quantitative and qualitative): 270 SIT, 9 ECTS credits    â€¢ Global health concerns (e.g. SDGs, health emergencies, communicable and non-communicable diseases, sexual and reproductive health and rights, environmental health, injury), and response strategies: 270 SIT, 9 ECTS credits    â€¢ Global health policies, health systems, their management, financing and strengthening: 135 SIT, 4.5 ECTS credits    Details please see <a href="www.troped.org/?q=node/187">here</a>				<br>We believe that science is a crucial element in the action of humanitarian aid and development cooperation and therefore offer a well-balanced curriculum incorporating scientific skills, critical discussion and appraisal of contemporary research as well as enhancing studentâ€™s own research skills.    In addition to this, international health is characterised by multi-cultural and multi-disciplinary communication. A special feature of this core course is a one-week retreat, which is dedicated to the development of communication skills.    Furthermore, German classes are offered to international students to achieve German language proficiency at level A1 (according to the Common European Framework of Reference for Languages, CEFR).		
SantÃ© et Droits Sexuels et Reproductifs (SDSR)	<br>At the end of the module the student should be able to:  - Critically analyse key concepts of Sexual and Reproductive  health and Rights within low and middle income settings   - Explain and present trends and patterns on a range of SRHR  issues and analyse the multi-faceted factors driving them.    - Analyse Sexual and Reproductive Health issues from a  rights-based and gender-based perspective  - Describe and analyze components of effective SRHR  responses in the context of a health system in low and  middle income countries;		1	p.zwanikken@kit.nl	2020-03-03 05:30:02	2020-03-03	2020-09-22 11:20:34	troped	troped	0	The Netherlands - Royal Tropical Institute (KIT), Amsterdam	2 weeks	<br>KIT Royal Tropical Institute  Health Department  Mauritskade 64   1092 AD Amsterdam   The Netherlands  tropEd representative: Lisanne Gerstel / Maaike FlinkenflÃ¶gel	Prisca Zwanikken 	French	advanced optional	2020-03-03 11:38:41	<br>84 hours   Contact (face to face): 57 hours   Self-study: 24 hours   Exam: 3 hours	2021-03-08	2021-03-19	<br>Accredited in Rabat GA Metting, Feb 2020. This accreditation is valid until Feb 2025	<br>Interactive lectures (30 hours), case studies (18 hours, role plays (4 hours), game (1 hour), debate (4 hours)		<br>A 3-hour open book examination using essay questions and case studies.   Students will be provided written feedback and if they fail they can participate in a re-sit.	<br>Max number of students 25  Max. number of tropEd students 10	<br>At least Bachelor level in health (i.e. medicine, nursing, etc.)  <br>At least 3 years of prior working experience in LMIC  A good command of French verbally and written, shown through experience in curriculum vitae	<br>first come, first served	<br>Fees in EUR 2.090  TropEd Students: â‚¬ 1.070	<br>Nuffic: Orange Knowledge Program (OKP) www.nuffic.nl				<br>Topics of the sessions include:  - Introduction to sexual and reproductive health and rights  - Contraception/ Family planning  - Maternal health   - HIV and STI  - Sex and sexuality  - Integration of gender  - Adolescents and sexual and reproductive health  - Gender based violence  - SRHR in fragile situations  - Promotion of safe abortion  - Monitoring, evaluation and learning in SRHR programs  - Integration of services  - Human resources for SRHR	Netherlands	Adolescent Health	Face to face		3 ECTS credits	
SantÃ© et Droits Sexuels et Reproductifs (SDSR)	<br>At the end of the module the student should be able to:  - Critically analyse key concepts of Sexual and Reproductive  health and Rights within low and middle income settings   - Explain and present trends and patterns on a range of SRHR  issues and analyse the multi-faceted factors driving them.    - Analyse Sexual and Reproductive Health issues from a  rights-based and gender-based perspective  - Describe and analyze components of effective SRHR  responses in the context of a health system in low and  middle income countries;		1	p.zwanikken@kit.nl	2020-03-03 05:30:02	2020-03-03	2020-09-22 11:20:34	troped	troped	0		2 weeks	<br>KIT Royal Tropical Institute  Health Department  Mauritskade 64   1092 AD Amsterdam   The Netherlands  tropEd representative: Lisanne Gerstel / Maaike FlinkenflÃ¶gel				2020-03-03 11:38:41	<br>84 hours   Contact (face to face): 57 hours   Self-study: 24 hours   Exam: 3 hours	2021-03-08	2021-03-19	<br>Accredited in Rabat GA Metting, Feb 2020. This accreditation is valid until Feb 2025	<br>Interactive lectures (30 hours), case studies (18 hours, role plays (4 hours), game (1 hour), debate (4 hours)		<br>A 3-hour open book examination using essay questions and case studies.   Students will be provided written feedback and if they fail they can participate in a re-sit.	<br>Max number of students 25  Max. number of tropEd students 10	<br>At least Bachelor level in health (i.e. medicine, nursing, etc.)  <br>At least 3 years of prior working experience in LMIC  A good command of French verbally and written, shown through experience in curriculum vitae	<br>first come, first served	<br>Fees in EUR 2.090  TropEd Students: â‚¬ 1.070	<br>Nuffic: Orange Knowledge Program (OKP) www.nuffic.nl				<br>Topics of the sessions include:  - Introduction to sexual and reproductive health and rights  - Contraception/ Family planning  - Maternal health   - HIV and STI  - Sex and sexuality  - Integration of gender  - Adolescents and sexual and reproductive health  - Gender based violence  - SRHR in fragile situations  - Promotion of safe abortion  - Monitoring, evaluation and learning in SRHR programs  - Integration of services  - Human resources for SRHR		Human Rights				
SantÃ© et Droits Sexuels et Reproductifs (SDSR)	<br>At the end of the module the student should be able to:  - Critically analyse key concepts of Sexual and Reproductive  health and Rights within low and middle income settings   - Explain and present trends and patterns on a range of SRHR  issues and analyse the multi-faceted factors driving them.    - Analyse Sexual and Reproductive Health issues from a  rights-based and gender-based perspective  - Describe and analyze components of effective SRHR  responses in the context of a health system in low and  middle income countries;		1	p.zwanikken@kit.nl	2020-03-03 05:30:02	2020-03-03	2020-09-22 11:20:34	troped	troped	0		2 weeks	<br>KIT Royal Tropical Institute  Health Department  Mauritskade 64   1092 AD Amsterdam   The Netherlands  tropEd representative: Lisanne Gerstel / Maaike FlinkenflÃ¶gel				2020-03-03 11:38:41	<br>84 hours   Contact (face to face): 57 hours   Self-study: 24 hours   Exam: 3 hours	2021-03-08	2021-03-19	<br>Accredited in Rabat GA Metting, Feb 2020. This accreditation is valid until Feb 2025	<br>Interactive lectures (30 hours), case studies (18 hours, role plays (4 hours), game (1 hour), debate (4 hours)		<br>A 3-hour open book examination using essay questions and case studies.   Students will be provided written feedback and if they fail they can participate in a re-sit.	<br>Max number of students 25  Max. number of tropEd students 10	<br>At least Bachelor level in health (i.e. medicine, nursing, etc.)  <br>At least 3 years of prior working experience in LMIC  A good command of French verbally and written, shown through experience in curriculum vitae	<br>first come, first served	<br>Fees in EUR 2.090  TropEd Students: â‚¬ 1.070	<br>Nuffic: Orange Knowledge Program (OKP) www.nuffic.nl				<br>Topics of the sessions include:  - Introduction to sexual and reproductive health and rights  - Contraception/ Family planning  - Maternal health   - HIV and STI  - Sex and sexuality  - Integration of gender  - Adolescents and sexual and reproductive health  - Gender based violence  - SRHR in fragile situations  - Promotion of safe abortion  - Monitoring, evaluation and learning in SRHR programs  - Integration of services  - Human resources for SRHR		Maternal Health				
SantÃ© et Droits Sexuels et Reproductifs (SDSR)	<br>At the end of the module the student should be able to:  - Critically analyse key concepts of Sexual and Reproductive  health and Rights within low and middle income settings   - Explain and present trends and patterns on a range of SRHR  issues and analyse the multi-faceted factors driving them.    - Analyse Sexual and Reproductive Health issues from a  rights-based and gender-based perspective  - Describe and analyze components of effective SRHR  responses in the context of a health system in low and  middle income countries;		1	p.zwanikken@kit.nl	2020-03-03 05:30:02	2020-03-03	2020-09-22 11:20:34	troped	troped	0		2 weeks	<br>KIT Royal Tropical Institute  Health Department  Mauritskade 64   1092 AD Amsterdam   The Netherlands  tropEd representative: Lisanne Gerstel / Maaike FlinkenflÃ¶gel				2020-03-03 11:38:41	<br>84 hours   Contact (face to face): 57 hours   Self-study: 24 hours   Exam: 3 hours	2021-03-08	2021-03-19	<br>Accredited in Rabat GA Metting, Feb 2020. This accreditation is valid until Feb 2025	<br>Interactive lectures (30 hours), case studies (18 hours, role plays (4 hours), game (1 hour), debate (4 hours)		<br>A 3-hour open book examination using essay questions and case studies.   Students will be provided written feedback and if they fail they can participate in a re-sit.	<br>Max number of students 25  Max. number of tropEd students 10	<br>At least Bachelor level in health (i.e. medicine, nursing, etc.)  <br>At least 3 years of prior working experience in LMIC  A good command of French verbally and written, shown through experience in curriculum vitae	<br>first come, first served	<br>Fees in EUR 2.090  TropEd Students: â‚¬ 1.070	<br>Nuffic: Orange Knowledge Program (OKP) www.nuffic.nl				<br>Topics of the sessions include:  - Introduction to sexual and reproductive health and rights  - Contraception/ Family planning  - Maternal health   - HIV and STI  - Sex and sexuality  - Integration of gender  - Adolescents and sexual and reproductive health  - Gender based violence  - SRHR in fragile situations  - Promotion of safe abortion  - Monitoring, evaluation and learning in SRHR programs  - Integration of services  - Human resources for SRHR		Sexual & reproductive health				
SantÃ© et Droits Sexuels et Reproductifs (SDSR)	<br>At the end of the module the student should be able to:  - Critically analyse key concepts of Sexual and Reproductive  health and Rights within low and middle income settings   - Explain and present trends and patterns on a range of SRHR  issues and analyse the multi-faceted factors driving them.    - Analyse Sexual and Reproductive Health issues from a  rights-based and gender-based perspective  - Describe and analyze components of effective SRHR  responses in the context of a health system in low and  middle income countries;		1	p.zwanikken@kit.nl	2020-03-03 05:30:02	2020-03-03	2020-09-22 11:20:34	troped	troped	0		2 weeks	<br>KIT Royal Tropical Institute  Health Department  Mauritskade 64   1092 AD Amsterdam   The Netherlands  tropEd representative: Lisanne Gerstel / Maaike FlinkenflÃ¶gel				2020-03-03 11:38:41	<br>84 hours   Contact (face to face): 57 hours   Self-study: 24 hours   Exam: 3 hours	2021-03-08	2021-03-19	<br>Accredited in Rabat GA Metting, Feb 2020. This accreditation is valid until Feb 2025	<br>Interactive lectures (30 hours), case studies (18 hours, role plays (4 hours), game (1 hour), debate (4 hours)		<br>A 3-hour open book examination using essay questions and case studies.   Students will be provided written feedback and if they fail they can participate in a re-sit.	<br>Max number of students 25  Max. number of tropEd students 10	<br>At least Bachelor level in health (i.e. medicine, nursing, etc.)  <br>At least 3 years of prior working experience in LMIC  A good command of French verbally and written, shown through experience in curriculum vitae	<br>first come, first served	<br>Fees in EUR 2.090  TropEd Students: â‚¬ 1.070	<br>Nuffic: Orange Knowledge Program (OKP) www.nuffic.nl				<br>Topics of the sessions include:  - Introduction to sexual and reproductive health and rights  - Contraception/ Family planning  - Maternal health   - HIV and STI  - Sex and sexuality  - Integration of gender  - Adolescents and sexual and reproductive health  - Gender based violence  - SRHR in fragile situations  - Promotion of safe abortion  - Monitoring, evaluation and learning in SRHR programs  - Integration of services  - Human resources for SRHR						
Non-physician health care workers: leading change in global health	<br>At the end of the module, the student should be able to  1. Analyse roles and responsibilities of non-physician health care workers (npHCW) in the context of Universal Health Coverage.  2. Demonstrate a profound knowledge of npHCWs development opportunities for leadership, research and advocacy    3. Discuss service delivery models of npHCW in primary health care to ensure interprofessionalism and quality of care in low resource settings		1		2020-03-03 05:51:22	2020-03-03	2020-06-09 13:20:00	troped	troped	0	Germany - Witten/Herdecke University, Witten	Two weeks	<br>Friede Springer endowed professorship for global child health, Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany    tropEd Representative: Prof. Dr. med Ralf Weigel	Michael Galatsch 	English	advanced optional	2020-03-03 11:58:24	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-06-21	2021-07-02	<br>Accredited in Rabat GA Meeting, Feb 2020. This accreditation is valid until Feb 2025.	<br>In week one, teacher-led methods are more dominant during the contact time: each day, there will be a 45 min introductory lecture for a specific topic building on and complementing the essential and optional prior reading that will be available in the Virtual Learning Environment. Besides, students visit an under- and postgraduate educational facility to assess a model of teaching, research and advocacy for nurses in an industrialised country.          In week two, teaching will be more student-led. Each day lecturers introduce a real-life scenario that illustrates a dilemma or challenge for a specific npHCW cadre in a concrete setting. Occasionally, these scenarios are presented via skype calls from countries from sub-Saharan Africa or Asia. Students, working in groups, analyse the scenario using guiding questions from lecturers. Following that, students present their findings to their peers and lecturers that discuss them and provide formative feedback. This learning will directly feed into the preparation of their posters.	<br>Key resources:  â€¢ Year of the nurse and midwife 2020: https://www.who.int/news-room/campaigns/year-of-the-nurse-and-the-midwife-2020     â€¢ WHO factsheet nursing and midwifery: https://www.who.int/news-room/fact-sheets/detail/nursing-and-midwifery  â€¢ WHO guideline on health policy and system support to optimize community health worker programmes 2018  https://apps.who.int/iris/bitstream/handle/10665/275474/9789241550369-eng.pdf.   â€¢ Boniol M et al, 2019: Gender equity in the health workforce: analysis of 104 countries: https://www.who.int/hrh/resources/gender_equity-health_workforce_analysis/en/     â€¢ Triple Impact â€“ how developing nursing will improve health, promote gender equality and support economic growth; London, 17 October 2016; http://www.appg.globalhealth.org.uk/  â€¢ Standards for improving the quality of care for children and young adolescents in health facilities 2018:  https://www.who.int/maternal_child_adolescent/documents/quality-standards-child-adolescent/en/	<br>There are two assessments: a single best answer MCQ (40%) and a Poster presentation with discussion (60%). Both assessments are in class on the last day of the module.     Time for the MCQ will be 60 minutes. To familiarise students with the MCQ format, we conduct a 30 min mock-examination for the MCQ at the end of the first week, as a formative assessment. MCQ assess the knowledge and comprehension of the essential reading and discussions in class. The structure is typically a scenario, lead question and 4-5 choices to answer.    Each student prepares a poster during the second week that analysis roles and responsibilities of npHCWs in a self-selected setting. After the presentation (10 min), the student will answer questions by the two examiners (10 min) and peers if time allows.     The final mark will be calculated on the basis of both assessments (pass mark is 50%). Those who fail the module have the opportunity to re-sit for one or both failed assessments. They will need to present a new poster on a new topic and/or conduct a new MCQ test. For re-sits, students have to be physically present. Re-sits will be scheduled individually but not later than six weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in the English language as well as students who have completed at least a Bachelor course taught in the English language are considered fluent. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than two years).  Students have to have a professional background in health (e.g. medicine, nursing, midwifery).	Places will be allocated on a first-come-first-served basis.	600.00 Euro	Not available				<br>In week one, after the module introduction, we develop the theoretical foundations of the roles and responsibilities of npHCWs in low resource settings:      â€¢ The module focuses on the following cadres of npHCWs: nurses, midwifes, clinical officers and other types of non-physician clinicians, community health workers and volunteers.  â€¢ Basic statistics of npHCWs globally and regionally (cadres, geographical distribution, density, demographics including gender, qualifications, professional development and training, places of work, salary/remuneration,).  â€¢ Interprofessionalism: definition and underlying concepts   â€¢ npHCWs, primary health care and UHC: current global and selected national guidance and policies (including their role in task-shifting and task sharing, health promotion and prevention activities)  â€¢ Differences and similarities in approaches to teaching, research and advocacy between high and low- and middle-income settings        In week two, we underpin the theory with practical examples from the literature and participantsâ€™ and facilitatorsâ€™ field experience. Students will apply their theoretical knowledge to their practice. Examples may include:     â€¢ Challenges and opportunities of the introduction of a specialist Clinical officer cadre in Sierra Leone   â€¢ Nursing care during the Ebola response in DR Congo: enablers and barriers  â€¢ Volunteersâ€™ and Community health workersâ€™ roles in the HIV response: experience from Malawi  â€¢ How work Medical Doctors and npHCW together in hospitals in Nigeria?    Time is dedicated during week two for students to develop their posters and presentations using their self-selected setting and cadre. If needed, we will offer technical guidance on poster development.	Germany	Human Resources	Face to face		3 ECTS credits	
Non-physician health care workers: leading change in global health	<br>At the end of the module, the student should be able to  1. Analyse roles and responsibilities of non-physician health care workers (npHCW) in the context of Universal Health Coverage.  2. Demonstrate a profound knowledge of npHCWs development opportunities for leadership, research and advocacy    3. Discuss service delivery models of npHCW in primary health care to ensure interprofessionalism and quality of care in low resource settings		1		2020-03-03 05:51:22	2020-03-03	2020-06-09 13:20:00	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health, Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany    tropEd Representative: Prof. Dr. med Ralf Weigel				2020-03-03 11:58:24	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-06-21	2021-07-02	<br>Accredited in Rabat GA Meeting, Feb 2020. This accreditation is valid until Feb 2025.	<br>In week one, teacher-led methods are more dominant during the contact time: each day, there will be a 45 min introductory lecture for a specific topic building on and complementing the essential and optional prior reading that will be available in the Virtual Learning Environment. Besides, students visit an under- and postgraduate educational facility to assess a model of teaching, research and advocacy for nurses in an industrialised country.          In week two, teaching will be more student-led. Each day lecturers introduce a real-life scenario that illustrates a dilemma or challenge for a specific npHCW cadre in a concrete setting. Occasionally, these scenarios are presented via skype calls from countries from sub-Saharan Africa or Asia. Students, working in groups, analyse the scenario using guiding questions from lecturers. Following that, students present their findings to their peers and lecturers that discuss them and provide formative feedback. This learning will directly feed into the preparation of their posters.	<br>Key resources:  â€¢ Year of the nurse and midwife 2020: https://www.who.int/news-room/campaigns/year-of-the-nurse-and-the-midwife-2020     â€¢ WHO factsheet nursing and midwifery: https://www.who.int/news-room/fact-sheets/detail/nursing-and-midwifery  â€¢ WHO guideline on health policy and system support to optimize community health worker programmes 2018  https://apps.who.int/iris/bitstream/handle/10665/275474/9789241550369-eng.pdf.   â€¢ Boniol M et al, 2019: Gender equity in the health workforce: analysis of 104 countries: https://www.who.int/hrh/resources/gender_equity-health_workforce_analysis/en/     â€¢ Triple Impact â€“ how developing nursing will improve health, promote gender equality and support economic growth; London, 17 October 2016; http://www.appg.globalhealth.org.uk/  â€¢ Standards for improving the quality of care for children and young adolescents in health facilities 2018:  https://www.who.int/maternal_child_adolescent/documents/quality-standards-child-adolescent/en/	<br>There are two assessments: a single best answer MCQ (40%) and a Poster presentation with discussion (60%). Both assessments are in class on the last day of the module.     Time for the MCQ will be 60 minutes. To familiarise students with the MCQ format, we conduct a 30 min mock-examination for the MCQ at the end of the first week, as a formative assessment. MCQ assess the knowledge and comprehension of the essential reading and discussions in class. The structure is typically a scenario, lead question and 4-5 choices to answer.    Each student prepares a poster during the second week that analysis roles and responsibilities of npHCWs in a self-selected setting. After the presentation (10 min), the student will answer questions by the two examiners (10 min) and peers if time allows.     The final mark will be calculated on the basis of both assessments (pass mark is 50%). Those who fail the module have the opportunity to re-sit for one or both failed assessments. They will need to present a new poster on a new topic and/or conduct a new MCQ test. For re-sits, students have to be physically present. Re-sits will be scheduled individually but not later than six weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in the English language as well as students who have completed at least a Bachelor course taught in the English language are considered fluent. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than two years).  Students have to have a professional background in health (e.g. medicine, nursing, midwifery).	Places will be allocated on a first-come-first-served basis.	600.00 Euro	Not available				<br>In week one, after the module introduction, we develop the theoretical foundations of the roles and responsibilities of npHCWs in low resource settings:      â€¢ The module focuses on the following cadres of npHCWs: nurses, midwifes, clinical officers and other types of non-physician clinicians, community health workers and volunteers.  â€¢ Basic statistics of npHCWs globally and regionally (cadres, geographical distribution, density, demographics including gender, qualifications, professional development and training, places of work, salary/remuneration,).  â€¢ Interprofessionalism: definition and underlying concepts   â€¢ npHCWs, primary health care and UHC: current global and selected national guidance and policies (including their role in task-shifting and task sharing, health promotion and prevention activities)  â€¢ Differences and similarities in approaches to teaching, research and advocacy between high and low- and middle-income settings        In week two, we underpin the theory with practical examples from the literature and participantsâ€™ and facilitatorsâ€™ field experience. Students will apply their theoretical knowledge to their practice. Examples may include:     â€¢ Challenges and opportunities of the introduction of a specialist Clinical officer cadre in Sierra Leone   â€¢ Nursing care during the Ebola response in DR Congo: enablers and barriers  â€¢ Volunteersâ€™ and Community health workersâ€™ roles in the HIV response: experience from Malawi  â€¢ How work Medical Doctors and npHCW together in hospitals in Nigeria?    Time is dedicated during week two for students to develop their posters and presentations using their self-selected setting and cadre. If needed, we will offer technical guidance on poster development.		Primary Health Care				
Non-physician health care workers: leading change in global health	<br>At the end of the module, the student should be able to  1. Analyse roles and responsibilities of non-physician health care workers (npHCW) in the context of Universal Health Coverage.  2. Demonstrate a profound knowledge of npHCWs development opportunities for leadership, research and advocacy    3. Discuss service delivery models of npHCW in primary health care to ensure interprofessionalism and quality of care in low resource settings		1		2020-03-03 05:51:22	2020-03-03	2020-06-09 13:20:00	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health, Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany    tropEd Representative: Prof. Dr. med Ralf Weigel				2020-03-03 11:58:24	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-06-21	2021-07-02	<br>Accredited in Rabat GA Meeting, Feb 2020. This accreditation is valid until Feb 2025.	<br>In week one, teacher-led methods are more dominant during the contact time: each day, there will be a 45 min introductory lecture for a specific topic building on and complementing the essential and optional prior reading that will be available in the Virtual Learning Environment. Besides, students visit an under- and postgraduate educational facility to assess a model of teaching, research and advocacy for nurses in an industrialised country.          In week two, teaching will be more student-led. Each day lecturers introduce a real-life scenario that illustrates a dilemma or challenge for a specific npHCW cadre in a concrete setting. Occasionally, these scenarios are presented via skype calls from countries from sub-Saharan Africa or Asia. Students, working in groups, analyse the scenario using guiding questions from lecturers. Following that, students present their findings to their peers and lecturers that discuss them and provide formative feedback. This learning will directly feed into the preparation of their posters.	<br>Key resources:  â€¢ Year of the nurse and midwife 2020: https://www.who.int/news-room/campaigns/year-of-the-nurse-and-the-midwife-2020     â€¢ WHO factsheet nursing and midwifery: https://www.who.int/news-room/fact-sheets/detail/nursing-and-midwifery  â€¢ WHO guideline on health policy and system support to optimize community health worker programmes 2018  https://apps.who.int/iris/bitstream/handle/10665/275474/9789241550369-eng.pdf.   â€¢ Boniol M et al, 2019: Gender equity in the health workforce: analysis of 104 countries: https://www.who.int/hrh/resources/gender_equity-health_workforce_analysis/en/     â€¢ Triple Impact â€“ how developing nursing will improve health, promote gender equality and support economic growth; London, 17 October 2016; http://www.appg.globalhealth.org.uk/  â€¢ Standards for improving the quality of care for children and young adolescents in health facilities 2018:  https://www.who.int/maternal_child_adolescent/documents/quality-standards-child-adolescent/en/	<br>There are two assessments: a single best answer MCQ (40%) and a Poster presentation with discussion (60%). Both assessments are in class on the last day of the module.     Time for the MCQ will be 60 minutes. To familiarise students with the MCQ format, we conduct a 30 min mock-examination for the MCQ at the end of the first week, as a formative assessment. MCQ assess the knowledge and comprehension of the essential reading and discussions in class. The structure is typically a scenario, lead question and 4-5 choices to answer.    Each student prepares a poster during the second week that analysis roles and responsibilities of npHCWs in a self-selected setting. After the presentation (10 min), the student will answer questions by the two examiners (10 min) and peers if time allows.     The final mark will be calculated on the basis of both assessments (pass mark is 50%). Those who fail the module have the opportunity to re-sit for one or both failed assessments. They will need to present a new poster on a new topic and/or conduct a new MCQ test. For re-sits, students have to be physically present. Re-sits will be scheduled individually but not later than six weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in the English language as well as students who have completed at least a Bachelor course taught in the English language are considered fluent. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than two years).  Students have to have a professional background in health (e.g. medicine, nursing, midwifery).	Places will be allocated on a first-come-first-served basis.	600.00 Euro	Not available				<br>In week one, after the module introduction, we develop the theoretical foundations of the roles and responsibilities of npHCWs in low resource settings:      â€¢ The module focuses on the following cadres of npHCWs: nurses, midwifes, clinical officers and other types of non-physician clinicians, community health workers and volunteers.  â€¢ Basic statistics of npHCWs globally and regionally (cadres, geographical distribution, density, demographics including gender, qualifications, professional development and training, places of work, salary/remuneration,).  â€¢ Interprofessionalism: definition and underlying concepts   â€¢ npHCWs, primary health care and UHC: current global and selected national guidance and policies (including their role in task-shifting and task sharing, health promotion and prevention activities)  â€¢ Differences and similarities in approaches to teaching, research and advocacy between high and low- and middle-income settings        In week two, we underpin the theory with practical examples from the literature and participantsâ€™ and facilitatorsâ€™ field experience. Students will apply their theoretical knowledge to their practice. Examples may include:     â€¢ Challenges and opportunities of the introduction of a specialist Clinical officer cadre in Sierra Leone   â€¢ Nursing care during the Ebola response in DR Congo: enablers and barriers  â€¢ Volunteersâ€™ and Community health workersâ€™ roles in the HIV response: experience from Malawi  â€¢ How work Medical Doctors and npHCW together in hospitals in Nigeria?    Time is dedicated during week two for students to develop their posters and presentations using their self-selected setting and cadre. If needed, we will offer technical guidance on poster development.		Universal health coverage				
Non-physician health care workers: leading change in global health	<br>At the end of the module, the student should be able to  1. Analyse roles and responsibilities of non-physician health care workers (npHCW) in the context of Universal Health Coverage.  2. Demonstrate a profound knowledge of npHCWs development opportunities for leadership, research and advocacy    3. Discuss service delivery models of npHCW in primary health care to ensure interprofessionalism and quality of care in low resource settings		1		2020-03-03 05:51:22	2020-03-03	2020-06-09 13:20:00	troped	troped	0		Two weeks	<br>Friede Springer endowed professorship for global child health, Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany    tropEd Representative: Prof. Dr. med Ralf Weigel				2020-03-03 11:58:24	<br>90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation).	2021-06-21	2021-07-02	<br>Accredited in Rabat GA Meeting, Feb 2020. This accreditation is valid until Feb 2025.	<br>In week one, teacher-led methods are more dominant during the contact time: each day, there will be a 45 min introductory lecture for a specific topic building on and complementing the essential and optional prior reading that will be available in the Virtual Learning Environment. Besides, students visit an under- and postgraduate educational facility to assess a model of teaching, research and advocacy for nurses in an industrialised country.          In week two, teaching will be more student-led. Each day lecturers introduce a real-life scenario that illustrates a dilemma or challenge for a specific npHCW cadre in a concrete setting. Occasionally, these scenarios are presented via skype calls from countries from sub-Saharan Africa or Asia. Students, working in groups, analyse the scenario using guiding questions from lecturers. Following that, students present their findings to their peers and lecturers that discuss them and provide formative feedback. This learning will directly feed into the preparation of their posters.	<br>Key resources:  â€¢ Year of the nurse and midwife 2020: https://www.who.int/news-room/campaigns/year-of-the-nurse-and-the-midwife-2020     â€¢ WHO factsheet nursing and midwifery: https://www.who.int/news-room/fact-sheets/detail/nursing-and-midwifery  â€¢ WHO guideline on health policy and system support to optimize community health worker programmes 2018  https://apps.who.int/iris/bitstream/handle/10665/275474/9789241550369-eng.pdf.   â€¢ Boniol M et al, 2019: Gender equity in the health workforce: analysis of 104 countries: https://www.who.int/hrh/resources/gender_equity-health_workforce_analysis/en/     â€¢ Triple Impact â€“ how developing nursing will improve health, promote gender equality and support economic growth; London, 17 October 2016; http://www.appg.globalhealth.org.uk/  â€¢ Standards for improving the quality of care for children and young adolescents in health facilities 2018:  https://www.who.int/maternal_child_adolescent/documents/quality-standards-child-adolescent/en/	<br>There are two assessments: a single best answer MCQ (40%) and a Poster presentation with discussion (60%). Both assessments are in class on the last day of the module.     Time for the MCQ will be 60 minutes. To familiarise students with the MCQ format, we conduct a 30 min mock-examination for the MCQ at the end of the first week, as a formative assessment. MCQ assess the knowledge and comprehension of the essential reading and discussions in class. The structure is typically a scenario, lead question and 4-5 choices to answer.    Each student prepares a poster during the second week that analysis roles and responsibilities of npHCWs in a self-selected setting. After the presentation (10 min), the student will answer questions by the two examiners (10 min) and peers if time allows.     The final mark will be calculated on the basis of both assessments (pass mark is 50%). Those who fail the module have the opportunity to re-sit for one or both failed assessments. They will need to present a new poster on a new topic and/or conduct a new MCQ test. For re-sits, students have to be physically present. Re-sits will be scheduled individually but not later than six weeks after the initial assessment. Re-sit marks are capped at 50%.	<br>Max. 15 students (number of tropEd students not limited)	<br>Students who have completed a core course at a tropEd home institution are considered fluent in the English language as well as students who have completed at least a Bachelor course taught in the English language are considered fluent. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than two years).  Students have to have a professional background in health (e.g. medicine, nursing, midwifery).	Places will be allocated on a first-come-first-served basis.	600.00 Euro	Not available				<br>In week one, after the module introduction, we develop the theoretical foundations of the roles and responsibilities of npHCWs in low resource settings:      â€¢ The module focuses on the following cadres of npHCWs: nurses, midwifes, clinical officers and other types of non-physician clinicians, community health workers and volunteers.  â€¢ Basic statistics of npHCWs globally and regionally (cadres, geographical distribution, density, demographics including gender, qualifications, professional development and training, places of work, salary/remuneration,).  â€¢ Interprofessionalism: definition and underlying concepts   â€¢ npHCWs, primary health care and UHC: current global and selected national guidance and policies (including their role in task-shifting and task sharing, health promotion and prevention activities)  â€¢ Differences and similarities in approaches to teaching, research and advocacy between high and low- and middle-income settings        In week two, we underpin the theory with practical examples from the literature and participantsâ€™ and facilitatorsâ€™ field experience. Students will apply their theoretical knowledge to their practice. Examples may include:     â€¢ Challenges and opportunities of the introduction of a specialist Clinical officer cadre in Sierra Leone   â€¢ Nursing care during the Ebola response in DR Congo: enablers and barriers  â€¢ Volunteersâ€™ and Community health workersâ€™ roles in the HIV response: experience from Malawi  â€¢ How work Medical Doctors and npHCW together in hospitals in Nigeria?    Time is dedicated during week two for students to develop their posters and presentations using their self-selected setting and cadre. If needed, we will offer technical guidance on poster development.						
Health Emergency and Disaster Risk Management	<br>At the end of the module students will be able to:    â€¢ Discuss key concepts of emergency risk management   â€¢ Analyze common public health consequences of disasters and principles to manage these consequences  â€¢ Formulate a comprehensive plan for health needs assessment in emergencies   â€¢ Analyze the principles of management of incidents and mass casualty situations  â€¢ Discuss principles of disaster response planning and critically evaluate a specific disaster response plan.		1	dtht@huph.edu.vn	2020-03-20 05:50:53	2020	2021-01-16 13:03:09	troped	romy	0	Vietnam - Hanoi University of Public Health (HUPH)	2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam     TropEd Representative:  Prof. Bui Thi Thu Ha, MD., PhD., Rector  Email: bth@huph.edu.vn	Ms. Do Thi Hanh Trang, PhD	English	advanced optional	2020-03-20 12:00:20	<br>Student Investment Time = 90 hours consisting of:    Contact time: 28 hours    Self-study time: 44 hours    Assisted tutorial: 1 hour    Field visit: 3 hours    Assessment/assignment time: 14 hours  Note: No prior reading is required before attending the course	2021-07-12	2021-07-23	<br>This course was accredited in Rabat GA Meeting (EC TelCo), March 2020. This accreditation is valid until March 2025.	<br>A variety of methods are used including lectures, group discussion, tutorials/field visit, individual work, student presentation and major assignment:   â€¢ Twenty-eight hours of lectures to introduce students to principles of health emergency and disaster risk management.  â€¢ A 2-hour seminar for group assignment presentation  â€¢ A 1-hour session for assisted tutorial   â€¢ A 3-hour field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe different components of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.  â€¢ Four hours for competing individual fieldtrip reflection report  â€¢ Eight hours for individual major assignment accomplishment  â€¢ Forty-four hours for other self-study activities (reading relevant materials to support lectures, group discussion for group exercises, completing small homework)		<br>Assessment will be based on class participation, field trip reflection, group work and major assignment.  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Individual field trip reflection report: 20%   â€¢ Students are required to report on what they have learned from the field trip about the disaster management system in Vietnam and components of an Emergency Operation Center, and their thoughts about what they have observed. This report should be between 500-word and 1000-word length and should be submitted to the course coordinator no later than three days after the field trip.   â€¢ Group presentation: 30% (writing/presenting a rapid health need assessment plan based on a given scenario).  â€¢ Students will work in groups of 3-5 people to prepare for the presentation at home. Each group will present their work in class within maximum 30 minutes and have 10 minutes to respond to comments of the other students and the course coordinator.   â€¢ Individual major assignment (1,500 words): 40%     Students are required to evaluate a real disaster response plan (provided by the course coordinator or they can select a disaster response plan of a community that they are familiar with), analyzing its strengths and weaknesses and provide suggestions for improvement if needed. The students are to submit the major assignment within one week since the last lecture.     Failing students will be given a chance to resubmit their paper that has addressed the comments given. This should be done within 2 weeks and will be reassessed by the course coordinator.    Note: all assessment questions/requirements will be introduced to students at the beginning of the course.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course.	<br>First come/ first serve	<br>600 Euro	<br>None available				<br>The main topics covered in this module are:  1. Fundamental terms and concepts in risk management and the risk management process  2. Common public health consequences of disasters (death, injury, communicable and non-communicable diseases, mental health and psychosocial problems, food security and nutrition, water and sanitation issues) and technical considerations in managing these consequences.   3. Health needs assessment in emergencies   4. Structures and procedures in management of incidents and mass casualty situations (incident management system - IMS, Incident Command Post â€“ ICP, Emergency Operation Center â€“ EOC, Emergency Coordination Center â€“ ECC, Emergency Medical Services System â€“ EMSS, and hospital emergency incident command system â€“ HEICS)  5. Emergency response planning: emergency response planning process and key participants involved in an emergency response planning process.  6. Field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe the organization of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.	Vietnam	Climate	Distance-based		3 ECTS credits	
Health Emergency and Disaster Risk Management	<br>At the end of the module students will be able to:    â€¢ Discuss key concepts of emergency risk management   â€¢ Analyze common public health consequences of disasters and principles to manage these consequences  â€¢ Formulate a comprehensive plan for health needs assessment in emergencies   â€¢ Analyze the principles of management of incidents and mass casualty situations  â€¢ Discuss principles of disaster response planning and critically evaluate a specific disaster response plan.		1	dtht@huph.edu.vn	2020-03-20 05:50:53	2020	2021-01-16 13:03:09	troped	romy	0		2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam     TropEd Representative:  Prof. Bui Thi Thu Ha, MD., PhD., Rector  Email: bth@huph.edu.vn				2020-03-20 12:00:20	<br>Student Investment Time = 90 hours consisting of:    Contact time: 28 hours    Self-study time: 44 hours    Assisted tutorial: 1 hour    Field visit: 3 hours    Assessment/assignment time: 14 hours  Note: No prior reading is required before attending the course	2021-07-12	2021-07-23	<br>This course was accredited in Rabat GA Meeting (EC TelCo), March 2020. This accreditation is valid until March 2025.	<br>A variety of methods are used including lectures, group discussion, tutorials/field visit, individual work, student presentation and major assignment:   â€¢ Twenty-eight hours of lectures to introduce students to principles of health emergency and disaster risk management.  â€¢ A 2-hour seminar for group assignment presentation  â€¢ A 1-hour session for assisted tutorial   â€¢ A 3-hour field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe different components of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.  â€¢ Four hours for competing individual fieldtrip reflection report  â€¢ Eight hours for individual major assignment accomplishment  â€¢ Forty-four hours for other self-study activities (reading relevant materials to support lectures, group discussion for group exercises, completing small homework)		<br>Assessment will be based on class participation, field trip reflection, group work and major assignment.  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Individual field trip reflection report: 20%   â€¢ Students are required to report on what they have learned from the field trip about the disaster management system in Vietnam and components of an Emergency Operation Center, and their thoughts about what they have observed. This report should be between 500-word and 1000-word length and should be submitted to the course coordinator no later than three days after the field trip.   â€¢ Group presentation: 30% (writing/presenting a rapid health need assessment plan based on a given scenario).  â€¢ Students will work in groups of 3-5 people to prepare for the presentation at home. Each group will present their work in class within maximum 30 minutes and have 10 minutes to respond to comments of the other students and the course coordinator.   â€¢ Individual major assignment (1,500 words): 40%     Students are required to evaluate a real disaster response plan (provided by the course coordinator or they can select a disaster response plan of a community that they are familiar with), analyzing its strengths and weaknesses and provide suggestions for improvement if needed. The students are to submit the major assignment within one week since the last lecture.     Failing students will be given a chance to resubmit their paper that has addressed the comments given. This should be done within 2 weeks and will be reassessed by the course coordinator.    Note: all assessment questions/requirements will be introduced to students at the beginning of the course.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course.	<br>First come/ first serve	<br>600 Euro	<br>None available				<br>The main topics covered in this module are:  1. Fundamental terms and concepts in risk management and the risk management process  2. Common public health consequences of disasters (death, injury, communicable and non-communicable diseases, mental health and psychosocial problems, food security and nutrition, water and sanitation issues) and technical considerations in managing these consequences.   3. Health needs assessment in emergencies   4. Structures and procedures in management of incidents and mass casualty situations (incident management system - IMS, Incident Command Post â€“ ICP, Emergency Operation Center â€“ EOC, Emergency Coordination Center â€“ ECC, Emergency Medical Services System â€“ EMSS, and hospital emergency incident command system â€“ HEICS)  5. Emergency response planning: emergency response planning process and key participants involved in an emergency response planning process.  6. Field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe the organization of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.		Emergency				
Health Emergency and Disaster Risk Management	<br>At the end of the module students will be able to:    â€¢ Discuss key concepts of emergency risk management   â€¢ Analyze common public health consequences of disasters and principles to manage these consequences  â€¢ Formulate a comprehensive plan for health needs assessment in emergencies   â€¢ Analyze the principles of management of incidents and mass casualty situations  â€¢ Discuss principles of disaster response planning and critically evaluate a specific disaster response plan.		1	dtht@huph.edu.vn	2020-03-20 05:50:53	2020	2021-01-16 13:03:09	troped	romy	0		2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam     TropEd Representative:  Prof. Bui Thi Thu Ha, MD., PhD., Rector  Email: bth@huph.edu.vn				2020-03-20 12:00:20	<br>Student Investment Time = 90 hours consisting of:    Contact time: 28 hours    Self-study time: 44 hours    Assisted tutorial: 1 hour    Field visit: 3 hours    Assessment/assignment time: 14 hours  Note: No prior reading is required before attending the course	2021-07-12	2021-07-23	<br>This course was accredited in Rabat GA Meeting (EC TelCo), March 2020. This accreditation is valid until March 2025.	<br>A variety of methods are used including lectures, group discussion, tutorials/field visit, individual work, student presentation and major assignment:   â€¢ Twenty-eight hours of lectures to introduce students to principles of health emergency and disaster risk management.  â€¢ A 2-hour seminar for group assignment presentation  â€¢ A 1-hour session for assisted tutorial   â€¢ A 3-hour field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe different components of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.  â€¢ Four hours for competing individual fieldtrip reflection report  â€¢ Eight hours for individual major assignment accomplishment  â€¢ Forty-four hours for other self-study activities (reading relevant materials to support lectures, group discussion for group exercises, completing small homework)		<br>Assessment will be based on class participation, field trip reflection, group work and major assignment.  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Individual field trip reflection report: 20%   â€¢ Students are required to report on what they have learned from the field trip about the disaster management system in Vietnam and components of an Emergency Operation Center, and their thoughts about what they have observed. This report should be between 500-word and 1000-word length and should be submitted to the course coordinator no later than three days after the field trip.   â€¢ Group presentation: 30% (writing/presenting a rapid health need assessment plan based on a given scenario).  â€¢ Students will work in groups of 3-5 people to prepare for the presentation at home. Each group will present their work in class within maximum 30 minutes and have 10 minutes to respond to comments of the other students and the course coordinator.   â€¢ Individual major assignment (1,500 words): 40%     Students are required to evaluate a real disaster response plan (provided by the course coordinator or they can select a disaster response plan of a community that they are familiar with), analyzing its strengths and weaknesses and provide suggestions for improvement if needed. The students are to submit the major assignment within one week since the last lecture.     Failing students will be given a chance to resubmit their paper that has addressed the comments given. This should be done within 2 weeks and will be reassessed by the course coordinator.    Note: all assessment questions/requirements will be introduced to students at the beginning of the course.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course.	<br>First come/ first serve	<br>600 Euro	<br>None available				<br>The main topics covered in this module are:  1. Fundamental terms and concepts in risk management and the risk management process  2. Common public health consequences of disasters (death, injury, communicable and non-communicable diseases, mental health and psychosocial problems, food security and nutrition, water and sanitation issues) and technical considerations in managing these consequences.   3. Health needs assessment in emergencies   4. Structures and procedures in management of incidents and mass casualty situations (incident management system - IMS, Incident Command Post â€“ ICP, Emergency Operation Center â€“ EOC, Emergency Coordination Center â€“ ECC, Emergency Medical Services System â€“ EMSS, and hospital emergency incident command system â€“ HEICS)  5. Emergency response planning: emergency response planning process and key participants involved in an emergency response planning process.  6. Field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe the organization of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.		Management/leadership				
Health Emergency and Disaster Risk Management	<br>At the end of the module students will be able to:    â€¢ Discuss key concepts of emergency risk management   â€¢ Analyze common public health consequences of disasters and principles to manage these consequences  â€¢ Formulate a comprehensive plan for health needs assessment in emergencies   â€¢ Analyze the principles of management of incidents and mass casualty situations  â€¢ Discuss principles of disaster response planning and critically evaluate a specific disaster response plan.		1	dtht@huph.edu.vn	2020-03-20 05:50:53	2020	2021-01-16 13:03:09	troped	romy	0		2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam     TropEd Representative:  Prof. Bui Thi Thu Ha, MD., PhD., Rector  Email: bth@huph.edu.vn				2020-03-20 12:00:20	<br>Student Investment Time = 90 hours consisting of:    Contact time: 28 hours    Self-study time: 44 hours    Assisted tutorial: 1 hour    Field visit: 3 hours    Assessment/assignment time: 14 hours  Note: No prior reading is required before attending the course	2021-07-12	2021-07-23	<br>This course was accredited in Rabat GA Meeting (EC TelCo), March 2020. This accreditation is valid until March 2025.	<br>A variety of methods are used including lectures, group discussion, tutorials/field visit, individual work, student presentation and major assignment:   â€¢ Twenty-eight hours of lectures to introduce students to principles of health emergency and disaster risk management.  â€¢ A 2-hour seminar for group assignment presentation  â€¢ A 1-hour session for assisted tutorial   â€¢ A 3-hour field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe different components of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.  â€¢ Four hours for competing individual fieldtrip reflection report  â€¢ Eight hours for individual major assignment accomplishment  â€¢ Forty-four hours for other self-study activities (reading relevant materials to support lectures, group discussion for group exercises, completing small homework)		<br>Assessment will be based on class participation, field trip reflection, group work and major assignment.  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Individual field trip reflection report: 20%   â€¢ Students are required to report on what they have learned from the field trip about the disaster management system in Vietnam and components of an Emergency Operation Center, and their thoughts about what they have observed. This report should be between 500-word and 1000-word length and should be submitted to the course coordinator no later than three days after the field trip.   â€¢ Group presentation: 30% (writing/presenting a rapid health need assessment plan based on a given scenario).  â€¢ Students will work in groups of 3-5 people to prepare for the presentation at home. Each group will present their work in class within maximum 30 minutes and have 10 minutes to respond to comments of the other students and the course coordinator.   â€¢ Individual major assignment (1,500 words): 40%     Students are required to evaluate a real disaster response plan (provided by the course coordinator or they can select a disaster response plan of a community that they are familiar with), analyzing its strengths and weaknesses and provide suggestions for improvement if needed. The students are to submit the major assignment within one week since the last lecture.     Failing students will be given a chance to resubmit their paper that has addressed the comments given. This should be done within 2 weeks and will be reassessed by the course coordinator.    Note: all assessment questions/requirements will be introduced to students at the beginning of the course.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course.	<br>First come/ first serve	<br>600 Euro	<br>None available				<br>The main topics covered in this module are:  1. Fundamental terms and concepts in risk management and the risk management process  2. Common public health consequences of disasters (death, injury, communicable and non-communicable diseases, mental health and psychosocial problems, food security and nutrition, water and sanitation issues) and technical considerations in managing these consequences.   3. Health needs assessment in emergencies   4. Structures and procedures in management of incidents and mass casualty situations (incident management system - IMS, Incident Command Post â€“ ICP, Emergency Operation Center â€“ EOC, Emergency Coordination Center â€“ ECC, Emergency Medical Services System â€“ EMSS, and hospital emergency incident command system â€“ HEICS)  5. Emergency response planning: emergency response planning process and key participants involved in an emergency response planning process.  6. Field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe the organization of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.		Public Health				
Health Emergency and Disaster Risk Management	<br>At the end of the module students will be able to:    â€¢ Discuss key concepts of emergency risk management   â€¢ Analyze common public health consequences of disasters and principles to manage these consequences  â€¢ Formulate a comprehensive plan for health needs assessment in emergencies   â€¢ Analyze the principles of management of incidents and mass casualty situations  â€¢ Discuss principles of disaster response planning and critically evaluate a specific disaster response plan.		1	dtht@huph.edu.vn	2020-03-20 05:50:53	2020	2021-01-16 13:03:09	troped	romy	0		2 weeks, Monday to Friday	<br>Hanoi University of Public Health (HUPH)  1A Duc Thang Road, North Tu Liem district  Hanoi, Vietnam     TropEd Representative:  Prof. Bui Thi Thu Ha, MD., PhD., Rector  Email: bth@huph.edu.vn				2020-03-20 12:00:20	<br>Student Investment Time = 90 hours consisting of:    Contact time: 28 hours    Self-study time: 44 hours    Assisted tutorial: 1 hour    Field visit: 3 hours    Assessment/assignment time: 14 hours  Note: No prior reading is required before attending the course	2021-07-12	2021-07-23	<br>This course was accredited in Rabat GA Meeting (EC TelCo), March 2020. This accreditation is valid until March 2025.	<br>A variety of methods are used including lectures, group discussion, tutorials/field visit, individual work, student presentation and major assignment:   â€¢ Twenty-eight hours of lectures to introduce students to principles of health emergency and disaster risk management.  â€¢ A 2-hour seminar for group assignment presentation  â€¢ A 1-hour session for assisted tutorial   â€¢ A 3-hour field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe different components of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.  â€¢ Four hours for competing individual fieldtrip reflection report  â€¢ Eight hours for individual major assignment accomplishment  â€¢ Forty-four hours for other self-study activities (reading relevant materials to support lectures, group discussion for group exercises, completing small homework)		<br>Assessment will be based on class participation, field trip reflection, group work and major assignment.  â€¢ Class participation: 10% (attend at least 80% of contact hours)  â€¢ Individual field trip reflection report: 20%   â€¢ Students are required to report on what they have learned from the field trip about the disaster management system in Vietnam and components of an Emergency Operation Center, and their thoughts about what they have observed. This report should be between 500-word and 1000-word length and should be submitted to the course coordinator no later than three days after the field trip.   â€¢ Group presentation: 30% (writing/presenting a rapid health need assessment plan based on a given scenario).  â€¢ Students will work in groups of 3-5 people to prepare for the presentation at home. Each group will present their work in class within maximum 30 minutes and have 10 minutes to respond to comments of the other students and the course coordinator.   â€¢ Individual major assignment (1,500 words): 40%     Students are required to evaluate a real disaster response plan (provided by the course coordinator or they can select a disaster response plan of a community that they are familiar with), analyzing its strengths and weaknesses and provide suggestions for improvement if needed. The students are to submit the major assignment within one week since the last lecture.     Failing students will be given a chance to resubmit their paper that has addressed the comments given. This should be done within 2 weeks and will be reassessed by the course coordinator.    Note: all assessment questions/requirements will be introduced to students at the beginning of the course.	<br>The number of students is limited to 20, max no. of TropEd students is 10.	<br>Proficiency in English:   TOEFL 550 or IELTS 6, Student admitted to a Master Degree Program within TropEd Network may join this course.	<br>First come/ first serve	<br>600 Euro	<br>None available				<br>The main topics covered in this module are:  1. Fundamental terms and concepts in risk management and the risk management process  2. Common public health consequences of disasters (death, injury, communicable and non-communicable diseases, mental health and psychosocial problems, food security and nutrition, water and sanitation issues) and technical considerations in managing these consequences.   3. Health needs assessment in emergencies   4. Structures and procedures in management of incidents and mass casualty situations (incident management system - IMS, Incident Command Post â€“ ICP, Emergency Operation Center â€“ EOC, Emergency Coordination Center â€“ ECC, Emergency Medical Services System â€“ EMSS, and hospital emergency incident command system â€“ HEICS)  5. Emergency response planning: emergency response planning process and key participants involved in an emergency response planning process.  6. Field visit to an Emergency Operation Center (EOC) at the Vietnam Disaster Management Authority (VNDMA), Ministry of Agriculture and Rural Development. Here, students will have a chance to observe the organization of an EOC, understand how it works and will be introduced to Vietnamâ€™s national disaster management system and the countryâ€™s experiences in disaster risk management.						
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be	Marjan Pirard	English	advanced optional	2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.	Belgium	Burden of Disease	Face to face		5 ECTS credits	
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be	Prof. JosÃ© Luis PeÃ±alvo			2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.		Disease prevention, control and elimination				
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be				2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.		Health promotion				
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be				2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.		Health systems				
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be				2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.		Non-communicable diseases				
Prevention and Control of Non-communicable Diseases	<br>At the end of the course the participants should be able to:    1. Appraise the characteristics and epidemiology of NCDs in LMICs including their complex relationship with communicable diseases  2. Measure, assess and compare the burden of disease of NCDs in different settings  3. Analyse the determinants of NCDs and their interaction, at multiple levels (biological, environmental, behavioural and social)   4. Critically appraise the evidence on NCD prevention and control interventions including emerging issues and operational challenges  5. Develop and plan the implementation and assessment of evidence-based strategies to reduce the burden of NCDs, considering the health systemâ€™s context, and including national and global actors, beneficiaries, and available resources.		1	gvheusden@itg.be	2020-04-23 01:46:43	2020	2020-04-23 07:32:56	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be				2020-04-23 07:30:25	78 contact hours + 56 self-study hours = 134 hours SIT	2021-03-08	2021-03-26	<br>This course was accredited at the GA Meeting in Rabat (EC TelCo) in February 2020. This accreditation is valid until April 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (38 hrs), group work on case studies (14 hrs), field work (including preparation, site visit, group work, presentations and discussions) (10 hrs), coached individual work for the assignment (8 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.   In addition to the contact hours it is estimated that 56 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>KEY DIDACTIC REFERENCES:    1. World Health Organization. Global Action Plan for the Prevention and Control of NCDs 2013-2020 2019 [cited 2019 March 17]. Available from: https://www.who.int/nmh/events/ncd_action_plan/en/.    2. James SL, Abate D, Abate KH, Abay SM, Abbafati C, Abbasi N, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2013;2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. 2018;392(10159):1789-858. doi: 10.1016/S0140-6736(18)32279-7.    3. Ezzati M, Pearson-Stuttard J, Bennett JE, Mathers CD. Acting on non-communicable diseases in low- and middle-income tropical countries. Nature. 2018;559(7715):507-16. doi: 10.1038/s41586-018-0306-9.    4. WHO STEPS surveillance manual: the WHO STEPwise approach to chronic disease risk factor surveillance. World Health Organization, 2005.    5. WHO Tackling NCDs: 'best buys' and other recommended interventions for the prevention and control of noncommunicable diseases. Geneva: World Health Organization, 2017 2017. Report No.:  Contract No.: WHO/NMH/NVI/17.9.    6. Afshin A, Penalvo J, Del Gobbo L, Kashaf M, Micha R, Morrish K, et al. CVD Prevention Through Policy: a Review of Mass Media, Food/Menu Labeling, Taxation/Subsidies, Built Environment, School Procurement, Worksite Wellness, and Marketing Standards to Improve Diet. Current cardiology reports. 2015;17(11):98. doi: 10.1007/s11886-015-0658-9. PubMed PMID: 26370554; PubMed Central PMCID: PMC4569662.    7. Beaglehole R, Epping-Jordan J, Patel V, Chopra M, Ebrahim S, Kidd M, et al. Alma-Ata: Rebirth and Revision 3. Improving the prevention and management of chronic disease in low-income and middle-income countries: a priority for primary health care. Lancet. 2008;372:940â€“49.	<br>Assessment will be based on an individual assignment that will be defined at the beginning of the course be based on a specific NCD (e.g. diabetes) in a specific context (e.g. country of origin of the student). The assignment will be  developed throughout the 3 weeks, as the classes build on the key concepts. An oral presentation will be the output of the individual assignment, that should touch upon the points discussed during the courseâ€™s blocks:     Burden and Surveillance systems:   Assess current burden of specific NCDs: magnitude, comparison with other diseases, trends and projections, and strategies and systems for monitoring (LOâ€™s 1 & 2)    Determinants:  Main determinants and drivers of a specific NCD burden, emerging risks, population-based strategies and policies to address them (LOâ€™s 3 & 4)     Prevention and control:  Assess current strategies in a particular country for a specific NCD given its burden and determinants: from policy to strategy to implementation. Identification of evaluation documents and assessment of compliance with national and with global targets  (LOâ€™s 4 & 5)    Students will prepare a  presentation (PowerPoint) of maximum 15 minutes duration summarizing the assignment and including referenced notes supporting the information provided in the slides. The presentations will be evaluated by teachers involved in the course. The evaluation is based on the quality of the presentation contents and the analysis of the information reviewed and quality of the interpretation (75% of the overall score) and on the quality of the discussion with the evaluating panel (25% of the overall score).    Assessment criteria include the quality of:  - the assessment and comparison of the burden  - the analysis of the determinants at multiple levels  - the critical appraisal of the prevention and control strategies in terms of evidence-base, operational challenges in the given context, and compliance with targets    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	<br>max.25 students	<br>Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least 2 years of experience as health professional, clinician or researcher in NCD programmes, NCD prevention and care and/or related strategies addressing NCDs.    Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.    Additional admission requirement:   Short course applicants should have passed the exam of the MPH/tropEd core course or prove that they have attained a similar level of methodological competencies (i.e. basic knowledge on research methods, epidemiology and statistics) through other courses or professional experience.	<br>Selection criteria  â€¢ Number of years and relevance of professional experience  â€¢ Quality of the Motivation letter  â€¢ Quality of References  â€¢ Relevance of additional training courses followed after the initial degree. A postgraduate degree in Public Health or equivalent is an asset for applicants who wish to follow the course outside the context of a master programme.	<br>For 2021 course:   730 Euros for students from the European Economic Area (EEA)  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships.  More information can be found on the ITM website (fees and scholarships)				<br>The course content will be organised in 3 blocks:   â€¢ Burden of NCDs and surveillance  â€¢ Determinants of NCDs   â€¢ Prevention and control of NCDs      The content of the course is divided in three interconnected blocks that cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course focuses on highly prevalent NCDs in LMIC, such as cardiovascular diseases and diabetes, and their comorbidities, as well as cancer and mental health.   During the first block, an overall introduction to the epidemiology of NCDs is presented, the figures of the global and regional burdens are discussed, and a comparative assessment of the most prevalent risks is introduced along with available tools and strategies for NCDs surveillance. Special focus will be placed in emerging issues such as mental health and aging, as well as the interplay between NCDs and infectious diseases in LMIC.   The second block aims to understand the primary drivers and risks of NCDs onset and development. As largely preventable diseases, the role of lifestyle and social determinants will be emphasized throughout this block. Priority issues such as the double burden of malnutrition, increasingly troubling LMIC and the current policy efforts to tackle NCDs through food-based strategies will be discussed.   In connection to the last issue, the third block will address the prevention and control of NCDs from the health systems perspective. Issues such as chronic care models, strategies supporting self-management, and health systems adaptation will be discussed. This last block will include also field visit and hands-on experience on instruments to monitor implementation of models.   Throughout the course concepts will be introduced with focused lectures and illustrated by case-studies, and classroom discussions aiming to enhance the participantâ€™s capability to critically assess the burden and the determinants of NCDs, and to identify the most important drivers to inform effective strategies to tackle NCDs contextualized to specific settings.						
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0	Morocco - Ã‰cole Nationale de SantÃ© Publique	- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com	Fatima Eddaoudi	French	advanced optional	2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps	Morocco	Health indicators	Face to face		2 ECTS credits	
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0		- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com				2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps		Informatics (incl.. software use), e-Health				
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0		- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com				2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps		Management/leadership				
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0		- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com				2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps		Planning and programming (incl.. budgeting and evaluation)				
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0		- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com				2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps		Technology				
Health Information System and Geographic Information System for hospital management	<br>- At the end of this training, the student should be able to:  - Explain the role of the Information System in decision making  - Analyze the organization of the Hospital Information System  - Apply the digitalization process to the hospital Information System activities  - Use QGIS software to map data		1	raja.benkirane@gmail.com	2020-06-29 04:48:53	2020	2020-09-10 12:02:03	troped	troped	0		- 2 weeks (10 days): 5 days for â€œHospital Information Systemâ€ and 5 days for â€œGeographic Information Systemâ€ â€¢ The first week starts from Monday 09 November 2020 to Friday 13 November 2020 â€¢ The second week starts from Monday 16 November 2020 to Friday 20 November 2020	<br>Ã‰cole Nationale de SantÃ© Publique (ENSP)  Rue Lamfedel Cherkaoui, Madinate Al Irfane; BP 63 29:  Rabat  TropEd representative: Raja Benkirane     E-mail: raja.benkirane@gmail.com				2020-06-29 09:58:20	<br>A total of 60 Hours are dedicated to this training (30 hours per week)  -Self-study hours: 10 Hours (during the training)  -Class attendance: 50 Hours (during the training), 5 Hours/Day	2020-11-09	2020-11-20	<br>Rabat GA Meeting February 2020 (EC TelCO, 8 June). This accreditation is valid until June 2025	<br>The teaching methods used consists of:   -Lectures followed by discussions (10%)  - Cases study (20%)  -Practical exercises on Access (30%)  - Practical exercises on QGIS (30%)  -Self-learning using the unique experiences of participant to better assimilate the teaching; (10%)    Practical and case study documents will be sent to students before class sessions to prepare them in advance. The tutorials take place as follows:    - 15 minutes to read the cases and discuss the work to be done.    - 45 minutes of analysis and do exercises    - 30 minutes to present the work done and answer questions.		<br>The assessment in relation to the learning outcomes is organized during the training.  The assessment methods are based on:    - Individual work based on practical exercises during the training (70%).  After each practical exercise, a few students will be chosen to present their work. this method will be applied over the two weeks so that all students present their individual work    - Examination using MCQ (1Hour at the end of the first week) (30%)    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>A maximum of 20 Students  A minimum of 10 students is required to launch the training	<br>Academic degree:   - Academic degree in health sciences (physician, nurse, pharmacist), or master in public health, management, or statistician     Language:  - Required French level C1     Basic computer skills:    - Operating systems (Windows and MacOS) Office suites (Microsoft Office), Presentation software (PowerPoint) Spreadsheets (Excel, etc.)	<br>- The selection of candidates is based on a dossier which must be submitted by the students tree months before the training. The dossier must contain a:  - detailed CV  - Copies of diplomas   - Motivation letter.  - Certificate to demonstrate the required French level (If the candidate does not have certificates to demonstrate the required level, an oral test via Skype will be organized)         Selected candidates will be informed two month before the training.  Priority for this course will be given to the manager of hospitals, health professionals managing health programs related to hospitals  if a minimum of 10 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>5000 MAD (500 Euros)	<br>NA				<br>Chapter I: Introduction to Health Information Systems (HIS) (3 Hours)   - Health Information System: Basic Concepts  - IS architecture in Heath  - IS and care of patients  - Security of information systems    Chapter II: Digitalization of the Hospital Information System (7 Hours)   - Introduction to the Hospital Information System (HIS)  - HIS and hospital organization  -  Enterprise Resource Planning (ERP) and Hospital Management   - Purchase and implementation of a HIS     Chapter III: Management of a digital hospital project (15 Hours)   - Organization of an IT project  - Dematerialization of activities  - Data integrity and IS quality  - Relational database management via Microsoft Access    Chapter IV: Introduction to Geographic Information System (GIS) (10 Hours)   - GIS: basic concepts  - Areas of use of GIS in health  - GIS and decision making  - Typology of GIS data    Chapter V: Health Data Mapping (15 Hours)   -  Using data with QGIS software  - Mapping indicators by value range  - Mapping indicators by proportional symbol  - Production and export of maps						
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel	Dr Hans-Friedemann Kinkel 	English	advanced optional	2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution	Germany	Health Policy (incl. advocacy)	Blended-learning		6 ECTS credits	
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0		The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel				2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution		Learning SDGs				
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0		The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel				2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution		Multi/inter-sectorial approach				
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0		The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel				2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution		One Health				
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0		The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel				2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution		planetary				
Social Determinants of Health and Planetary Health; designing interventions for sustainable livelihoods	<br>At the end of the module the student should be able to:  1. Apply WHO framework for social determinants of health to a complex problem to illustrate the interconnectedness and interdependence of sustainable livelihoods;  2. Illustrate how lifelong learning can enable the policy and social dialogue and coalition building processes for developing sustainable livelihoods;   3. Relate and analyse the interdependence of people, planet and prosperity employing Planetary Health, One Health, One Earth concepts;  4. Propose how to measure and understand a complex problem using a social determinants of health approach    5. Create a plan for sustainable livelihoods that promotes health equity through addressing the social determinants of health  6. Identify sources of health data and discuss how they can assess the impact of action		1	mscih-student@charite.de	2020-06-30 02:25:56	2020	2020-09-15 10:52:08	troped	troped	0		The module will take place over 2.5 months with a total SIT of 180 hours (151 teaching and learning activities) Pre-reading: none Application deadline: 10 weeks before module start  Payment deadline: 8 weeks before module start  Confirmation of participation by ITMIH: 6 weeks before module start.	Institute of Tropical Medicine and International Health  CharitÃ© - UniversitÃ¤tsmedizin Berlin   Augustenburger Platz 1  D-13353 Berlin,Germany  Phone: +49 30 450 565752  email: mscih-student@charite.de   tropEd representative: Hans-Friedemann Kinkel				2020-06-30 07:39:18	<br>â€¢ Synchronous live / virtual face to face teaching with a moderator via webinar; 35.5 hrs  â€¢ Asynchronous / independent study using material provided via web based learning platform ; 115.5 hrs including core reading   â€¢ Of the total of 151 (35.5 + 115.5) teaching hours: Cases Studies 26 hours, Exercises 15 hours, Group work 6 hours  â€¢ Written assignment 29 hours  â€¢ NB; Time has been built into the module there is provision for 6 hrs of moderator dedicated 1:1 time with participants via live web conferencing.  â€¢ Asynchronous web based learning elements have MCQs. This will allow for monitoring participant progress and enable the moderator to follow up by email. Email exchange will be available at participants request. The moderator will dedicate ca. 10 hrs per participant for 1:1 contact and/or email exchange including but not limited to addressing questions on course content, preparation for webinars, individual tasks. This communication channel and facility aims to be responsive and agile in addressing problems that course participants may have.	2021-08-16	2021-10-22	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This accreditation is valid until June 2025.	<br>â€¢ The course uses participatory learning (lectures with discussions and group works, based on synchronous live teaching via webinar;   â€¢ as well as self-directed learning based on asynchronous studying via a web based learning platform  â€¢ 1:1 moderator dedicated time with participants via live web conferencing  â€¢ and a written assignment	<br>Key literature  1. WHO publication; Integrating the Social Determinants of Health in Health Workforce Education and Training  2. UNESCO Lifelong Learning and Health: policy implications  3. Closing the Gap in a Generation; WHO Commission on the Social Determinants of Health  4. Safeguarding human health in the Anthropocene epoch; report of The Rockerfeller Foundation-Lancet Commission on planetary health  5. One Earth, Many Futures, No Destination, Mike Hulme, Cell Press  6. United Nations Transforming out world; the 2030 Agenda for Sustainable Development   7. UNESCO Global Citizenship Education and Education for Sustainable Development	<br>The content units, individual exercises and group work will build the scaffolding for the final assignment ie  designing interventions for sustainable livelihoods. MCQs will be required for each individual content unit in each teaching block. MCQ results will be monitored to assess participants progress through the course, and allow moderator and participants to tailor additional support as needed and as required. The facility for email exchange / zoom calls will used to connect the moderator  and individual participants  in a time efficient and effective manner. Similarly the participant can request 1:1 time with the moderator. The MCQs will form 25% of the overall module assessment mark.     Participants will be required to submit a report / diary detailing their learning reporting over the module, accounting 15% to the overall mark.     A written assignment (2500-3500 words, accounting 60% to the overall mark).    The assignment assesses the capability of the participant to i. identify, measure and analyse a public health issue using WHO analytical framework of WHO Commission on the  Social Determinants of Health, ii translate the problem into local community action that links the UN 17 SDGs with interventions to promote sustainable livelihoods.  They will demonstrate how they have / would engage with the community to understand the different perspectives of the identified problem.    For the assignment participants are asked to select a city or town within a country and to:    1. Identify a complex health problem in a community, using analytical framework of WHO Commission on the Social Determinants of Health making note of, i. intermediary determinants of health, and ii. structural determinants of health inequities, (20% weight in the assignmentâ€™s grading)  2. Describe the social dialogue and coalition building processes for developing sustainable livelihoods and interaction with key local community leadership (10% weight in the assignmentâ€™s grading)  3. Apply the results of problem analysis (1) to UNDP model for Sustainable Livelihoods with specific reference to the health damaging exposure/s, vulnerable groups and communities (20 % weight in the assignmentâ€™s grading)  4. Using 3. identify leverage points for action and propose pathway/s for resilient and sustainable livelihoods (30% weight in the assignmentâ€™s grading)   5. Identify potential drivers, assumptions, risks and stakeholders in these pathways (10% weight in the assignmentâ€™s grading)  6. List and describe the challenges that project might face and how they could be overcome (10% weight in the assignmentâ€™s grading)  Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (in resit, the grade of the failed first attempt is not considered anymore).  Students receive a local German grade (absolute grading scale) and an ECTS grade (relative grading scale)	<br>Max. 30 students	<br>Basic competencies in social determinants of health (e.g.  successful completion of a core course of a tropEd Masterâ€™s Programme)  If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories). TropEd students need to provide proof of registration as tropEd student at their home institution only.	<br>Places are allocated on a â€œfirst-come, first-servedâ€ basis.   Late applications will be considered as long as places are available.	<br>â‚¬ 1650 TropEd MScIH students and alumni  â‚¬ 2062.50 Guest students	<br>Not available				<br>Introduction to Module and Q&A  Block 1; Sustainable Development and UN 2030 Agenda / 17 SDGs  â€¢ Introduction to etymology of sustainable development and social determinants of health  â€¢ Introduction to United Nations Conference on Sustainable Development, outcome document entitled "The future we want'  â€¢ Redesigning planning, governance, and policies to achieve multiple Sustainable Development Goals  Block 2; Sustainable Development and complex challenges of 21st century  â€¢ Wicked problems; understanding the meta-narratives of sustainable development  â€¢ Introduction to UN Development Programme Sustainable Livelihoods  â€¢ Social Dimensions of Resilience in Social-Ecological Systems  Block 3; Equity and sustainability  â€¢ Orientation; what gets measured, get done  â€¢ Introduction to Indigenous knowledge and concepts of sustainability  â€¢ Reflections on global health security, solidarity and sustainability.  â€¢ Social Reflections on global health security, solidarity and sustainability  â€¢ Introduction to Global Citizenship  â€¢ Impact of Cultural and Citizenship Education on Social Cohesion  Block 4; Equity and the social determinants of health  â€¢ Framing the action for social determinants of health: 2030 Agenda for Sustainable Development  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Universal health coverage SDG 3.8 and the social determinants of health  â€¢ Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining our World through Learning.  Block 5; Introduction to Lifelong Learning (Macro level)  â€¢ Lifelong learning and Health  â€¢ Lifelong learning from a social justice perspective  â€¢ Lifelong learning and learning cities  â€¢ Lifelong learning competencies and skills for sustainable development and global citizenship  Block 6; Lifelong Learning and sustainable livelihoods (Meso, micro level)  Block 7; Planetary Health, One Health, One Earth  â€¢ Introducing main concepts of planetary health / One Health / One Earth  â€¢ Planetary boundaries; sustainable livelihoods and water scarcity  â€¢ Introduction to One Health  â€¢ One Earth and global pollution  Block 8; Introduction to Social Determinants of Health  â€¢ Closing the Gap in a Generation, an introduction to Social Determinants of Health  â€¢ Introduction to the analytical framework WHO Commission on the Social Determinants of Health  â€¢ UN High Level Commission on Health Employment and Economic Growth  Block 9; Social determinants of health and health services  â€¢ Systems thinking to promote health equity through action on the social determinants of health  â€¢ Introduction to WHO integrated people-centred health services.  â€¢ Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind.   â€¢ Understanding the Economics of Investments in the Social Determinants of Health  â€¢ Root causing mapping   Block 10; Taking action on the Social Determinants of Health   â€¢ Preparing for taking action in daily practice.  â€¢ Engaging people and communities in action to address the social determinants of health  â€¢ Introduction to social accountability  Block 11; Social Determinants of Health, measuring and understanding the problem  â€¢ Measure and understand the problem  â€¢ Taking action in daily practice; health examples  â€¢ Assessing the impact of action  Block 12; Multisectoral action and Governance  â€¢ How multisectoral collaboration and action can promote transformative change for health and sustainable development  â€¢ Importance of the health sector taking steps to build capacity for multisectoral efforts for health as part of Universal Health Coverage   â€¢ Coalition building and process strategies  Block 13; Multisectoral action and Partnerships  â€¢ Intersectoral planning for health and health equity  â€¢ Identifying sources of health data and policy advice for multisectoral action  â€¢ Minamata Convention on Mercury to address mercury pollution						
Qualitative Research Methods and Data Analysis in International Health	<br>At the end of the module students will be able to  â€¢ Design a qualitative research proposal  â€¢ Appraise peer reviewed qualitative research  â€¢ Apply ethical considerations including understanding the issues of bias (reflectivity and subjectivity) in qualitative research  â€¢ Demonstrate the ability to collect, transcribe and code qualitative data gained through in-depth interviews, focus-group discussions and/or participantsâ€™ observation methods and appraise qualitative research findings  â€¢ Formulate clear and succinct research questions for qualitative research applying all theoretical knowledge  â€¢ Explain main conceptual and methodological approaches in qualitative research (e.g. ethnographic, phenomenological, observational, cases study, grounded theory, interpretative phenomenological analysis (IPA)		1	mscih-coordinator@charite.de	2020-07-28 03:35:39	2020	2020-09-15 10:09:36	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	Two weeks face-to-face/synchronous online plus 2 days for proposal development (submission deadline 1 week after face-to-face/synchronous online week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum    Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany    Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de	Angel Phuti	English	advanced optional	2020-07-28 09:02:10	SIT: 108 hours   Contact: 60 hours (46.5 hours lectures + 4 hours guided group work + 6.5 hours practical + 3 hours class tests)  Self-study: 48 hours (19 hours private reading during face-to-face week + 29 hours for proposal development)	2021-05-31	2021-06-11	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020 (EC TelCo, July 2020). This accreditation is valid until July 2025.	<br>The learning method is a combination of teacher centered (lecture based with discussion) as well as learner centered (groupwork, practicals, self-study and assignment) methods.	<br>Please note that in 2020 the module will be delivered as synchronous online module    Recommended readings:  Creswell, J., 2009. Research design: qualitative, quantitative, and mixed method approaches, 3rd edition. London: Sage.  Merriam SB., 2016. Qualitative Research: A Guide to Design and Implementation, 4th Edition. USA: John Wiley and Sons.  Creswell, J., 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches; 3rd edition. London: Sage.  Tong A., Sainsbury P., Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357  Napolitano, DA., Jones COA. Who needs â€˜pukka anthropologistsâ€™? A study of the perceptions of the use of anthropology in tropical public health research	<br>A written assignment (1500-2500 words, accounting 100% to the overall mark).    The assignment assesses the capability of the student to design a proposal for a qualitative research project of their choice.    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (grading will not be capped).    Students receives two grades, one according to the German (absolute) 6 point decimal grading system - (1.0 excellent/sehr gut) -(6.0 not sufficient/ungenÃ¼gend), pass mark: â‰¥ 4.0 (sufficient/ausreichend) and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).    In addition there are two unmarked mandatory short written tests (formative assessment) at the end of each week to assess learning progress.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Successful completion of the core course  â€¢ English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0  â€¢ Laptop and basic computer skillsStudent  â€¢ Software NVivo (30 day trial version for free)  â€¢ Voice recording device (e.g. mobile phone)  â€¢ Notepad and pen (practice note taking in qualitative research)	<br>Participants are selected on a first come first served basis.	<br>962.50 â‚¬ tropEd MScIH students and alumni  1,203.13 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to qualitative research and differences between quantitative and mixed methods (lecture) (2 hrs)   â€¢ Methods: ethnographic, phenomenological and grounded theory methods, Interpretative Phenomenological Analysis (IPA), Participatory Action Research, case study (lecture) (3 hrs)  â€¢ Formulating aims and objectives in Qualitative research (lecture) (2 hrs)   â€¢ Self-study (2 hrs)  Day 2  â€¢ Qualitative data collection methods: in-depth interviews, focus-group discussions (FGDs) and participantsâ€™ observation methods  (lecture) (3 hrs)  â€¢ Appropriate methods in qualitative data capturing (lecture) (1 hrs)  â€¢ Ethical issues in research (1 hr)  â€¢ Group work: Qualitative data collection methods (pre-selected simple topics with two objectives) using different methods & capturing methods (2 individual interviews/ 2 observations/ 1 FGD (2 hrs))  â€¢ Self-study (2 hrs)  Day 3  â€¢ Discussion or feedback from group work (2 hrs)   â€¢ Strengthening and Assessing Rigour in Qualitative Research- how to achieve rich and high quality qualitative data (use role play as examples) (lecture) (2 hrs)  â€¢ Transcription process (lecture) (2 hrs)  â€¢ Self-study (transcribe a recorded interview (3 hrs)  Day 4  â€¢ Introduction to Qualitative Data Analysis and types of Analysis (lecture) (2.5 hrs)  â€¢ Overview of data collection software and traditional methods (lecture) (1.5 hrs)  â€¢ Group-work: Create themes/nodes or coding tree from transcripts and feedback (2 hrs)  â€¢ Self-study (3 hrs)  Day 5  â€¢ Written class test I (Content from day 1-4) and revision lecture in the class (1.5 hrs)  â€¢ Practical: Introduction to NVivo. - Setting the project from the data collected/ transcripts and data coding (4,5 hrs)  â€¢ Self-study (3 hrs)  Day 6   â€¢ Reporting writing and presentation of qualitative research findings (lecture) (3 hrs)  â€¢ Writing qualitative papers for peer review (lecture) (1.5hrs)  â€¢ Interpretation of research findings (lecture) (1.5 hrs)  â€¢ Self-study and read 3 recommended peer reviewed articles (3 hrs)  Day 7  â€¢ The role of qualitative research in global health (lecture) (2 hrs)  â€¢ Critique and discussion of peer reviewed articles (lecture + class discussion) (2 hrs)  â€¢ Practical: Use NVivo software in the analysis process in writing reviews of published qualitative data (2 hrs)  â€¢ Self-study (3 hrs)  DAY 8  â€¢ Principles of formulating a qualitative research proposal (lecture) (1.5 hrs)  â€¢ Literature review/existing background information in proposal writing (lecture) (1.5 hrs)  â€¢ Formulating the problem statement, aims, research questions and objectives in qualitative research (lecture) (3 hrs)   â€¢  Self-study: Proposal preparation: Start designing research proposal: Part 1 (3 hrs)  Day 9  â€¢ How to select the relevant methodology and sample size to answer specific research questions (lecture) (1.5 hrs)  â€¢ Choosing the correct data collection instrument (lecture) (1.5 hrs)  â€¢ Environment, Sampling and Reflexivity in Qualitative Research proposal (lecture) (1.5 hrs)  â€¢ Declaration of ethical issues in proposal writing (lecture)  (1.5 hr)  â€¢  Self-study: Proposal preparation: Part II-designing research proposal continued (3 hrs)  Day 10  â€¢ Written class test II (content of day 5-9) and discussion in class (1.5 hrs)  â€¢ Questions and answer lecture session (1.5 hrs)  â€¢ Feedback & Evaluation (1 hr)Feedback & Evaluation (1 hr)  â€¢ Self-study: Proposal Preparation (5 hrs)	Germany	Anthropology	Face to face		3.5 ECTS credits	
Qualitative Research Methods and Data Analysis in International Health	<br>At the end of the module students will be able to  â€¢ Design a qualitative research proposal  â€¢ Appraise peer reviewed qualitative research  â€¢ Apply ethical considerations including understanding the issues of bias (reflectivity and subjectivity) in qualitative research  â€¢ Demonstrate the ability to collect, transcribe and code qualitative data gained through in-depth interviews, focus-group discussions and/or participantsâ€™ observation methods and appraise qualitative research findings  â€¢ Formulate clear and succinct research questions for qualitative research applying all theoretical knowledge  â€¢ Explain main conceptual and methodological approaches in qualitative research (e.g. ethnographic, phenomenological, observational, cases study, grounded theory, interpretative phenomenological analysis (IPA)		1	mscih-coordinator@charite.de	2020-07-28 03:35:39	2020	2020-09-15 10:09:36	troped	troped	0		Two weeks face-to-face/synchronous online plus 2 days for proposal development (submission deadline 1 week after face-to-face/synchronous online week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum    Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany    Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2020-07-28 09:02:10	SIT: 108 hours   Contact: 60 hours (46.5 hours lectures + 4 hours guided group work + 6.5 hours practical + 3 hours class tests)  Self-study: 48 hours (19 hours private reading during face-to-face week + 29 hours for proposal development)	2021-05-31	2021-06-11	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020 (EC TelCo, July 2020). This accreditation is valid until July 2025.	<br>The learning method is a combination of teacher centered (lecture based with discussion) as well as learner centered (groupwork, practicals, self-study and assignment) methods.	<br>Please note that in 2020 the module will be delivered as synchronous online module    Recommended readings:  Creswell, J., 2009. Research design: qualitative, quantitative, and mixed method approaches, 3rd edition. London: Sage.  Merriam SB., 2016. Qualitative Research: A Guide to Design and Implementation, 4th Edition. USA: John Wiley and Sons.  Creswell, J., 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches; 3rd edition. London: Sage.  Tong A., Sainsbury P., Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357  Napolitano, DA., Jones COA. Who needs â€˜pukka anthropologistsâ€™? A study of the perceptions of the use of anthropology in tropical public health research	<br>A written assignment (1500-2500 words, accounting 100% to the overall mark).    The assignment assesses the capability of the student to design a proposal for a qualitative research project of their choice.    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (grading will not be capped).    Students receives two grades, one according to the German (absolute) 6 point decimal grading system - (1.0 excellent/sehr gut) -(6.0 not sufficient/ungenÃ¼gend), pass mark: â‰¥ 4.0 (sufficient/ausreichend) and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).    In addition there are two unmarked mandatory short written tests (formative assessment) at the end of each week to assess learning progress.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Successful completion of the core course  â€¢ English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0  â€¢ Laptop and basic computer skillsStudent  â€¢ Software NVivo (30 day trial version for free)  â€¢ Voice recording device (e.g. mobile phone)  â€¢ Notepad and pen (practice note taking in qualitative research)	<br>Participants are selected on a first come first served basis.	<br>962.50 â‚¬ tropEd MScIH students and alumni  1,203.13 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to qualitative research and differences between quantitative and mixed methods (lecture) (2 hrs)   â€¢ Methods: ethnographic, phenomenological and grounded theory methods, Interpretative Phenomenological Analysis (IPA), Participatory Action Research, case study (lecture) (3 hrs)  â€¢ Formulating aims and objectives in Qualitative research (lecture) (2 hrs)   â€¢ Self-study (2 hrs)  Day 2  â€¢ Qualitative data collection methods: in-depth interviews, focus-group discussions (FGDs) and participantsâ€™ observation methods  (lecture) (3 hrs)  â€¢ Appropriate methods in qualitative data capturing (lecture) (1 hrs)  â€¢ Ethical issues in research (1 hr)  â€¢ Group work: Qualitative data collection methods (pre-selected simple topics with two objectives) using different methods & capturing methods (2 individual interviews/ 2 observations/ 1 FGD (2 hrs))  â€¢ Self-study (2 hrs)  Day 3  â€¢ Discussion or feedback from group work (2 hrs)   â€¢ Strengthening and Assessing Rigour in Qualitative Research- how to achieve rich and high quality qualitative data (use role play as examples) (lecture) (2 hrs)  â€¢ Transcription process (lecture) (2 hrs)  â€¢ Self-study (transcribe a recorded interview (3 hrs)  Day 4  â€¢ Introduction to Qualitative Data Analysis and types of Analysis (lecture) (2.5 hrs)  â€¢ Overview of data collection software and traditional methods (lecture) (1.5 hrs)  â€¢ Group-work: Create themes/nodes or coding tree from transcripts and feedback (2 hrs)  â€¢ Self-study (3 hrs)  Day 5  â€¢ Written class test I (Content from day 1-4) and revision lecture in the class (1.5 hrs)  â€¢ Practical: Introduction to NVivo. - Setting the project from the data collected/ transcripts and data coding (4,5 hrs)  â€¢ Self-study (3 hrs)  Day 6   â€¢ Reporting writing and presentation of qualitative research findings (lecture) (3 hrs)  â€¢ Writing qualitative papers for peer review (lecture) (1.5hrs)  â€¢ Interpretation of research findings (lecture) (1.5 hrs)  â€¢ Self-study and read 3 recommended peer reviewed articles (3 hrs)  Day 7  â€¢ The role of qualitative research in global health (lecture) (2 hrs)  â€¢ Critique and discussion of peer reviewed articles (lecture + class discussion) (2 hrs)  â€¢ Practical: Use NVivo software in the analysis process in writing reviews of published qualitative data (2 hrs)  â€¢ Self-study (3 hrs)  DAY 8  â€¢ Principles of formulating a qualitative research proposal (lecture) (1.5 hrs)  â€¢ Literature review/existing background information in proposal writing (lecture) (1.5 hrs)  â€¢ Formulating the problem statement, aims, research questions and objectives in qualitative research (lecture) (3 hrs)   â€¢  Self-study: Proposal preparation: Start designing research proposal: Part 1 (3 hrs)  Day 9  â€¢ How to select the relevant methodology and sample size to answer specific research questions (lecture) (1.5 hrs)  â€¢ Choosing the correct data collection instrument (lecture) (1.5 hrs)  â€¢ Environment, Sampling and Reflexivity in Qualitative Research proposal (lecture) (1.5 hrs)  â€¢ Declaration of ethical issues in proposal writing (lecture)  (1.5 hr)  â€¢  Self-study: Proposal preparation: Part II-designing research proposal continued (3 hrs)  Day 10  â€¢ Written class test II (content of day 5-9) and discussion in class (1.5 hrs)  â€¢ Questions and answer lecture session (1.5 hrs)  â€¢ Feedback & Evaluation (1 hr)Feedback & Evaluation (1 hr)  â€¢ Self-study: Proposal Preparation (5 hrs)		Knowledge, attitude and practice				
Qualitative Research Methods and Data Analysis in International Health	<br>At the end of the module students will be able to  â€¢ Design a qualitative research proposal  â€¢ Appraise peer reviewed qualitative research  â€¢ Apply ethical considerations including understanding the issues of bias (reflectivity and subjectivity) in qualitative research  â€¢ Demonstrate the ability to collect, transcribe and code qualitative data gained through in-depth interviews, focus-group discussions and/or participantsâ€™ observation methods and appraise qualitative research findings  â€¢ Formulate clear and succinct research questions for qualitative research applying all theoretical knowledge  â€¢ Explain main conceptual and methodological approaches in qualitative research (e.g. ethnographic, phenomenological, observational, cases study, grounded theory, interpretative phenomenological analysis (IPA)		1	mscih-coordinator@charite.de	2020-07-28 03:35:39	2020	2020-09-15 10:09:36	troped	troped	0		Two weeks face-to-face/synchronous online plus 2 days for proposal development (submission deadline 1 week after face-to-face/synchronous online week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum    Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany    Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2020-07-28 09:02:10	SIT: 108 hours   Contact: 60 hours (46.5 hours lectures + 4 hours guided group work + 6.5 hours practical + 3 hours class tests)  Self-study: 48 hours (19 hours private reading during face-to-face week + 29 hours for proposal development)	2021-05-31	2021-06-11	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020 (EC TelCo, July 2020). This accreditation is valid until July 2025.	<br>The learning method is a combination of teacher centered (lecture based with discussion) as well as learner centered (groupwork, practicals, self-study and assignment) methods.	<br>Please note that in 2020 the module will be delivered as synchronous online module    Recommended readings:  Creswell, J., 2009. Research design: qualitative, quantitative, and mixed method approaches, 3rd edition. London: Sage.  Merriam SB., 2016. Qualitative Research: A Guide to Design and Implementation, 4th Edition. USA: John Wiley and Sons.  Creswell, J., 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches; 3rd edition. London: Sage.  Tong A., Sainsbury P., Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357  Napolitano, DA., Jones COA. Who needs â€˜pukka anthropologistsâ€™? A study of the perceptions of the use of anthropology in tropical public health research	<br>A written assignment (1500-2500 words, accounting 100% to the overall mark).    The assignment assesses the capability of the student to design a proposal for a qualitative research project of their choice.    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (grading will not be capped).    Students receives two grades, one according to the German (absolute) 6 point decimal grading system - (1.0 excellent/sehr gut) -(6.0 not sufficient/ungenÃ¼gend), pass mark: â‰¥ 4.0 (sufficient/ausreichend) and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).    In addition there are two unmarked mandatory short written tests (formative assessment) at the end of each week to assess learning progress.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Successful completion of the core course  â€¢ English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0  â€¢ Laptop and basic computer skillsStudent  â€¢ Software NVivo (30 day trial version for free)  â€¢ Voice recording device (e.g. mobile phone)  â€¢ Notepad and pen (practice note taking in qualitative research)	<br>Participants are selected on a first come first served basis.	<br>962.50 â‚¬ tropEd MScIH students and alumni  1,203.13 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to qualitative research and differences between quantitative and mixed methods (lecture) (2 hrs)   â€¢ Methods: ethnographic, phenomenological and grounded theory methods, Interpretative Phenomenological Analysis (IPA), Participatory Action Research, case study (lecture) (3 hrs)  â€¢ Formulating aims and objectives in Qualitative research (lecture) (2 hrs)   â€¢ Self-study (2 hrs)  Day 2  â€¢ Qualitative data collection methods: in-depth interviews, focus-group discussions (FGDs) and participantsâ€™ observation methods  (lecture) (3 hrs)  â€¢ Appropriate methods in qualitative data capturing (lecture) (1 hrs)  â€¢ Ethical issues in research (1 hr)  â€¢ Group work: Qualitative data collection methods (pre-selected simple topics with two objectives) using different methods & capturing methods (2 individual interviews/ 2 observations/ 1 FGD (2 hrs))  â€¢ Self-study (2 hrs)  Day 3  â€¢ Discussion or feedback from group work (2 hrs)   â€¢ Strengthening and Assessing Rigour in Qualitative Research- how to achieve rich and high quality qualitative data (use role play as examples) (lecture) (2 hrs)  â€¢ Transcription process (lecture) (2 hrs)  â€¢ Self-study (transcribe a recorded interview (3 hrs)  Day 4  â€¢ Introduction to Qualitative Data Analysis and types of Analysis (lecture) (2.5 hrs)  â€¢ Overview of data collection software and traditional methods (lecture) (1.5 hrs)  â€¢ Group-work: Create themes/nodes or coding tree from transcripts and feedback (2 hrs)  â€¢ Self-study (3 hrs)  Day 5  â€¢ Written class test I (Content from day 1-4) and revision lecture in the class (1.5 hrs)  â€¢ Practical: Introduction to NVivo. - Setting the project from the data collected/ transcripts and data coding (4,5 hrs)  â€¢ Self-study (3 hrs)  Day 6   â€¢ Reporting writing and presentation of qualitative research findings (lecture) (3 hrs)  â€¢ Writing qualitative papers for peer review (lecture) (1.5hrs)  â€¢ Interpretation of research findings (lecture) (1.5 hrs)  â€¢ Self-study and read 3 recommended peer reviewed articles (3 hrs)  Day 7  â€¢ The role of qualitative research in global health (lecture) (2 hrs)  â€¢ Critique and discussion of peer reviewed articles (lecture + class discussion) (2 hrs)  â€¢ Practical: Use NVivo software in the analysis process in writing reviews of published qualitative data (2 hrs)  â€¢ Self-study (3 hrs)  DAY 8  â€¢ Principles of formulating a qualitative research proposal (lecture) (1.5 hrs)  â€¢ Literature review/existing background information in proposal writing (lecture) (1.5 hrs)  â€¢ Formulating the problem statement, aims, research questions and objectives in qualitative research (lecture) (3 hrs)   â€¢  Self-study: Proposal preparation: Start designing research proposal: Part 1 (3 hrs)  Day 9  â€¢ How to select the relevant methodology and sample size to answer specific research questions (lecture) (1.5 hrs)  â€¢ Choosing the correct data collection instrument (lecture) (1.5 hrs)  â€¢ Environment, Sampling and Reflexivity in Qualitative Research proposal (lecture) (1.5 hrs)  â€¢ Declaration of ethical issues in proposal writing (lecture)  (1.5 hr)  â€¢  Self-study: Proposal preparation: Part II-designing research proposal continued (3 hrs)  Day 10  â€¢ Written class test II (content of day 5-9) and discussion in class (1.5 hrs)  â€¢ Questions and answer lecture session (1.5 hrs)  â€¢ Feedback & Evaluation (1 hr)Feedback & Evaluation (1 hr)  â€¢ Self-study: Proposal Preparation (5 hrs)		Qualitative methods				
Qualitative Research Methods and Data Analysis in International Health	<br>At the end of the module students will be able to  â€¢ Design a qualitative research proposal  â€¢ Appraise peer reviewed qualitative research  â€¢ Apply ethical considerations including understanding the issues of bias (reflectivity and subjectivity) in qualitative research  â€¢ Demonstrate the ability to collect, transcribe and code qualitative data gained through in-depth interviews, focus-group discussions and/or participantsâ€™ observation methods and appraise qualitative research findings  â€¢ Formulate clear and succinct research questions for qualitative research applying all theoretical knowledge  â€¢ Explain main conceptual and methodological approaches in qualitative research (e.g. ethnographic, phenomenological, observational, cases study, grounded theory, interpretative phenomenological analysis (IPA)		1	mscih-coordinator@charite.de	2020-07-28 03:35:39	2020	2020-09-15 10:09:36	troped	troped	0		Two weeks face-to-face/synchronous online plus 2 days for proposal development (submission deadline 1 week after face-to-face/synchronous online week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum    Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany    Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2020-07-28 09:02:10	SIT: 108 hours   Contact: 60 hours (46.5 hours lectures + 4 hours guided group work + 6.5 hours practical + 3 hours class tests)  Self-study: 48 hours (19 hours private reading during face-to-face week + 29 hours for proposal development)	2021-05-31	2021-06-11	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020 (EC TelCo, July 2020). This accreditation is valid until July 2025.	<br>The learning method is a combination of teacher centered (lecture based with discussion) as well as learner centered (groupwork, practicals, self-study and assignment) methods.	<br>Please note that in 2020 the module will be delivered as synchronous online module    Recommended readings:  Creswell, J., 2009. Research design: qualitative, quantitative, and mixed method approaches, 3rd edition. London: Sage.  Merriam SB., 2016. Qualitative Research: A Guide to Design and Implementation, 4th Edition. USA: John Wiley and Sons.  Creswell, J., 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches; 3rd edition. London: Sage.  Tong A., Sainsbury P., Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357  Napolitano, DA., Jones COA. Who needs â€˜pukka anthropologistsâ€™? A study of the perceptions of the use of anthropology in tropical public health research	<br>A written assignment (1500-2500 words, accounting 100% to the overall mark).    The assignment assesses the capability of the student to design a proposal for a qualitative research project of their choice.    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (grading will not be capped).    Students receives two grades, one according to the German (absolute) 6 point decimal grading system - (1.0 excellent/sehr gut) -(6.0 not sufficient/ungenÃ¼gend), pass mark: â‰¥ 4.0 (sufficient/ausreichend) and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).    In addition there are two unmarked mandatory short written tests (formative assessment) at the end of each week to assess learning progress.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Successful completion of the core course  â€¢ English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0  â€¢ Laptop and basic computer skillsStudent  â€¢ Software NVivo (30 day trial version for free)  â€¢ Voice recording device (e.g. mobile phone)  â€¢ Notepad and pen (practice note taking in qualitative research)	<br>Participants are selected on a first come first served basis.	<br>962.50 â‚¬ tropEd MScIH students and alumni  1,203.13 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to qualitative research and differences between quantitative and mixed methods (lecture) (2 hrs)   â€¢ Methods: ethnographic, phenomenological and grounded theory methods, Interpretative Phenomenological Analysis (IPA), Participatory Action Research, case study (lecture) (3 hrs)  â€¢ Formulating aims and objectives in Qualitative research (lecture) (2 hrs)   â€¢ Self-study (2 hrs)  Day 2  â€¢ Qualitative data collection methods: in-depth interviews, focus-group discussions (FGDs) and participantsâ€™ observation methods  (lecture) (3 hrs)  â€¢ Appropriate methods in qualitative data capturing (lecture) (1 hrs)  â€¢ Ethical issues in research (1 hr)  â€¢ Group work: Qualitative data collection methods (pre-selected simple topics with two objectives) using different methods & capturing methods (2 individual interviews/ 2 observations/ 1 FGD (2 hrs))  â€¢ Self-study (2 hrs)  Day 3  â€¢ Discussion or feedback from group work (2 hrs)   â€¢ Strengthening and Assessing Rigour in Qualitative Research- how to achieve rich and high quality qualitative data (use role play as examples) (lecture) (2 hrs)  â€¢ Transcription process (lecture) (2 hrs)  â€¢ Self-study (transcribe a recorded interview (3 hrs)  Day 4  â€¢ Introduction to Qualitative Data Analysis and types of Analysis (lecture) (2.5 hrs)  â€¢ Overview of data collection software and traditional methods (lecture) (1.5 hrs)  â€¢ Group-work: Create themes/nodes or coding tree from transcripts and feedback (2 hrs)  â€¢ Self-study (3 hrs)  Day 5  â€¢ Written class test I (Content from day 1-4) and revision lecture in the class (1.5 hrs)  â€¢ Practical: Introduction to NVivo. - Setting the project from the data collected/ transcripts and data coding (4,5 hrs)  â€¢ Self-study (3 hrs)  Day 6   â€¢ Reporting writing and presentation of qualitative research findings (lecture) (3 hrs)  â€¢ Writing qualitative papers for peer review (lecture) (1.5hrs)  â€¢ Interpretation of research findings (lecture) (1.5 hrs)  â€¢ Self-study and read 3 recommended peer reviewed articles (3 hrs)  Day 7  â€¢ The role of qualitative research in global health (lecture) (2 hrs)  â€¢ Critique and discussion of peer reviewed articles (lecture + class discussion) (2 hrs)  â€¢ Practical: Use NVivo software in the analysis process in writing reviews of published qualitative data (2 hrs)  â€¢ Self-study (3 hrs)  DAY 8  â€¢ Principles of formulating a qualitative research proposal (lecture) (1.5 hrs)  â€¢ Literature review/existing background information in proposal writing (lecture) (1.5 hrs)  â€¢ Formulating the problem statement, aims, research questions and objectives in qualitative research (lecture) (3 hrs)   â€¢  Self-study: Proposal preparation: Start designing research proposal: Part 1 (3 hrs)  Day 9  â€¢ How to select the relevant methodology and sample size to answer specific research questions (lecture) (1.5 hrs)  â€¢ Choosing the correct data collection instrument (lecture) (1.5 hrs)  â€¢ Environment, Sampling and Reflexivity in Qualitative Research proposal (lecture) (1.5 hrs)  â€¢ Declaration of ethical issues in proposal writing (lecture)  (1.5 hr)  â€¢  Self-study: Proposal preparation: Part II-designing research proposal continued (3 hrs)  Day 10  â€¢ Written class test II (content of day 5-9) and discussion in class (1.5 hrs)  â€¢ Questions and answer lecture session (1.5 hrs)  â€¢ Feedback & Evaluation (1 hr)Feedback & Evaluation (1 hr)  â€¢ Self-study: Proposal Preparation (5 hrs)		Research (in general)				
Qualitative Research Methods and Data Analysis in International Health	<br>At the end of the module students will be able to  â€¢ Design a qualitative research proposal  â€¢ Appraise peer reviewed qualitative research  â€¢ Apply ethical considerations including understanding the issues of bias (reflectivity and subjectivity) in qualitative research  â€¢ Demonstrate the ability to collect, transcribe and code qualitative data gained through in-depth interviews, focus-group discussions and/or participantsâ€™ observation methods and appraise qualitative research findings  â€¢ Formulate clear and succinct research questions for qualitative research applying all theoretical knowledge  â€¢ Explain main conceptual and methodological approaches in qualitative research (e.g. ethnographic, phenomenological, observational, cases study, grounded theory, interpretative phenomenological analysis (IPA)		1	mscih-coordinator@charite.de	2020-07-28 03:35:39	2020	2020-09-15 10:09:36	troped	troped	0		Two weeks face-to-face/synchronous online plus 2 days for proposal development (submission deadline 1 week after face-to-face/synchronous online week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum    Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany    Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2020-07-28 09:02:10	SIT: 108 hours   Contact: 60 hours (46.5 hours lectures + 4 hours guided group work + 6.5 hours practical + 3 hours class tests)  Self-study: 48 hours (19 hours private reading during face-to-face week + 29 hours for proposal development)	2021-05-31	2021-06-11	<br>First accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020 (EC TelCo, July 2020). This accreditation is valid until July 2025.	<br>The learning method is a combination of teacher centered (lecture based with discussion) as well as learner centered (groupwork, practicals, self-study and assignment) methods.	<br>Please note that in 2020 the module will be delivered as synchronous online module    Recommended readings:  Creswell, J., 2009. Research design: qualitative, quantitative, and mixed method approaches, 3rd edition. London: Sage.  Merriam SB., 2016. Qualitative Research: A Guide to Design and Implementation, 4th Edition. USA: John Wiley and Sons.  Creswell, J., 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches; 3rd edition. London: Sage.  Tong A., Sainsbury P., Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357  Napolitano, DA., Jones COA. Who needs â€˜pukka anthropologistsâ€™? A study of the perceptions of the use of anthropology in tropical public health research	<br>A written assignment (1500-2500 words, accounting 100% to the overall mark).    The assignment assesses the capability of the student to design a proposal for a qualitative research project of their choice.    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (grading will not be capped).    Students receives two grades, one according to the German (absolute) 6 point decimal grading system - (1.0 excellent/sehr gut) -(6.0 not sufficient/ungenÃ¼gend), pass mark: â‰¥ 4.0 (sufficient/ausreichend) and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).    In addition there are two unmarked mandatory short written tests (formative assessment) at the end of each week to assess learning progress.	<br>Max. number of students: 25  Students have to attend 85% of the face-to-face week.	<br>â€¢ Successful completion of the core course  â€¢ English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0  â€¢ Laptop and basic computer skillsStudent  â€¢ Software NVivo (30 day trial version for free)  â€¢ Voice recording device (e.g. mobile phone)  â€¢ Notepad and pen (practice note taking in qualitative research)	<br>Participants are selected on a first come first served basis.	<br>962.50 â‚¬ tropEd MScIH students and alumni  1,203.13 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to qualitative research and differences between quantitative and mixed methods (lecture) (2 hrs)   â€¢ Methods: ethnographic, phenomenological and grounded theory methods, Interpretative Phenomenological Analysis (IPA), Participatory Action Research, case study (lecture) (3 hrs)  â€¢ Formulating aims and objectives in Qualitative research (lecture) (2 hrs)   â€¢ Self-study (2 hrs)  Day 2  â€¢ Qualitative data collection methods: in-depth interviews, focus-group discussions (FGDs) and participantsâ€™ observation methods  (lecture) (3 hrs)  â€¢ Appropriate methods in qualitative data capturing (lecture) (1 hrs)  â€¢ Ethical issues in research (1 hr)  â€¢ Group work: Qualitative data collection methods (pre-selected simple topics with two objectives) using different methods & capturing methods (2 individual interviews/ 2 observations/ 1 FGD (2 hrs))  â€¢ Self-study (2 hrs)  Day 3  â€¢ Discussion or feedback from group work (2 hrs)   â€¢ Strengthening and Assessing Rigour in Qualitative Research- how to achieve rich and high quality qualitative data (use role play as examples) (lecture) (2 hrs)  â€¢ Transcription process (lecture) (2 hrs)  â€¢ Self-study (transcribe a recorded interview (3 hrs)  Day 4  â€¢ Introduction to Qualitative Data Analysis and types of Analysis (lecture) (2.5 hrs)  â€¢ Overview of data collection software and traditional methods (lecture) (1.5 hrs)  â€¢ Group-work: Create themes/nodes or coding tree from transcripts and feedback (2 hrs)  â€¢ Self-study (3 hrs)  Day 5  â€¢ Written class test I (Content from day 1-4) and revision lecture in the class (1.5 hrs)  â€¢ Practical: Introduction to NVivo. - Setting the project from the data collected/ transcripts and data coding (4,5 hrs)  â€¢ Self-study (3 hrs)  Day 6   â€¢ Reporting writing and presentation of qualitative research findings (lecture) (3 hrs)  â€¢ Writing qualitative papers for peer review (lecture) (1.5hrs)  â€¢ Interpretation of research findings (lecture) (1.5 hrs)  â€¢ Self-study and read 3 recommended peer reviewed articles (3 hrs)  Day 7  â€¢ The role of qualitative research in global health (lecture) (2 hrs)  â€¢ Critique and discussion of peer reviewed articles (lecture + class discussion) (2 hrs)  â€¢ Practical: Use NVivo software in the analysis process in writing reviews of published qualitative data (2 hrs)  â€¢ Self-study (3 hrs)  DAY 8  â€¢ Principles of formulating a qualitative research proposal (lecture) (1.5 hrs)  â€¢ Literature review/existing background information in proposal writing (lecture) (1.5 hrs)  â€¢ Formulating the problem statement, aims, research questions and objectives in qualitative research (lecture) (3 hrs)   â€¢  Self-study: Proposal preparation: Start designing research proposal: Part 1 (3 hrs)  Day 9  â€¢ How to select the relevant methodology and sample size to answer specific research questions (lecture) (1.5 hrs)  â€¢ Choosing the correct data collection instrument (lecture) (1.5 hrs)  â€¢ Environment, Sampling and Reflexivity in Qualitative Research proposal (lecture) (1.5 hrs)  â€¢ Declaration of ethical issues in proposal writing (lecture)  (1.5 hr)  â€¢  Self-study: Proposal preparation: Part II-designing research proposal continued (3 hrs)  Day 10  â€¢ Written class test II (content of day 5-9) and discussion in class (1.5 hrs)  â€¢ Questions and answer lecture session (1.5 hrs)  â€¢ Feedback & Evaluation (1 hr)Feedback & Evaluation (1 hr)  â€¢ Self-study: Proposal Preparation (5 hrs)						
Outbreak Investigations & Research	<br>At the end of the course, the student should be able to:  â€¢ Design and explain a protocol to implement interdisciplinary outbreak investigation   â€¢ Identify risks and challenges in outbreak research and options to mitigate them  â€¢ Define clear research objectives, based on an analysis of the concrete problems and opportunities related to a specific outbreak  â€¢ Identify and describe actors, including communities, local and national (health) authorities, as well as professionals, involved in a specific outbreak  â€¢ Apply appropriate (quantitative, qualitative, geographical) methods to describe an outbreak and analyse interventions		1	gvheusden@itg.be	2020-08-20 03:26:43	2020-08-20	2020-08-20 08:35:43	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine	3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be    Course leader: Prof. Marianne van der Sande (mvandersande@itg.be)	Marjan Pirard	English	advanced optional	2020-08-20 08:31:58	84 contact hours + 50 self-study hours = 134 hours SIT	2021-04-19	2021-05-07	<br>Accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This Accreditation  is valid until June 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (42 hrs), group work on case studies (10 hrs), exercises to apply tools (10 hrs), lab demoâ€™s (4 hrs), coached group work for the assignment (10 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.     In addition to the scheduled contact hours it is estimated that 50 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>Key didactic references:    Tansey CM et al. Earthquakes to Floods: a scoping review of health-related disaster research in low and middle-income countries. PLoS Curr Dis 2018;10:pii   Zumla A et al. Taking forward a 'One Health' approach for turning the tide against the Middle East respiratory syndrome coronavirus and other zoonotic pathogens with epidemic potential. Int J Infect Dis 2016;47:5-9	<br>During the 3-week course, each participant will work on a group assignment related to a specific outbreak. Each group will develop an outline of a research protocol on a specific intervention for a given outbreak in a specific context. This proposal is expected to incorporate perspectives and needs from relevant stakeholders in an interdisciplinary approach.   On the final day of the course, each group will present and discuss their protocol. The other participants, in the audience, will take the roles of different stakeholders and are expected to give a critical reflection. Staff from the communication department will then question the presenters from the perspective of the press. The moderators will invite all to contribute.    Individual grading will be based for 50% on the group presentation (individual mark on individual contribution) and for 50% on the quality of their critical reflections / peer feedback during presentations of all the proposals.    Students will get teacher (formative) feedback:  -  on draft versions during scheduled coaching sessions from the course leader    -  on the presentations and discussions from a jury composed by the course leader, two staff members involved in teaching/coaching and a member of the communication department.     An assessment grid will be used by the same jury for marking and feedback.  Assessment criteria include:  - Appropriateness of application of taught tools  - Adequate inclusion of stakeholder perspectives and priorities  - Relevance of the research question  - Appropriateness of the study design  - Sufficient attention for operational challenges  - Clarity of communication for various stakeholders    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to individually present and discuss a revised version of the assignment(s) in a re-sit session.	max.25 students	<br>Academic degree  Applicants must hold a university degree equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in health sciences (medicine, pharmacy, nursing, animal health), biomedical sciences or other health-related domains, such as medical sociology, medical anthropology, health economics or environmental health.  Experience  Applicants for the short course need to demonstrate some experience with or expertise in the domain of outbreak investigations.  Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM TOEFL Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.  Additional admission requirement:   Applicants should have successfully completed the core modules of an MPH or a tropEd core course or prove that they have attained basic methodological competencies through other courses or professional experience.	<br>Selection criteria  â€¢ Relevance of professional experience (preferably at least 6 months of relevant professional experience)  â€¢ Motivation: interest in outbreak research and expected contributions to future outbreak research  â€¢ References  â€¢ Relevant additional training. A Master degree in Public Health, in Epidemiology or equivalent is an asset.	<br>730 Euros for EEA students  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be obtained on the ITM website (fees and scholarships)				<br>A set of interdisciplinary sessions will assist the students to gain new insights in outbreak investigation and research, which can support outbreak control.       In the first part of the course, emphasis will be on introducing the different theoretical and operational concepts, using exercises to practice hand-on skills, such as  -10 steps of outbreak investigation  -surveillance and early warning  -geographical information systems  -involving stakeholders, communities, health systems  -evaluation methods, data management  -ethics    In the second part, we will go more in depth by:  -  unravelling research opportunities and  discussing the challenges, the specificities and impact of investigations and research during outbreaks through disease-specific examples.  - discussing infectious disease outbreaks of rare pathogens (e.g. Ebola), often neglected outbreaks (e.g. cholera), nosocomial outbreaks (e.g. antimicrobial resistance -related), vector-borne disease outbreaks (e.g. chikungunya), as well as discuss Covid-19 related investigations and research.   In all examples we will focus on interdisciplinarity in outbreak investigation, control and research.	Belgium	Multi/inter-sectorial approach	Face to face		5 ECTS credits	
Outbreak Investigations & Research	<br>At the end of the course, the student should be able to:  â€¢ Design and explain a protocol to implement interdisciplinary outbreak investigation   â€¢ Identify risks and challenges in outbreak research and options to mitigate them  â€¢ Define clear research objectives, based on an analysis of the concrete problems and opportunities related to a specific outbreak  â€¢ Identify and describe actors, including communities, local and national (health) authorities, as well as professionals, involved in a specific outbreak  â€¢ Apply appropriate (quantitative, qualitative, geographical) methods to describe an outbreak and analyse interventions		1	gvheusden@itg.be	2020-08-20 03:26:43	2020-08-20	2020-08-20 08:35:43	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be    Course leader: Prof. Marianne van der Sande (mvandersande@itg.be)				2020-08-20 08:31:58	84 contact hours + 50 self-study hours = 134 hours SIT	2021-04-19	2021-05-07	<br>Accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This Accreditation  is valid until June 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (42 hrs), group work on case studies (10 hrs), exercises to apply tools (10 hrs), lab demoâ€™s (4 hrs), coached group work for the assignment (10 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.     In addition to the scheduled contact hours it is estimated that 50 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>Key didactic references:    Tansey CM et al. Earthquakes to Floods: a scoping review of health-related disaster research in low and middle-income countries. PLoS Curr Dis 2018;10:pii   Zumla A et al. Taking forward a 'One Health' approach for turning the tide against the Middle East respiratory syndrome coronavirus and other zoonotic pathogens with epidemic potential. Int J Infect Dis 2016;47:5-9	<br>During the 3-week course, each participant will work on a group assignment related to a specific outbreak. Each group will develop an outline of a research protocol on a specific intervention for a given outbreak in a specific context. This proposal is expected to incorporate perspectives and needs from relevant stakeholders in an interdisciplinary approach.   On the final day of the course, each group will present and discuss their protocol. The other participants, in the audience, will take the roles of different stakeholders and are expected to give a critical reflection. Staff from the communication department will then question the presenters from the perspective of the press. The moderators will invite all to contribute.    Individual grading will be based for 50% on the group presentation (individual mark on individual contribution) and for 50% on the quality of their critical reflections / peer feedback during presentations of all the proposals.    Students will get teacher (formative) feedback:  -  on draft versions during scheduled coaching sessions from the course leader    -  on the presentations and discussions from a jury composed by the course leader, two staff members involved in teaching/coaching and a member of the communication department.     An assessment grid will be used by the same jury for marking and feedback.  Assessment criteria include:  - Appropriateness of application of taught tools  - Adequate inclusion of stakeholder perspectives and priorities  - Relevance of the research question  - Appropriateness of the study design  - Sufficient attention for operational challenges  - Clarity of communication for various stakeholders    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to individually present and discuss a revised version of the assignment(s) in a re-sit session.	max.25 students	<br>Academic degree  Applicants must hold a university degree equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in health sciences (medicine, pharmacy, nursing, animal health), biomedical sciences or other health-related domains, such as medical sociology, medical anthropology, health economics or environmental health.  Experience  Applicants for the short course need to demonstrate some experience with or expertise in the domain of outbreak investigations.  Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM TOEFL Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.  Additional admission requirement:   Applicants should have successfully completed the core modules of an MPH or a tropEd core course or prove that they have attained basic methodological competencies through other courses or professional experience.	<br>Selection criteria  â€¢ Relevance of professional experience (preferably at least 6 months of relevant professional experience)  â€¢ Motivation: interest in outbreak research and expected contributions to future outbreak research  â€¢ References  â€¢ Relevant additional training. A Master degree in Public Health, in Epidemiology or equivalent is an asset.	<br>730 Euros for EEA students  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be obtained on the ITM website (fees and scholarships)				<br>A set of interdisciplinary sessions will assist the students to gain new insights in outbreak investigation and research, which can support outbreak control.       In the first part of the course, emphasis will be on introducing the different theoretical and operational concepts, using exercises to practice hand-on skills, such as  -10 steps of outbreak investigation  -surveillance and early warning  -geographical information systems  -involving stakeholders, communities, health systems  -evaluation methods, data management  -ethics    In the second part, we will go more in depth by:  -  unravelling research opportunities and  discussing the challenges, the specificities and impact of investigations and research during outbreaks through disease-specific examples.  - discussing infectious disease outbreaks of rare pathogens (e.g. Ebola), often neglected outbreaks (e.g. cholera), nosocomial outbreaks (e.g. antimicrobial resistance -related), vector-borne disease outbreaks (e.g. chikungunya), as well as discuss Covid-19 related investigations and research.   In all examples we will focus on interdisciplinarity in outbreak investigation, control and research.		Outbreaks				
Outbreak Investigations & Research	<br>At the end of the course, the student should be able to:  â€¢ Design and explain a protocol to implement interdisciplinary outbreak investigation   â€¢ Identify risks and challenges in outbreak research and options to mitigate them  â€¢ Define clear research objectives, based on an analysis of the concrete problems and opportunities related to a specific outbreak  â€¢ Identify and describe actors, including communities, local and national (health) authorities, as well as professionals, involved in a specific outbreak  â€¢ Apply appropriate (quantitative, qualitative, geographical) methods to describe an outbreak and analyse interventions		1	gvheusden@itg.be	2020-08-20 03:26:43	2020-08-20	2020-08-20 08:35:43	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be    Course leader: Prof. Marianne van der Sande (mvandersande@itg.be)				2020-08-20 08:31:58	84 contact hours + 50 self-study hours = 134 hours SIT	2021-04-19	2021-05-07	<br>Accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This Accreditation  is valid until June 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (42 hrs), group work on case studies (10 hrs), exercises to apply tools (10 hrs), lab demoâ€™s (4 hrs), coached group work for the assignment (10 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.     In addition to the scheduled contact hours it is estimated that 50 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>Key didactic references:    Tansey CM et al. Earthquakes to Floods: a scoping review of health-related disaster research in low and middle-income countries. PLoS Curr Dis 2018;10:pii   Zumla A et al. Taking forward a 'One Health' approach for turning the tide against the Middle East respiratory syndrome coronavirus and other zoonotic pathogens with epidemic potential. Int J Infect Dis 2016;47:5-9	<br>During the 3-week course, each participant will work on a group assignment related to a specific outbreak. Each group will develop an outline of a research protocol on a specific intervention for a given outbreak in a specific context. This proposal is expected to incorporate perspectives and needs from relevant stakeholders in an interdisciplinary approach.   On the final day of the course, each group will present and discuss their protocol. The other participants, in the audience, will take the roles of different stakeholders and are expected to give a critical reflection. Staff from the communication department will then question the presenters from the perspective of the press. The moderators will invite all to contribute.    Individual grading will be based for 50% on the group presentation (individual mark on individual contribution) and for 50% on the quality of their critical reflections / peer feedback during presentations of all the proposals.    Students will get teacher (formative) feedback:  -  on draft versions during scheduled coaching sessions from the course leader    -  on the presentations and discussions from a jury composed by the course leader, two staff members involved in teaching/coaching and a member of the communication department.     An assessment grid will be used by the same jury for marking and feedback.  Assessment criteria include:  - Appropriateness of application of taught tools  - Adequate inclusion of stakeholder perspectives and priorities  - Relevance of the research question  - Appropriateness of the study design  - Sufficient attention for operational challenges  - Clarity of communication for various stakeholders    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to individually present and discuss a revised version of the assignment(s) in a re-sit session.	max.25 students	<br>Academic degree  Applicants must hold a university degree equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in health sciences (medicine, pharmacy, nursing, animal health), biomedical sciences or other health-related domains, such as medical sociology, medical anthropology, health economics or environmental health.  Experience  Applicants for the short course need to demonstrate some experience with or expertise in the domain of outbreak investigations.  Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM TOEFL Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.  Additional admission requirement:   Applicants should have successfully completed the core modules of an MPH or a tropEd core course or prove that they have attained basic methodological competencies through other courses or professional experience.	<br>Selection criteria  â€¢ Relevance of professional experience (preferably at least 6 months of relevant professional experience)  â€¢ Motivation: interest in outbreak research and expected contributions to future outbreak research  â€¢ References  â€¢ Relevant additional training. A Master degree in Public Health, in Epidemiology or equivalent is an asset.	<br>730 Euros for EEA students  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be obtained on the ITM website (fees and scholarships)				<br>A set of interdisciplinary sessions will assist the students to gain new insights in outbreak investigation and research, which can support outbreak control.       In the first part of the course, emphasis will be on introducing the different theoretical and operational concepts, using exercises to practice hand-on skills, such as  -10 steps of outbreak investigation  -surveillance and early warning  -geographical information systems  -involving stakeholders, communities, health systems  -evaluation methods, data management  -ethics    In the second part, we will go more in depth by:  -  unravelling research opportunities and  discussing the challenges, the specificities and impact of investigations and research during outbreaks through disease-specific examples.  - discussing infectious disease outbreaks of rare pathogens (e.g. Ebola), often neglected outbreaks (e.g. cholera), nosocomial outbreaks (e.g. antimicrobial resistance -related), vector-borne disease outbreaks (e.g. chikungunya), as well as discuss Covid-19 related investigations and research.   In all examples we will focus on interdisciplinarity in outbreak investigation, control and research.		Research (in general)				
Outbreak Investigations & Research	<br>At the end of the course, the student should be able to:  â€¢ Design and explain a protocol to implement interdisciplinary outbreak investigation   â€¢ Identify risks and challenges in outbreak research and options to mitigate them  â€¢ Define clear research objectives, based on an analysis of the concrete problems and opportunities related to a specific outbreak  â€¢ Identify and describe actors, including communities, local and national (health) authorities, as well as professionals, involved in a specific outbreak  â€¢ Apply appropriate (quantitative, qualitative, geographical) methods to describe an outbreak and analyse interventions		1	gvheusden@itg.be	2020-08-20 03:26:43	2020-08-20	2020-08-20 08:35:43	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be    Course leader: Prof. Marianne van der Sande (mvandersande@itg.be)				2020-08-20 08:31:58	84 contact hours + 50 self-study hours = 134 hours SIT	2021-04-19	2021-05-07	<br>Accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This Accreditation  is valid until June 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (42 hrs), group work on case studies (10 hrs), exercises to apply tools (10 hrs), lab demoâ€™s (4 hrs), coached group work for the assignment (10 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.     In addition to the scheduled contact hours it is estimated that 50 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>Key didactic references:    Tansey CM et al. Earthquakes to Floods: a scoping review of health-related disaster research in low and middle-income countries. PLoS Curr Dis 2018;10:pii   Zumla A et al. Taking forward a 'One Health' approach for turning the tide against the Middle East respiratory syndrome coronavirus and other zoonotic pathogens with epidemic potential. Int J Infect Dis 2016;47:5-9	<br>During the 3-week course, each participant will work on a group assignment related to a specific outbreak. Each group will develop an outline of a research protocol on a specific intervention for a given outbreak in a specific context. This proposal is expected to incorporate perspectives and needs from relevant stakeholders in an interdisciplinary approach.   On the final day of the course, each group will present and discuss their protocol. The other participants, in the audience, will take the roles of different stakeholders and are expected to give a critical reflection. Staff from the communication department will then question the presenters from the perspective of the press. The moderators will invite all to contribute.    Individual grading will be based for 50% on the group presentation (individual mark on individual contribution) and for 50% on the quality of their critical reflections / peer feedback during presentations of all the proposals.    Students will get teacher (formative) feedback:  -  on draft versions during scheduled coaching sessions from the course leader    -  on the presentations and discussions from a jury composed by the course leader, two staff members involved in teaching/coaching and a member of the communication department.     An assessment grid will be used by the same jury for marking and feedback.  Assessment criteria include:  - Appropriateness of application of taught tools  - Adequate inclusion of stakeholder perspectives and priorities  - Relevance of the research question  - Appropriateness of the study design  - Sufficient attention for operational challenges  - Clarity of communication for various stakeholders    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to individually present and discuss a revised version of the assignment(s) in a re-sit session.	max.25 students	<br>Academic degree  Applicants must hold a university degree equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in health sciences (medicine, pharmacy, nursing, animal health), biomedical sciences or other health-related domains, such as medical sociology, medical anthropology, health economics or environmental health.  Experience  Applicants for the short course need to demonstrate some experience with or expertise in the domain of outbreak investigations.  Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM TOEFL Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.  Additional admission requirement:   Applicants should have successfully completed the core modules of an MPH or a tropEd core course or prove that they have attained basic methodological competencies through other courses or professional experience.	<br>Selection criteria  â€¢ Relevance of professional experience (preferably at least 6 months of relevant professional experience)  â€¢ Motivation: interest in outbreak research and expected contributions to future outbreak research  â€¢ References  â€¢ Relevant additional training. A Master degree in Public Health, in Epidemiology or equivalent is an asset.	<br>730 Euros for EEA students  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be obtained on the ITM website (fees and scholarships)				<br>A set of interdisciplinary sessions will assist the students to gain new insights in outbreak investigation and research, which can support outbreak control.       In the first part of the course, emphasis will be on introducing the different theoretical and operational concepts, using exercises to practice hand-on skills, such as  -10 steps of outbreak investigation  -surveillance and early warning  -geographical information systems  -involving stakeholders, communities, health systems  -evaluation methods, data management  -ethics    In the second part, we will go more in depth by:  -  unravelling research opportunities and  discussing the challenges, the specificities and impact of investigations and research during outbreaks through disease-specific examples.  - discussing infectious disease outbreaks of rare pathogens (e.g. Ebola), often neglected outbreaks (e.g. cholera), nosocomial outbreaks (e.g. antimicrobial resistance -related), vector-borne disease outbreaks (e.g. chikungunya), as well as discuss Covid-19 related investigations and research.   In all examples we will focus on interdisciplinarity in outbreak investigation, control and research.		international/global health				
Outbreak Investigations & Research	<br>At the end of the course, the student should be able to:  â€¢ Design and explain a protocol to implement interdisciplinary outbreak investigation   â€¢ Identify risks and challenges in outbreak research and options to mitigate them  â€¢ Define clear research objectives, based on an analysis of the concrete problems and opportunities related to a specific outbreak  â€¢ Identify and describe actors, including communities, local and national (health) authorities, as well as professionals, involved in a specific outbreak  â€¢ Apply appropriate (quantitative, qualitative, geographical) methods to describe an outbreak and analyse interventions		1	gvheusden@itg.be	2020-08-20 03:26:43	2020-08-20	2020-08-20 08:35:43	troped	troped	0		3 weeks	Antwerp Institute of Tropical Medicine   Nationalestraat 155  B-2000 Antwerpen    tropEd Representative:  Govert van Heusden, gvheusden@itg.be  Website: www.itg.be    Course leader: Prof. Marianne van der Sande (mvandersande@itg.be)				2020-08-20 08:31:58	84 contact hours + 50 self-study hours = 134 hours SIT	2021-04-19	2021-05-07	<br>Accredited at Online tropEd GA (â€œHamburgâ€), 11 - 12 June 2020. This Accreditation  is valid until June 2025.	<br>Exchange of experience is essential in the learning process.    Teaching and learning methods consist of interactive lectures (42 hrs), group work on case studies (10 hrs), exercises to apply tools (10 hrs), lab demoâ€™s (4 hrs), coached group work for the assignment (10 hrs) and presentations for the assignments (4 hrs). One session (2h) will be dedicated to introduce the course & the assignment and one session (2h) for the course evaluation and conclusions.     In addition to the scheduled contact hours it is estimated that 50 hrs of personal work (self-study) are required for preparatory and additional reading and for the group assignment.	<br>Key didactic references:    Tansey CM et al. Earthquakes to Floods: a scoping review of health-related disaster research in low and middle-income countries. PLoS Curr Dis 2018;10:pii   Zumla A et al. Taking forward a 'One Health' approach for turning the tide against the Middle East respiratory syndrome coronavirus and other zoonotic pathogens with epidemic potential. Int J Infect Dis 2016;47:5-9	<br>During the 3-week course, each participant will work on a group assignment related to a specific outbreak. Each group will develop an outline of a research protocol on a specific intervention for a given outbreak in a specific context. This proposal is expected to incorporate perspectives and needs from relevant stakeholders in an interdisciplinary approach.   On the final day of the course, each group will present and discuss their protocol. The other participants, in the audience, will take the roles of different stakeholders and are expected to give a critical reflection. Staff from the communication department will then question the presenters from the perspective of the press. The moderators will invite all to contribute.    Individual grading will be based for 50% on the group presentation (individual mark on individual contribution) and for 50% on the quality of their critical reflections / peer feedback during presentations of all the proposals.    Students will get teacher (formative) feedback:  -  on draft versions during scheduled coaching sessions from the course leader    -  on the presentations and discussions from a jury composed by the course leader, two staff members involved in teaching/coaching and a member of the communication department.     An assessment grid will be used by the same jury for marking and feedback.  Assessment criteria include:  - Appropriateness of application of taught tools  - Adequate inclusion of stakeholder perspectives and priorities  - Relevance of the research question  - Appropriateness of the study design  - Sufficient attention for operational challenges  - Clarity of communication for various stakeholders    Re-sit sessions  Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to individually present and discuss a revised version of the assignment(s) in a re-sit session.	max.25 students	<br>Academic degree  Applicants must hold a university degree equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in health sciences (medicine, pharmacy, nursing, animal health), biomedical sciences or other health-related domains, such as medical sociology, medical anthropology, health economics or environmental health.  Experience  Applicants for the short course need to demonstrate some experience with or expertise in the domain of outbreak investigations.  Language proficiency  Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM TOEFL Code 7727).  Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.  Additional admission requirement:   Applicants should have successfully completed the core modules of an MPH or a tropEd core course or prove that they have attained basic methodological competencies through other courses or professional experience.	<br>Selection criteria  â€¢ Relevance of professional experience (preferably at least 6 months of relevant professional experience)  â€¢ Motivation: interest in outbreak research and expected contributions to future outbreak research  â€¢ References  â€¢ Relevant additional training. A Master degree in Public Health, in Epidemiology or equivalent is an asset.	<br>730 Euros for EEA students  1900 Euros for non-EEA students	<br>ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be obtained on the ITM website (fees and scholarships)				<br>A set of interdisciplinary sessions will assist the students to gain new insights in outbreak investigation and research, which can support outbreak control.       In the first part of the course, emphasis will be on introducing the different theoretical and operational concepts, using exercises to practice hand-on skills, such as  -10 steps of outbreak investigation  -surveillance and early warning  -geographical information systems  -involving stakeholders, communities, health systems  -evaluation methods, data management  -ethics    In the second part, we will go more in depth by:  -  unravelling research opportunities and  discussing the challenges, the specificities and impact of investigations and research during outbreaks through disease-specific examples.  - discussing infectious disease outbreaks of rare pathogens (e.g. Ebola), often neglected outbreaks (e.g. cholera), nosocomial outbreaks (e.g. antimicrobial resistance -related), vector-borne disease outbreaks (e.g. chikungunya), as well as discuss Covid-19 related investigations and research.   In all examples we will focus on interdisciplinarity in outbreak investigation, control and research.						
Maternal and child health: in low and middle income countries	<br>At the end of this unit, the student should be able to:  1. Analyse the strategies in the fight against maternal and child mortality and    morbidity in low and middle income countries  2. Synthesise the strengths and limitations of maternal and child health programs in Morocco  3. Construct the steps for implementing the priority activities to respond to a specific identified maternal and child health problem     4. Categorise the indicators for monitoring and evaluation of planned activities		1	Bassarag1@gmail.com	2020-09-10 06:50:48	2020	2020-09-10 12:03:02	troped	troped	0	Morocco - Ã‰cole Nationale de SantÃ© Publique	Total: 10 days: - Face-to-face course: 5 days = 40 h (8h/day) - E-learning: 5 days = 10h (2days x 2h/day before + 3 days x 2h/day after the face to face part)+ 10h for  individual reading	<br>ENSP: Ã‰cole Nationale de SantÃ© Publique (National School of Public Health)  Rue Lamfedel Cherkaoui, Madinate Al Irfane ;BP 63 29:  Rabat  tropEd representative: Dr Raja Benkirane  raja.benkirane@gmail.com	Dr. Bouchra Assarag	French	advanced optional	2020-09-10 11:59:37	<br>A total of 60 Hours are dedicated to this training  - self-study hours: 10 h e-learning+ 10h for individual reading  â€’ class attendance: 40 h face to face	2020-12-01	2020-12-18	<br>First presented in Rabat GA meeting, February 2020. Accredited in TropEd GA Online (Hamburg), August 2020 (EC TelCO). This accreditation is valid until August 2025.	<br>The teaching methods used consist of:   â€¢ Lectures followed by discussions   â€¢ Sharing the experiences   â€¢ Critical analysis of a Moroccan film about mortality and maternal morbidity and neonatal  â€¢ Individual work (application exercise, article to analyze...)	<br>Required readings    - OMS, la StratÃ©gie Mondiale pour la santÃ© de la femme, de l'enfant et de l'adolescent (2016-2030), WHO 2015   - WHO, la prÃ©vention et lâ€™Ã©limination du manque de respect et des mauvais traitements lors de lâ€™accouchement dans des Ã©tablissements de soins /RHR/ Organisation mondiale de la SantÃ© 2014  - Royaume du Maroc, MinistÃ¨re de la sante EnquÃªte nationale sur la population et santÃ© familiale 2018, www.santÃ©.gov.ma  - Royaume du Maroc, MinistÃ¨re de la santÃ© Ã‰liminer les dÃ©cÃ¨s Ã©vitables des mÃ¨res et des nouveau-nÃ©s StratÃ©gie 2017-2021 Â«Toute mÃ¨re et tout nouveau-nÃ© comptentÂ», www.santÃ©.gov.ma.Monitoring et Ã©valuation, guide de la Direction de la population 2016  - OMS, Objectifs de dÃ©veloppement durable des Nations Unies (ODD), 2015.  https://www.who.int/topics/sustainable-development-goals/fr/  Optional reading   - Constitution 2011 Maroc, Dahir nÂ° 1-11-91 du 27 chaabane 1432 (29 juillet 2011) Portant promulgation du texte de la Constitution.  - Royaume du Maroc, MinistÃ¨re de la sante Plan SantÃ© 2025, www.santÃ©.gov.ma.  - OMS, StratÃ©gie de coopÃ©ration OMS-Maroc 2017-2021 ; WHO EMRO 2016	<br>The assessment in relation to the learning outcomes is organized during and after the course. The assessment methods are based on:  â€¢ Critical analysis of the Moroccan strategy in maternal and child health group work: 20%  â€¢ Synthesis of a scientific article: critical analysis of a scientific article related to maternal and child health based on individual work to assess the critical thinking of the student in relation to his work environment and to what level the recommendations of the article meet their needs in their countries and what are their proposals to improve the situation in their countries: 20%  â€¢ Examination using questions or case studies (2 -3 hours): 60%      Each part will be assessed individually the minimum in each part cannot be less than 5/20; and the participant must have a mean of all the parts 10/ 20 to validate his module.    Of the evaluation will be communicated to the students at most 15 days after the evaluation of the module.    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>Max. number of Moroccan students is 30   Max. Number of tropEd students is 20, those students interested to work in low and middle-income countries and having an acceptable level in French.	<br>Academic degree:   - Academic degree in health sciences (Professionals working in the field of health (doctors, midwives, nurses, program managers ...)    Language:  - Required French level C1 (If the candidate does not have certificates to demonstrate the required level, an oral and writing test via e-mail and Skype will be organized)    Organizational arrangements:     - Students must submit their application to the ENSP two months in advance  - Selected candidates will be informed one month in advance.  If a minimum of 30 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>Participants are selected based on an interview if there are more eligible candidates than the max. number of students that can be admitted (Professionals working in the field of health (managers, doctors, midwives, nurses, program managers ...)	<br>500 Euro (5000 MAD)	NA				<br>Chapter 1: Analyse the strategies in the fight against maternal and child mortality and morbidity in low and middle income countries  â€¢ SDGs, challenges and priorities for maternal and child health in the world and in low and middle income countries  â€¢ Strategies in the fight against maternal, neonatal and child mortality and morbidity   Chapter 2: Formulation of Maternal and child health programs   â€¢ Frameworks and guidelines to develop and implement the strategies programs of MCH  â€¢ Maternal and Child Health Programs in Morocco and other countries (prepared by students)   Chapter 3: Monitoring and evaluation system of Maternal and child health   â€¢ Maternal and Child Health Indicators  â€¢ Monitoring system for the management of maternal and child health	Morocco	Child health	Blended-learning		2 ECTS credits	
Maternal and child health: in low and middle income countries	<br>At the end of this unit, the student should be able to:  1. Analyse the strategies in the fight against maternal and child mortality and    morbidity in low and middle income countries  2. Synthesise the strengths and limitations of maternal and child health programs in Morocco  3. Construct the steps for implementing the priority activities to respond to a specific identified maternal and child health problem     4. Categorise the indicators for monitoring and evaluation of planned activities		1	Bassarag1@gmail.com	2020-09-10 06:50:48	2020	2020-09-10 12:03:02	troped	troped	0		Total: 10 days: - Face-to-face course: 5 days = 40 h (8h/day) - E-learning: 5 days = 10h (2days x 2h/day before + 3 days x 2h/day after the face to face part)+ 10h for  individual reading	<br>ENSP: Ã‰cole Nationale de SantÃ© Publique (National School of Public Health)  Rue Lamfedel Cherkaoui, Madinate Al Irfane ;BP 63 29:  Rabat  tropEd representative: Dr Raja Benkirane  raja.benkirane@gmail.com				2020-09-10 11:59:37	<br>A total of 60 Hours are dedicated to this training  - self-study hours: 10 h e-learning+ 10h for individual reading  â€’ class attendance: 40 h face to face	2020-12-01	2020-12-18	<br>First presented in Rabat GA meeting, February 2020. Accredited in TropEd GA Online (Hamburg), August 2020 (EC TelCO). This accreditation is valid until August 2025.	<br>The teaching methods used consist of:   â€¢ Lectures followed by discussions   â€¢ Sharing the experiences   â€¢ Critical analysis of a Moroccan film about mortality and maternal morbidity and neonatal  â€¢ Individual work (application exercise, article to analyze...)	<br>Required readings    - OMS, la StratÃ©gie Mondiale pour la santÃ© de la femme, de l'enfant et de l'adolescent (2016-2030), WHO 2015   - WHO, la prÃ©vention et lâ€™Ã©limination du manque de respect et des mauvais traitements lors de lâ€™accouchement dans des Ã©tablissements de soins /RHR/ Organisation mondiale de la SantÃ© 2014  - Royaume du Maroc, MinistÃ¨re de la sante EnquÃªte nationale sur la population et santÃ© familiale 2018, www.santÃ©.gov.ma  - Royaume du Maroc, MinistÃ¨re de la santÃ© Ã‰liminer les dÃ©cÃ¨s Ã©vitables des mÃ¨res et des nouveau-nÃ©s StratÃ©gie 2017-2021 Â«Toute mÃ¨re et tout nouveau-nÃ© comptentÂ», www.santÃ©.gov.ma.Monitoring et Ã©valuation, guide de la Direction de la population 2016  - OMS, Objectifs de dÃ©veloppement durable des Nations Unies (ODD), 2015.  https://www.who.int/topics/sustainable-development-goals/fr/  Optional reading   - Constitution 2011 Maroc, Dahir nÂ° 1-11-91 du 27 chaabane 1432 (29 juillet 2011) Portant promulgation du texte de la Constitution.  - Royaume du Maroc, MinistÃ¨re de la sante Plan SantÃ© 2025, www.santÃ©.gov.ma.  - OMS, StratÃ©gie de coopÃ©ration OMS-Maroc 2017-2021 ; WHO EMRO 2016	<br>The assessment in relation to the learning outcomes is organized during and after the course. The assessment methods are based on:  â€¢ Critical analysis of the Moroccan strategy in maternal and child health group work: 20%  â€¢ Synthesis of a scientific article: critical analysis of a scientific article related to maternal and child health based on individual work to assess the critical thinking of the student in relation to his work environment and to what level the recommendations of the article meet their needs in their countries and what are their proposals to improve the situation in their countries: 20%  â€¢ Examination using questions or case studies (2 -3 hours): 60%      Each part will be assessed individually the minimum in each part cannot be less than 5/20; and the participant must have a mean of all the parts 10/ 20 to validate his module.    Of the evaluation will be communicated to the students at most 15 days after the evaluation of the module.    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>Max. number of Moroccan students is 30   Max. Number of tropEd students is 20, those students interested to work in low and middle-income countries and having an acceptable level in French.	<br>Academic degree:   - Academic degree in health sciences (Professionals working in the field of health (doctors, midwives, nurses, program managers ...)    Language:  - Required French level C1 (If the candidate does not have certificates to demonstrate the required level, an oral and writing test via e-mail and Skype will be organized)    Organizational arrangements:     - Students must submit their application to the ENSP two months in advance  - Selected candidates will be informed one month in advance.  If a minimum of 30 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>Participants are selected based on an interview if there are more eligible candidates than the max. number of students that can be admitted (Professionals working in the field of health (managers, doctors, midwives, nurses, program managers ...)	<br>500 Euro (5000 MAD)	NA				<br>Chapter 1: Analyse the strategies in the fight against maternal and child mortality and morbidity in low and middle income countries  â€¢ SDGs, challenges and priorities for maternal and child health in the world and in low and middle income countries  â€¢ Strategies in the fight against maternal, neonatal and child mortality and morbidity   Chapter 2: Formulation of Maternal and child health programs   â€¢ Frameworks and guidelines to develop and implement the strategies programs of MCH  â€¢ Maternal and Child Health Programs in Morocco and other countries (prepared by students)   Chapter 3: Monitoring and evaluation system of Maternal and child health   â€¢ Maternal and Child Health Indicators  â€¢ Monitoring system for the management of maternal and child health		Maternal Health				
Maternal and child health: in low and middle income countries	<br>At the end of this unit, the student should be able to:  1. Analyse the strategies in the fight against maternal and child mortality and    morbidity in low and middle income countries  2. Synthesise the strengths and limitations of maternal and child health programs in Morocco  3. Construct the steps for implementing the priority activities to respond to a specific identified maternal and child health problem     4. Categorise the indicators for monitoring and evaluation of planned activities		1	Bassarag1@gmail.com	2020-09-10 06:50:48	2020	2020-09-10 12:03:02	troped	troped	0		Total: 10 days: - Face-to-face course: 5 days = 40 h (8h/day) - E-learning: 5 days = 10h (2days x 2h/day before + 3 days x 2h/day after the face to face part)+ 10h for  individual reading	<br>ENSP: Ã‰cole Nationale de SantÃ© Publique (National School of Public Health)  Rue Lamfedel Cherkaoui, Madinate Al Irfane ;BP 63 29:  Rabat  tropEd representative: Dr Raja Benkirane  raja.benkirane@gmail.com				2020-09-10 11:59:37	<br>A total of 60 Hours are dedicated to this training  - self-study hours: 10 h e-learning+ 10h for individual reading  â€’ class attendance: 40 h face to face	2020-12-01	2020-12-18	<br>First presented in Rabat GA meeting, February 2020. Accredited in TropEd GA Online (Hamburg), August 2020 (EC TelCO). This accreditation is valid until August 2025.	<br>The teaching methods used consist of:   â€¢ Lectures followed by discussions   â€¢ Sharing the experiences   â€¢ Critical analysis of a Moroccan film about mortality and maternal morbidity and neonatal  â€¢ Individual work (application exercise, article to analyze...)	<br>Required readings    - OMS, la StratÃ©gie Mondiale pour la santÃ© de la femme, de l'enfant et de l'adolescent (2016-2030), WHO 2015   - WHO, la prÃ©vention et lâ€™Ã©limination du manque de respect et des mauvais traitements lors de lâ€™accouchement dans des Ã©tablissements de soins /RHR/ Organisation mondiale de la SantÃ© 2014  - Royaume du Maroc, MinistÃ¨re de la sante EnquÃªte nationale sur la population et santÃ© familiale 2018, www.santÃ©.gov.ma  - Royaume du Maroc, MinistÃ¨re de la santÃ© Ã‰liminer les dÃ©cÃ¨s Ã©vitables des mÃ¨res et des nouveau-nÃ©s StratÃ©gie 2017-2021 Â«Toute mÃ¨re et tout nouveau-nÃ© comptentÂ», www.santÃ©.gov.ma.Monitoring et Ã©valuation, guide de la Direction de la population 2016  - OMS, Objectifs de dÃ©veloppement durable des Nations Unies (ODD), 2015.  https://www.who.int/topics/sustainable-development-goals/fr/  Optional reading   - Constitution 2011 Maroc, Dahir nÂ° 1-11-91 du 27 chaabane 1432 (29 juillet 2011) Portant promulgation du texte de la Constitution.  - Royaume du Maroc, MinistÃ¨re de la sante Plan SantÃ© 2025, www.santÃ©.gov.ma.  - OMS, StratÃ©gie de coopÃ©ration OMS-Maroc 2017-2021 ; WHO EMRO 2016	<br>The assessment in relation to the learning outcomes is organized during and after the course. The assessment methods are based on:  â€¢ Critical analysis of the Moroccan strategy in maternal and child health group work: 20%  â€¢ Synthesis of a scientific article: critical analysis of a scientific article related to maternal and child health based on individual work to assess the critical thinking of the student in relation to his work environment and to what level the recommendations of the article meet their needs in their countries and what are their proposals to improve the situation in their countries: 20%  â€¢ Examination using questions or case studies (2 -3 hours): 60%      Each part will be assessed individually the minimum in each part cannot be less than 5/20; and the participant must have a mean of all the parts 10/ 20 to validate his module.    Of the evaluation will be communicated to the students at most 15 days after the evaluation of the module.    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>Max. number of Moroccan students is 30   Max. Number of tropEd students is 20, those students interested to work in low and middle-income countries and having an acceptable level in French.	<br>Academic degree:   - Academic degree in health sciences (Professionals working in the field of health (doctors, midwives, nurses, program managers ...)    Language:  - Required French level C1 (If the candidate does not have certificates to demonstrate the required level, an oral and writing test via e-mail and Skype will be organized)    Organizational arrangements:     - Students must submit their application to the ENSP two months in advance  - Selected candidates will be informed one month in advance.  If a minimum of 30 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>Participants are selected based on an interview if there are more eligible candidates than the max. number of students that can be admitted (Professionals working in the field of health (managers, doctors, midwives, nurses, program managers ...)	<br>500 Euro (5000 MAD)	NA				<br>Chapter 1: Analyse the strategies in the fight against maternal and child mortality and morbidity in low and middle income countries  â€¢ SDGs, challenges and priorities for maternal and child health in the world and in low and middle income countries  â€¢ Strategies in the fight against maternal, neonatal and child mortality and morbidity   Chapter 2: Formulation of Maternal and child health programs   â€¢ Frameworks and guidelines to develop and implement the strategies programs of MCH  â€¢ Maternal and Child Health Programs in Morocco and other countries (prepared by students)   Chapter 3: Monitoring and evaluation system of Maternal and child health   â€¢ Maternal and Child Health Indicators  â€¢ Monitoring system for the management of maternal and child health		Planning and programming (incl.. budgeting and evaluation)				
Maternal and child health: in low and middle income countries	<br>At the end of this unit, the student should be able to:  1. Analyse the strategies in the fight against maternal and child mortality and    morbidity in low and middle income countries  2. Synthesise the strengths and limitations of maternal and child health programs in Morocco  3. Construct the steps for implementing the priority activities to respond to a specific identified maternal and child health problem     4. Categorise the indicators for monitoring and evaluation of planned activities		1	Bassarag1@gmail.com	2020-09-10 06:50:48	2020	2020-09-10 12:03:02	troped	troped	0		Total: 10 days: - Face-to-face course: 5 days = 40 h (8h/day) - E-learning: 5 days = 10h (2days x 2h/day before + 3 days x 2h/day after the face to face part)+ 10h for  individual reading	<br>ENSP: Ã‰cole Nationale de SantÃ© Publique (National School of Public Health)  Rue Lamfedel Cherkaoui, Madinate Al Irfane ;BP 63 29:  Rabat  tropEd representative: Dr Raja Benkirane  raja.benkirane@gmail.com				2020-09-10 11:59:37	<br>A total of 60 Hours are dedicated to this training  - self-study hours: 10 h e-learning+ 10h for individual reading  â€’ class attendance: 40 h face to face	2020-12-01	2020-12-18	<br>First presented in Rabat GA meeting, February 2020. Accredited in TropEd GA Online (Hamburg), August 2020 (EC TelCO). This accreditation is valid until August 2025.	<br>The teaching methods used consist of:   â€¢ Lectures followed by discussions   â€¢ Sharing the experiences   â€¢ Critical analysis of a Moroccan film about mortality and maternal morbidity and neonatal  â€¢ Individual work (application exercise, article to analyze...)	<br>Required readings    - OMS, la StratÃ©gie Mondiale pour la santÃ© de la femme, de l'enfant et de l'adolescent (2016-2030), WHO 2015   - WHO, la prÃ©vention et lâ€™Ã©limination du manque de respect et des mauvais traitements lors de lâ€™accouchement dans des Ã©tablissements de soins /RHR/ Organisation mondiale de la SantÃ© 2014  - Royaume du Maroc, MinistÃ¨re de la sante EnquÃªte nationale sur la population et santÃ© familiale 2018, www.santÃ©.gov.ma  - Royaume du Maroc, MinistÃ¨re de la santÃ© Ã‰liminer les dÃ©cÃ¨s Ã©vitables des mÃ¨res et des nouveau-nÃ©s StratÃ©gie 2017-2021 Â«Toute mÃ¨re et tout nouveau-nÃ© comptentÂ», www.santÃ©.gov.ma.Monitoring et Ã©valuation, guide de la Direction de la population 2016  - OMS, Objectifs de dÃ©veloppement durable des Nations Unies (ODD), 2015.  https://www.who.int/topics/sustainable-development-goals/fr/  Optional reading   - Constitution 2011 Maroc, Dahir nÂ° 1-11-91 du 27 chaabane 1432 (29 juillet 2011) Portant promulgation du texte de la Constitution.  - Royaume du Maroc, MinistÃ¨re de la sante Plan SantÃ© 2025, www.santÃ©.gov.ma.  - OMS, StratÃ©gie de coopÃ©ration OMS-Maroc 2017-2021 ; WHO EMRO 2016	<br>The assessment in relation to the learning outcomes is organized during and after the course. The assessment methods are based on:  â€¢ Critical analysis of the Moroccan strategy in maternal and child health group work: 20%  â€¢ Synthesis of a scientific article: critical analysis of a scientific article related to maternal and child health based on individual work to assess the critical thinking of the student in relation to his work environment and to what level the recommendations of the article meet their needs in their countries and what are their proposals to improve the situation in their countries: 20%  â€¢ Examination using questions or case studies (2 -3 hours): 60%      Each part will be assessed individually the minimum in each part cannot be less than 5/20; and the participant must have a mean of all the parts 10/ 20 to validate his module.    Of the evaluation will be communicated to the students at most 15 days after the evaluation of the module.    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>Max. number of Moroccan students is 30   Max. Number of tropEd students is 20, those students interested to work in low and middle-income countries and having an acceptable level in French.	<br>Academic degree:   - Academic degree in health sciences (Professionals working in the field of health (doctors, midwives, nurses, program managers ...)    Language:  - Required French level C1 (If the candidate does not have certificates to demonstrate the required level, an oral and writing test via e-mail and Skype will be organized)    Organizational arrangements:     - Students must submit their application to the ENSP two months in advance  - Selected candidates will be informed one month in advance.  If a minimum of 30 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>Participants are selected based on an interview if there are more eligible candidates than the max. number of students that can be admitted (Professionals working in the field of health (managers, doctors, midwives, nurses, program managers ...)	<br>500 Euro (5000 MAD)	NA				<br>Chapter 1: Analyse the strategies in the fight against maternal and child mortality and morbidity in low and middle income countries  â€¢ SDGs, challenges and priorities for maternal and child health in the world and in low and middle income countries  â€¢ Strategies in the fight against maternal, neonatal and child mortality and morbidity   Chapter 2: Formulation of Maternal and child health programs   â€¢ Frameworks and guidelines to develop and implement the strategies programs of MCH  â€¢ Maternal and Child Health Programs in Morocco and other countries (prepared by students)   Chapter 3: Monitoring and evaluation system of Maternal and child health   â€¢ Maternal and Child Health Indicators  â€¢ Monitoring system for the management of maternal and child health		SDGs				
Maternal and child health: in low and middle income countries	<br>At the end of this unit, the student should be able to:  1. Analyse the strategies in the fight against maternal and child mortality and    morbidity in low and middle income countries  2. Synthesise the strengths and limitations of maternal and child health programs in Morocco  3. Construct the steps for implementing the priority activities to respond to a specific identified maternal and child health problem     4. Categorise the indicators for monitoring and evaluation of planned activities		1	Bassarag1@gmail.com	2020-09-10 06:50:48	2020	2020-09-10 12:03:02	troped	troped	0		Total: 10 days: - Face-to-face course: 5 days = 40 h (8h/day) - E-learning: 5 days = 10h (2days x 2h/day before + 3 days x 2h/day after the face to face part)+ 10h for  individual reading	<br>ENSP: Ã‰cole Nationale de SantÃ© Publique (National School of Public Health)  Rue Lamfedel Cherkaoui, Madinate Al Irfane ;BP 63 29:  Rabat  tropEd representative: Dr Raja Benkirane  raja.benkirane@gmail.com				2020-09-10 11:59:37	<br>A total of 60 Hours are dedicated to this training  - self-study hours: 10 h e-learning+ 10h for individual reading  â€’ class attendance: 40 h face to face	2020-12-01	2020-12-18	<br>First presented in Rabat GA meeting, February 2020. Accredited in TropEd GA Online (Hamburg), August 2020 (EC TelCO). This accreditation is valid until August 2025.	<br>The teaching methods used consist of:   â€¢ Lectures followed by discussions   â€¢ Sharing the experiences   â€¢ Critical analysis of a Moroccan film about mortality and maternal morbidity and neonatal  â€¢ Individual work (application exercise, article to analyze...)	<br>Required readings    - OMS, la StratÃ©gie Mondiale pour la santÃ© de la femme, de l'enfant et de l'adolescent (2016-2030), WHO 2015   - WHO, la prÃ©vention et lâ€™Ã©limination du manque de respect et des mauvais traitements lors de lâ€™accouchement dans des Ã©tablissements de soins /RHR/ Organisation mondiale de la SantÃ© 2014  - Royaume du Maroc, MinistÃ¨re de la sante EnquÃªte nationale sur la population et santÃ© familiale 2018, www.santÃ©.gov.ma  - Royaume du Maroc, MinistÃ¨re de la santÃ© Ã‰liminer les dÃ©cÃ¨s Ã©vitables des mÃ¨res et des nouveau-nÃ©s StratÃ©gie 2017-2021 Â«Toute mÃ¨re et tout nouveau-nÃ© comptentÂ», www.santÃ©.gov.ma.Monitoring et Ã©valuation, guide de la Direction de la population 2016  - OMS, Objectifs de dÃ©veloppement durable des Nations Unies (ODD), 2015.  https://www.who.int/topics/sustainable-development-goals/fr/  Optional reading   - Constitution 2011 Maroc, Dahir nÂ° 1-11-91 du 27 chaabane 1432 (29 juillet 2011) Portant promulgation du texte de la Constitution.  - Royaume du Maroc, MinistÃ¨re de la sante Plan SantÃ© 2025, www.santÃ©.gov.ma.  - OMS, StratÃ©gie de coopÃ©ration OMS-Maroc 2017-2021 ; WHO EMRO 2016	<br>The assessment in relation to the learning outcomes is organized during and after the course. The assessment methods are based on:  â€¢ Critical analysis of the Moroccan strategy in maternal and child health group work: 20%  â€¢ Synthesis of a scientific article: critical analysis of a scientific article related to maternal and child health based on individual work to assess the critical thinking of the student in relation to his work environment and to what level the recommendations of the article meet their needs in their countries and what are their proposals to improve the situation in their countries: 20%  â€¢ Examination using questions or case studies (2 -3 hours): 60%      Each part will be assessed individually the minimum in each part cannot be less than 5/20; and the participant must have a mean of all the parts 10/ 20 to validate his module.    Of the evaluation will be communicated to the students at most 15 days after the evaluation of the module.    RE SIT: Students who did not succeed the assessments will re sit the examination with ENSP e-learning platform one week later.	<br>Max. number of Moroccan students is 30   Max. Number of tropEd students is 20, those students interested to work in low and middle-income countries and having an acceptable level in French.	<br>Academic degree:   - Academic degree in health sciences (Professionals working in the field of health (doctors, midwives, nurses, program managers ...)    Language:  - Required French level C1 (If the candidate does not have certificates to demonstrate the required level, an oral and writing test via e-mail and Skype will be organized)    Organizational arrangements:     - Students must submit their application to the ENSP two months in advance  - Selected candidates will be informed one month in advance.  If a minimum of 30 participants is not reached, the course will be canceled and participants will be notified one month in advance.	<br>Participants are selected based on an interview if there are more eligible candidates than the max. number of students that can be admitted (Professionals working in the field of health (managers, doctors, midwives, nurses, program managers ...)	<br>500 Euro (5000 MAD)	NA				<br>Chapter 1: Analyse the strategies in the fight against maternal and child mortality and morbidity in low and middle income countries  â€¢ SDGs, challenges and priorities for maternal and child health in the world and in low and middle income countries  â€¢ Strategies in the fight against maternal, neonatal and child mortality and morbidity   Chapter 2: Formulation of Maternal and child health programs   â€¢ Frameworks and guidelines to develop and implement the strategies programs of MCH  â€¢ Maternal and Child Health Programs in Morocco and other countries (prepared by students)   Chapter 3: Monitoring and evaluation system of Maternal and child health   â€¢ Maternal and Child Health Indicators  â€¢ Monitoring system for the management of maternal and child health						
Health in All Policies Training for Multisectoral Action	<br>At the end of the module students will be able to  â€¢ Discuss examples of HiAP implementation at the local, regional and/or global level and identify challenges in HiAP implementation   â€¢ Discuss the purpose of a policy brief in the context of policy-making  â€¢ Describe approaches to policy negotiation and list the major stages of the negotiation process  â€¢ Define policy and describe the stages of the policy-making cycle including identifying characteristics of a â€œwindow of opportunityâ€ for policy change		1	mscih-student@charite.de	2017-12-17 15:11:47	2020-09-21	2020-09-21 10:04:10	troped	troped	0	Germany - Institute of Tropical Medicine and International Health, Berlin	1 week (face-toface) +  plus 3 days for proposal development (submission deadline 1 week after face-to-face week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de	Julian Fisher	English	advanced optional	2017-12-17 20:33:35	70 hours SIT  Contact: 30 hours (14.5 hours lectures + 9.5 hours Group work + 3 hours field visit + 2 hours exam + 1 hour Evaluation)  Self-study: 15 hours (during face-to-face week) + 25 hours for written assignment after â€œmodule weekâ€)	2021-03-15	2021-03-19	<br>First accredited at Online tropEd GA (â€œHamburgâ€) (EC TelCo), September 2020. This accreditation is valid until September 2025.	<br>The course uses participatory learning, based on lectures with discussions (14.5 hrs), supervised/guided group work (9.5 hours) and field visits (3 hours), as well as self-directed learning (15 hrs), and a written assignment (25 h)	<br>The module is based on and follows WHO Training manual for Health in All Policies.     The moderator is an WHO approved HIAP trainer.    Preparatory reading on the social determinants of health is required. WHO publication will be provided to participants ahead of the module.     Key literature  1. WHO Health in All Policies training manual  2. WHO  Key learning on Health in All Policies: implementation from around the world  3. WHO Global Staus report on Health in All Policies  4. WHO Practising a health in all policies approachâ€” lessons for universal health coverage and health equity	<br>A 2 hour closed book multiple choice/short answer exam (ca. 25 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly .An exam mark below 60% but â‰¥50% can be equalised with a good mark in the assignment (see below) if the overall mark is â‰¥60%  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    An assignment (1500-2500 words, accounting 67% to the overall mark).    The assignment assesses the capability of the student to analyse health in all policies approach (e.g. on air pollution) in a real world situation and to translate the content of the module into health in all policy approaches. For the assignment students are asked to select a country or region or city within a country and to:    1. Describe the challenge (e.g. outdoor air pollution) and key health impacts in their chosen setting  (10% weight in the assignmentâ€™s grading)  2. Identify and describe public policies across sectors that have taken into account the health implications of decisions the challenge (e.g. on outdoor air pollution), any synergies with health and other sectors, as well as policy challenges and opportunities (10% weight in the assignmentâ€™s grading)  3. Analyse governmental and non-governmental responses at political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to develop if absent or improve if existing the countries response through HIAPs (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (10% weight in the assignmentâ€™s grading)  6. List challenges that the health sector faces in promoting HiAP (10% weight in the assignmentâ€™s grading)  7. Identify key leadership roles in the chosen setting for HIAP (10% weight in the assignmentâ€™s grading)    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. An mark below 60% but â‰¥50% in the assignment can be equalised with a good mark in the written exam (see above) if the overall mark is â‰¥60%If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (resit marks are not capped).    Students receives two grades based on their overall mark, one according to the German (absolute) 6 point decimal grading system (1.0 ï€ ï›excellent/sehr gut] â€“ 6.0 ï›not sufficient/ungenÃ¼gend], pass mark: â‰¥ 4.0 ï›sufficient/ausreichend] and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).	<br>Max. number of students: 20  Students have to attend 85% of the face-to-face week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>687,50 â‚¬ tropEd MScIH students and alumni  859,38 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to module (30 mins)    â€¢ Concepts of Health in All Polices (lecture) (1.5 hr)    â€¢ Global Status Report on Health in All Policies (lecture) (1 hr)   â€¢ The policy-making process (lecture) (1.5 hr)   â€¢ Frame a complex health issue and identify its policy challenges and opportunities. Group work (1.5 hr)    â€¢ Self-study (3 hr)  Day 2  â€¢ The role of government in HiAP/whole-of-government approaches (lecture) (1 hr)  â€¢ The role of non-government stakeholders in HiAP/whole-of-society approache (lecture) (1 hr)  â€¢ Preparing policy briefs (2 hr)  â€¢ Develop and present a policy brief. Group work (2 hr)    â€¢ Self-study (3 hr)  Day 3:  â€¢ Negotiating for health (lecture) (1.5 hr)  â€¢ Conflict analysis and resolution (lecture) (1.5 hr)  â€¢ Apply knowledge of negotiation to a role play. Group work (3 hr)    â€¢ Self-study (3 h)  Day 4  â€¢ HiAP implementation at local, regional and global levels (lecture) (1.5 h)  â€¢ Measuring progress in health (lecture) (1 h)   â€¢ The leadership role of the health sector in HiAP (lecture) (0.5 h)  â€¢ Review and critique of case study; a model contemporary health ministry. Group work (3 hr)     â€¢ Self-study (3 h)  Day 5    â€¢ Field Visits in Berlin (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)  â€¢ Self study (3 hr)	Germany	Governance	Face to face		2 ECTS credits	
Health in All Policies Training for Multisectoral Action	<br>At the end of the module students will be able to  â€¢ Discuss examples of HiAP implementation at the local, regional and/or global level and identify challenges in HiAP implementation   â€¢ Discuss the purpose of a policy brief in the context of policy-making  â€¢ Describe approaches to policy negotiation and list the major stages of the negotiation process  â€¢ Define policy and describe the stages of the policy-making cycle including identifying characteristics of a â€œwindow of opportunityâ€ for policy change		1	mscih-student@charite.de	2017-12-17 15:11:47	2020-09-21	2020-09-21 10:04:10	troped	troped	0		1 week (face-toface) +  plus 3 days for proposal development (submission deadline 1 week after face-to-face week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2017-12-17 20:33:35	70 hours SIT  Contact: 30 hours (14.5 hours lectures + 9.5 hours Group work + 3 hours field visit + 2 hours exam + 1 hour Evaluation)  Self-study: 15 hours (during face-to-face week) + 25 hours for written assignment after â€œmodule weekâ€)	2021-03-15	2021-03-19	<br>First accredited at Online tropEd GA (â€œHamburgâ€) (EC TelCo), September 2020. This accreditation is valid until September 2025.	<br>The course uses participatory learning, based on lectures with discussions (14.5 hrs), supervised/guided group work (9.5 hours) and field visits (3 hours), as well as self-directed learning (15 hrs), and a written assignment (25 h)	<br>The module is based on and follows WHO Training manual for Health in All Policies.     The moderator is an WHO approved HIAP trainer.    Preparatory reading on the social determinants of health is required. WHO publication will be provided to participants ahead of the module.     Key literature  1. WHO Health in All Policies training manual  2. WHO  Key learning on Health in All Policies: implementation from around the world  3. WHO Global Staus report on Health in All Policies  4. WHO Practising a health in all policies approachâ€” lessons for universal health coverage and health equity	<br>A 2 hour closed book multiple choice/short answer exam (ca. 25 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly .An exam mark below 60% but â‰¥50% can be equalised with a good mark in the assignment (see below) if the overall mark is â‰¥60%  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    An assignment (1500-2500 words, accounting 67% to the overall mark).    The assignment assesses the capability of the student to analyse health in all policies approach (e.g. on air pollution) in a real world situation and to translate the content of the module into health in all policy approaches. For the assignment students are asked to select a country or region or city within a country and to:    1. Describe the challenge (e.g. outdoor air pollution) and key health impacts in their chosen setting  (10% weight in the assignmentâ€™s grading)  2. Identify and describe public policies across sectors that have taken into account the health implications of decisions the challenge (e.g. on outdoor air pollution), any synergies with health and other sectors, as well as policy challenges and opportunities (10% weight in the assignmentâ€™s grading)  3. Analyse governmental and non-governmental responses at political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to develop if absent or improve if existing the countries response through HIAPs (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (10% weight in the assignmentâ€™s grading)  6. List challenges that the health sector faces in promoting HiAP (10% weight in the assignmentâ€™s grading)  7. Identify key leadership roles in the chosen setting for HIAP (10% weight in the assignmentâ€™s grading)    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. An mark below 60% but â‰¥50% in the assignment can be equalised with a good mark in the written exam (see above) if the overall mark is â‰¥60%If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (resit marks are not capped).    Students receives two grades based on their overall mark, one according to the German (absolute) 6 point decimal grading system (1.0 ï€ ï›excellent/sehr gut] â€“ 6.0 ï›not sufficient/ungenÃ¼gend], pass mark: â‰¥ 4.0 ï›sufficient/ausreichend] and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).	<br>Max. number of students: 20  Students have to attend 85% of the face-to-face week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>687,50 â‚¬ tropEd MScIH students and alumni  859,38 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to module (30 mins)    â€¢ Concepts of Health in All Polices (lecture) (1.5 hr)    â€¢ Global Status Report on Health in All Policies (lecture) (1 hr)   â€¢ The policy-making process (lecture) (1.5 hr)   â€¢ Frame a complex health issue and identify its policy challenges and opportunities. Group work (1.5 hr)    â€¢ Self-study (3 hr)  Day 2  â€¢ The role of government in HiAP/whole-of-government approaches (lecture) (1 hr)  â€¢ The role of non-government stakeholders in HiAP/whole-of-society approache (lecture) (1 hr)  â€¢ Preparing policy briefs (2 hr)  â€¢ Develop and present a policy brief. Group work (2 hr)    â€¢ Self-study (3 hr)  Day 3:  â€¢ Negotiating for health (lecture) (1.5 hr)  â€¢ Conflict analysis and resolution (lecture) (1.5 hr)  â€¢ Apply knowledge of negotiation to a role play. Group work (3 hr)    â€¢ Self-study (3 h)  Day 4  â€¢ HiAP implementation at local, regional and global levels (lecture) (1.5 h)  â€¢ Measuring progress in health (lecture) (1 h)   â€¢ The leadership role of the health sector in HiAP (lecture) (0.5 h)  â€¢ Review and critique of case study; a model contemporary health ministry. Group work (3 hr)     â€¢ Self-study (3 h)  Day 5    â€¢ Field Visits in Berlin (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)  â€¢ Self study (3 hr)		Health Policy (incl. advocacy)				
Health in All Policies Training for Multisectoral Action	<br>At the end of the module students will be able to  â€¢ Discuss examples of HiAP implementation at the local, regional and/or global level and identify challenges in HiAP implementation   â€¢ Discuss the purpose of a policy brief in the context of policy-making  â€¢ Describe approaches to policy negotiation and list the major stages of the negotiation process  â€¢ Define policy and describe the stages of the policy-making cycle including identifying characteristics of a â€œwindow of opportunityâ€ for policy change		1	mscih-student@charite.de	2017-12-17 15:11:47	2020-09-21	2020-09-21 10:04:10	troped	troped	0		1 week (face-toface) +  plus 3 days for proposal development (submission deadline 1 week after face-to-face week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2017-12-17 20:33:35	70 hours SIT  Contact: 30 hours (14.5 hours lectures + 9.5 hours Group work + 3 hours field visit + 2 hours exam + 1 hour Evaluation)  Self-study: 15 hours (during face-to-face week) + 25 hours for written assignment after â€œmodule weekâ€)	2021-03-15	2021-03-19	<br>First accredited at Online tropEd GA (â€œHamburgâ€) (EC TelCo), September 2020. This accreditation is valid until September 2025.	<br>The course uses participatory learning, based on lectures with discussions (14.5 hrs), supervised/guided group work (9.5 hours) and field visits (3 hours), as well as self-directed learning (15 hrs), and a written assignment (25 h)	<br>The module is based on and follows WHO Training manual for Health in All Policies.     The moderator is an WHO approved HIAP trainer.    Preparatory reading on the social determinants of health is required. WHO publication will be provided to participants ahead of the module.     Key literature  1. WHO Health in All Policies training manual  2. WHO  Key learning on Health in All Policies: implementation from around the world  3. WHO Global Staus report on Health in All Policies  4. WHO Practising a health in all policies approachâ€” lessons for universal health coverage and health equity	<br>A 2 hour closed book multiple choice/short answer exam (ca. 25 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly .An exam mark below 60% but â‰¥50% can be equalised with a good mark in the assignment (see below) if the overall mark is â‰¥60%  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    An assignment (1500-2500 words, accounting 67% to the overall mark).    The assignment assesses the capability of the student to analyse health in all policies approach (e.g. on air pollution) in a real world situation and to translate the content of the module into health in all policy approaches. For the assignment students are asked to select a country or region or city within a country and to:    1. Describe the challenge (e.g. outdoor air pollution) and key health impacts in their chosen setting  (10% weight in the assignmentâ€™s grading)  2. Identify and describe public policies across sectors that have taken into account the health implications of decisions the challenge (e.g. on outdoor air pollution), any synergies with health and other sectors, as well as policy challenges and opportunities (10% weight in the assignmentâ€™s grading)  3. Analyse governmental and non-governmental responses at political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to develop if absent or improve if existing the countries response through HIAPs (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (10% weight in the assignmentâ€™s grading)  6. List challenges that the health sector faces in promoting HiAP (10% weight in the assignmentâ€™s grading)  7. Identify key leadership roles in the chosen setting for HIAP (10% weight in the assignmentâ€™s grading)    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. An mark below 60% but â‰¥50% in the assignment can be equalised with a good mark in the written exam (see above) if the overall mark is â‰¥60%If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (resit marks are not capped).    Students receives two grades based on their overall mark, one according to the German (absolute) 6 point decimal grading system (1.0 ï€ ï›excellent/sehr gut] â€“ 6.0 ï›not sufficient/ungenÃ¼gend], pass mark: â‰¥ 4.0 ï›sufficient/ausreichend] and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).	<br>Max. number of students: 20  Students have to attend 85% of the face-to-face week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>687,50 â‚¬ tropEd MScIH students and alumni  859,38 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to module (30 mins)    â€¢ Concepts of Health in All Polices (lecture) (1.5 hr)    â€¢ Global Status Report on Health in All Policies (lecture) (1 hr)   â€¢ The policy-making process (lecture) (1.5 hr)   â€¢ Frame a complex health issue and identify its policy challenges and opportunities. Group work (1.5 hr)    â€¢ Self-study (3 hr)  Day 2  â€¢ The role of government in HiAP/whole-of-government approaches (lecture) (1 hr)  â€¢ The role of non-government stakeholders in HiAP/whole-of-society approache (lecture) (1 hr)  â€¢ Preparing policy briefs (2 hr)  â€¢ Develop and present a policy brief. Group work (2 hr)    â€¢ Self-study (3 hr)  Day 3:  â€¢ Negotiating for health (lecture) (1.5 hr)  â€¢ Conflict analysis and resolution (lecture) (1.5 hr)  â€¢ Apply knowledge of negotiation to a role play. Group work (3 hr)    â€¢ Self-study (3 h)  Day 4  â€¢ HiAP implementation at local, regional and global levels (lecture) (1.5 h)  â€¢ Measuring progress in health (lecture) (1 h)   â€¢ The leadership role of the health sector in HiAP (lecture) (0.5 h)  â€¢ Review and critique of case study; a model contemporary health ministry. Group work (3 hr)     â€¢ Self-study (3 h)  Day 5    â€¢ Field Visits in Berlin (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)  â€¢ Self study (3 hr)		Health in all policies				
Health in All Policies Training for Multisectoral Action	<br>At the end of the module students will be able to  â€¢ Discuss examples of HiAP implementation at the local, regional and/or global level and identify challenges in HiAP implementation   â€¢ Discuss the purpose of a policy brief in the context of policy-making  â€¢ Describe approaches to policy negotiation and list the major stages of the negotiation process  â€¢ Define policy and describe the stages of the policy-making cycle including identifying characteristics of a â€œwindow of opportunityâ€ for policy change		1	mscih-student@charite.de	2017-12-17 15:11:47	2020-09-21	2020-09-21 10:04:10	troped	troped	0		1 week (face-toface) +  plus 3 days for proposal development (submission deadline 1 week after face-to-face week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2017-12-17 20:33:35	70 hours SIT  Contact: 30 hours (14.5 hours lectures + 9.5 hours Group work + 3 hours field visit + 2 hours exam + 1 hour Evaluation)  Self-study: 15 hours (during face-to-face week) + 25 hours for written assignment after â€œmodule weekâ€)	2021-03-15	2021-03-19	<br>First accredited at Online tropEd GA (â€œHamburgâ€) (EC TelCo), September 2020. This accreditation is valid until September 2025.	<br>The course uses participatory learning, based on lectures with discussions (14.5 hrs), supervised/guided group work (9.5 hours) and field visits (3 hours), as well as self-directed learning (15 hrs), and a written assignment (25 h)	<br>The module is based on and follows WHO Training manual for Health in All Policies.     The moderator is an WHO approved HIAP trainer.    Preparatory reading on the social determinants of health is required. WHO publication will be provided to participants ahead of the module.     Key literature  1. WHO Health in All Policies training manual  2. WHO  Key learning on Health in All Policies: implementation from around the world  3. WHO Global Staus report on Health in All Policies  4. WHO Practising a health in all policies approachâ€” lessons for universal health coverage and health equity	<br>A 2 hour closed book multiple choice/short answer exam (ca. 25 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly .An exam mark below 60% but â‰¥50% can be equalised with a good mark in the assignment (see below) if the overall mark is â‰¥60%  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    An assignment (1500-2500 words, accounting 67% to the overall mark).    The assignment assesses the capability of the student to analyse health in all policies approach (e.g. on air pollution) in a real world situation and to translate the content of the module into health in all policy approaches. For the assignment students are asked to select a country or region or city within a country and to:    1. Describe the challenge (e.g. outdoor air pollution) and key health impacts in their chosen setting  (10% weight in the assignmentâ€™s grading)  2. Identify and describe public policies across sectors that have taken into account the health implications of decisions the challenge (e.g. on outdoor air pollution), any synergies with health and other sectors, as well as policy challenges and opportunities (10% weight in the assignmentâ€™s grading)  3. Analyse governmental and non-governmental responses at political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to develop if absent or improve if existing the countries response through HIAPs (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (10% weight in the assignmentâ€™s grading)  6. List challenges that the health sector faces in promoting HiAP (10% weight in the assignmentâ€™s grading)  7. Identify key leadership roles in the chosen setting for HIAP (10% weight in the assignmentâ€™s grading)    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. An mark below 60% but â‰¥50% in the assignment can be equalised with a good mark in the written exam (see above) if the overall mark is â‰¥60%If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (resit marks are not capped).    Students receives two grades based on their overall mark, one according to the German (absolute) 6 point decimal grading system (1.0 ï€ ï›excellent/sehr gut] â€“ 6.0 ï›not sufficient/ungenÃ¼gend], pass mark: â‰¥ 4.0 ï›sufficient/ausreichend] and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).	<br>Max. number of students: 20  Students have to attend 85% of the face-to-face week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>687,50 â‚¬ tropEd MScIH students and alumni  859,38 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to module (30 mins)    â€¢ Concepts of Health in All Polices (lecture) (1.5 hr)    â€¢ Global Status Report on Health in All Policies (lecture) (1 hr)   â€¢ The policy-making process (lecture) (1.5 hr)   â€¢ Frame a complex health issue and identify its policy challenges and opportunities. Group work (1.5 hr)    â€¢ Self-study (3 hr)  Day 2  â€¢ The role of government in HiAP/whole-of-government approaches (lecture) (1 hr)  â€¢ The role of non-government stakeholders in HiAP/whole-of-society approache (lecture) (1 hr)  â€¢ Preparing policy briefs (2 hr)  â€¢ Develop and present a policy brief. Group work (2 hr)    â€¢ Self-study (3 hr)  Day 3:  â€¢ Negotiating for health (lecture) (1.5 hr)  â€¢ Conflict analysis and resolution (lecture) (1.5 hr)  â€¢ Apply knowledge of negotiation to a role play. Group work (3 hr)    â€¢ Self-study (3 h)  Day 4  â€¢ HiAP implementation at local, regional and global levels (lecture) (1.5 h)  â€¢ Measuring progress in health (lecture) (1 h)   â€¢ The leadership role of the health sector in HiAP (lecture) (0.5 h)  â€¢ Review and critique of case study; a model contemporary health ministry. Group work (3 hr)     â€¢ Self-study (3 h)  Day 5    â€¢ Field Visits in Berlin (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)  â€¢ Self study (3 hr)		Multi/inter-sectorial approach				
Health in All Policies Training for Multisectoral Action	<br>At the end of the module students will be able to  â€¢ Discuss examples of HiAP implementation at the local, regional and/or global level and identify challenges in HiAP implementation   â€¢ Discuss the purpose of a policy brief in the context of policy-making  â€¢ Describe approaches to policy negotiation and list the major stages of the negotiation process  â€¢ Define policy and describe the stages of the policy-making cycle including identifying characteristics of a â€œwindow of opportunityâ€ for policy change		1	mscih-student@charite.de	2017-12-17 15:11:47	2020-09-21	2020-09-21 10:04:10	troped	troped	0		1 week (face-toface) +  plus 3 days for proposal development (submission deadline 1 week after face-to-face week)	Institute of Tropical Medicine and International Health,  CharitÃ© â€“ UniversitÃ¤tsmedizin Berlin  Campus Virchow-Klinikum  Visitorsâ€™ address:  Augustenburger Platz 1  Campus address: SÃ¼dring 3b  13353 Berlin, Germany  Phone: +49 (30) 450 565 752  Fax: +49 (30) 450 565 989  Email: mscih-student@charite.de  Website: http://internationalhealth.charite.de/en/  tropEd representative: Dr Hans-Friedemann Kinkel  Email: mscih-coordinator@charite.de				2017-12-17 20:33:35	70 hours SIT  Contact: 30 hours (14.5 hours lectures + 9.5 hours Group work + 3 hours field visit + 2 hours exam + 1 hour Evaluation)  Self-study: 15 hours (during face-to-face week) + 25 hours for written assignment after â€œmodule weekâ€)	2021-03-15	2021-03-19	<br>First accredited at Online tropEd GA (â€œHamburgâ€) (EC TelCo), September 2020. This accreditation is valid until September 2025.	<br>The course uses participatory learning, based on lectures with discussions (14.5 hrs), supervised/guided group work (9.5 hours) and field visits (3 hours), as well as self-directed learning (15 hrs), and a written assignment (25 h)	<br>The module is based on and follows WHO Training manual for Health in All Policies.     The moderator is an WHO approved HIAP trainer.    Preparatory reading on the social determinants of health is required. WHO publication will be provided to participants ahead of the module.     Key literature  1. WHO Health in All Policies training manual  2. WHO  Key learning on Health in All Policies: implementation from around the world  3. WHO Global Staus report on Health in All Policies  4. WHO Practising a health in all policies approachâ€” lessons for universal health coverage and health equity	<br>A 2 hour closed book multiple choice/short answer exam (ca. 25 questions, accounting 33% to the overall mark)   The exam will cover theoretical aspects of the module. The student passes the exam if â‰¥ 60% of the questions are answered correctly .An exam mark below 60% but â‰¥50% can be equalised with a good mark in the assignment (see below) if the overall mark is â‰¥60%  If the student fails s/he can re-sit (up to 2 times) on a date agreed on with the module coordinator (preferably within 4 weeks after the module).    An assignment (1500-2500 words, accounting 67% to the overall mark).    The assignment assesses the capability of the student to analyse health in all policies approach (e.g. on air pollution) in a real world situation and to translate the content of the module into health in all policy approaches. For the assignment students are asked to select a country or region or city within a country and to:    1. Describe the challenge (e.g. outdoor air pollution) and key health impacts in their chosen setting  (10% weight in the assignmentâ€™s grading)  2. Identify and describe public policies across sectors that have taken into account the health implications of decisions the challenge (e.g. on outdoor air pollution), any synergies with health and other sectors, as well as policy challenges and opportunities (10% weight in the assignmentâ€™s grading)  3. Analyse governmental and non-governmental responses at political/societal level (20% weight in the assignmentâ€™s grading)  4. Propose ways to develop if absent or improve if existing the countries response through HIAPs (30% weight in the assignmentâ€™s grading) and  5. Identify potential barriers for implementation of the proposed interventions (10% weight in the assignmentâ€™s grading)  6. List challenges that the health sector faces in promoting HiAP (10% weight in the assignmentâ€™s grading)  7. Identify key leadership roles in the chosen setting for HIAP (10% weight in the assignmentâ€™s grading)    Each student will receive an individual feedback on the assignment and a grade using a rubric matrix. Students pass the assignment if they gain 60% or more of the achievable points. An mark below 60% but â‰¥50% in the assignment can be equalised with a good mark in the written exam (see above) if the overall mark is â‰¥60%If a student fails the assignment, s/he is allowed to revise and resubmit the assignment considering the comments provided by the marker (resit marks are not capped).    Students receives two grades based on their overall mark, one according to the German (absolute) 6 point decimal grading system (1.0 ï€ ï›excellent/sehr gut] â€“ 6.0 ï›not sufficient/ungenÃ¼gend], pass mark: â‰¥ 4.0 ï›sufficient/ausreichend] and one according to the (relative) ECTS grading system (A top 10%, B next 25%, C next 39%, D next 25%, E lowest 10%).	<br>Max. number of students: 20  Students have to attend 85% of the face-to-face week.	<br>Successful completion of the core course.  English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.	<br>Participants are selected on a first come first served basis.	<br>687,50 â‚¬ tropEd MScIH students and alumni  859,38 â‚¬ for guest students	<br>None available				<br>The course will cover the following topics:  Day 1:   â€¢ Introduction to module (30 mins)    â€¢ Concepts of Health in All Polices (lecture) (1.5 hr)    â€¢ Global Status Report on Health in All Policies (lecture) (1 hr)   â€¢ The policy-making process (lecture) (1.5 hr)   â€¢ Frame a complex health issue and identify its policy challenges and opportunities. Group work (1.5 hr)    â€¢ Self-study (3 hr)  Day 2  â€¢ The role of government in HiAP/whole-of-government approaches (lecture) (1 hr)  â€¢ The role of non-government stakeholders in HiAP/whole-of-society approache (lecture) (1 hr)  â€¢ Preparing policy briefs (2 hr)  â€¢ Develop and present a policy brief. Group work (2 hr)    â€¢ Self-study (3 hr)  Day 3:  â€¢ Negotiating for health (lecture) (1.5 hr)  â€¢ Conflict analysis and resolution (lecture) (1.5 hr)  â€¢ Apply knowledge of negotiation to a role play. Group work (3 hr)    â€¢ Self-study (3 h)  Day 4  â€¢ HiAP implementation at local, regional and global levels (lecture) (1.5 h)  â€¢ Measuring progress in health (lecture) (1 h)   â€¢ The leadership role of the health sector in HiAP (lecture) (0.5 h)  â€¢ Review and critique of case study; a model contemporary health ministry. Group work (3 hr)     â€¢ Self-study (3 h)  Day 5    â€¢ Field Visits in Berlin (3 h)  â€¢ Written exam (2 h)  â€¢ Feedback & Evaluation & Instructions for essay (1 h)  â€¢ Self study (3 hr)						
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0	Germany - Bernhard Nocht Institute for Tropical Medicine (BNITM)	The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de	Dr Dewi Ismajani Puradiredja	English	advanced optional	2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication	Germany	Communicable diseases (in general)	Face to face		3.5 ECTS credits	
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0		The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication		Disease prevention & control				
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0		The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication		Epidemiology				
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0		The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication		Outbreaks				
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0		The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication		Statistics (incl.. risk assessment)				
Epidemiology & Control of Infectious Diseases in Outbreak Settings (EPICID)	<br>By the end of this module, students should be able to:    i. Explain the key principles underpinning infectious disease epidemiology, and the epidemiological steps in outbreak investigations  ii. Discuss      current issues in infectious diseases and their control  iii. Design questionnaires and manage data using RedCap  iv. Conduct descriptive statistics, measures of frequency and measures of association using R  v. Discuss      field operational issues, including laboratory services and diagnostics in the field, infectious disease prevention and control strategies, and biosafety and biosecurity  vi. Design, carry out, analyse, interpret and report an outbreak investigation as part of interdisciplinary teams		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-09-21 11:23:33	troped	troped	0		The course covers a period of 3 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures (55 hours), and individual- and group-based practical sessions (34.5 hours), a written exam (1.5 hours) and a simulated outbreak investigation (14 hours)	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>105 SIT (incl. 89.5 hours contact time + 14 hours group-based simulated outbreak investigation + 1.5 hours individual assessed assignment)	2021-11-08	2021-11-26	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching and learning methods include lectures (55 hours), individual- and group-based practical sessions (34.5 hours), including case study table top exercises, REDCap and R practical sessions, field operational and infectious diseases prevention and control training elements, as well as a written exam (1.5 hours), and a simulated outbreak investigation (14 hours).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br>Towards the end of course week 3 the students will have to complete:    i. Individual assignment: 1.5 hours written exam, involving 47 single and multiple choice questions as well as equation-based calculations and open questions (80%)    in order to assess LOs i), ii), and v)    ii. Group assignment: oral presentation of group-based outbreak investigation (20%)    In order to assess LOs iii), iv), and vi)    A failing grade in one of the two assignments is allowed as long as the total mark for the module is 60% or better. A fail in the individual exam can be re-sit the day after the course has ended. Alternatively, a report based on the simulated outbreak investigation can be submitted within one week after the course has ended.	<br>21 (max. 15 tropEd students)	<br>Basic training in epidemiology and statistics is required. General computer skills are necessary in order to be able to work with software packages REDCap and R. The course is intensive and a strong command of the English language is essential. tropEd and other students who would like to take the course as part of their degree should demonstrate an English language proficiency equivalent to TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0, unless they are native speakers or they can provide written proof of having completed higher education in English.	<br>EPICID strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1650 â‚¬ (1350 â‚¬ if participants register within 2 weeks of acceptance notification)    tropEd student and applicants from low- and middle-income countries: 1200 â‚¬ (900 â‚¬ if participants register within 2 weeks of acceptance notification).	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br> The module includes sections addressing the following topics:    Section 1 Principles of Infectious Disease Epidemiology & Outbreak Investigations  The first section provides an overview of the key principles of infectious disease epidemiology and provides epidemiological methods applicable to the investigation of outbreaks.     Section 2 Data collection, management and analysis for outbreak investigations  This section deals with questionnaire design and interviewing, outbreak investigation data collection and management using RED     Cap, and data analysis using R    Section 3 Field operations and laboratory services  This sections covers field operations and laboratory services within the context of outbreak investigations. Topics range from mobile to BSL4 laboratories, field sequencing, infectious disease prevention and control strategies, material transfer agreements, packaging and shipping, biosafety and biosecurity.     Section 4 Current issues in infectious diseases and their control  This section provides an overview of current issues in infectious diseases and their control with a focus on a selection of infectious diseases/pathogens, such as Malaria, haemorrhagic fever viruses, neglected tropical diseases, and, Salmonella. This section also covers vaccines and vaccine programmes, and antimicrobial resistance.     Cross-cutting topics include:  Interdisciplinary communication						
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0	Germany - Bernhard Nocht Institute for Tropical Medicine (BNITM)	The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de	Dr Daniela Fusco	English	advanced optional	2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies	Germany	Communicable diseases (in general)	Face to face		3 ECTS credits	
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0		The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies		Disease prevention & control				
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0		The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies		Health systems				
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0		The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies		Laboratory				
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0		The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies		Public Health				
Laboratory Systems and Public Health in Resource-Limited Settings (LAB-SPHERE)	<br>At the end of this module the student should be able to:    i. Develop strategies to build sustainable laboratory systems in limited-resource settings (i.e. low and middle income countries, rural areas, remote regions) based on a combination of clinical, social and operational research methods  ii. Design a holistic implementation plan for new diagnostic approaches within the context of public health in limited-resource settings taking into consideration the multidisciplinarity of public health (i.e. medicine, socio-anthropological sciences, biology and epidemiology)  iii. Assess key concepts of laboratory services within the context of health services and systems and in response to humanitarian emergencies   iv. Explain elements of the laboratory management system, differentiating between different types of  laboratories (e.g. diagnostic, research, and reference laboratories)  v. Demonstrate awareness of the relevance interdisciplinary     cooperation across the fields of laboratory medicine, medical sciences and public health in response to infectious disease threats, natural disasters, war and conflict, and other humanitarian emergencies		1	puradiredja@bnitm.de	2020-09-21 05:22:50	2020-09-21	2020-10-30 15:47:17	troped	Froeschl	0		The course covers a period of 2 weeks, in which students engage full-time in face-to-face teaching and learning activities, including lectures, individual- and group-based practical sessions	<br>Bernhard Nocht Institute for Tropical Medicine (BNITM)  Bernhard-Nocht-Str. 74  20359 Hamburg  Tel: +49 40 42818 243  Email: shortcourse@bnitm.de   Website: www.bnitm.de    tropEd representative: Dewi Ismajani Puradiredja  Email: puradiredja@bnitm.de				2020-09-21 10:35:41	<br>90 SIT (incl. 51 hours lectures/contact time + 27.5 hours group-based assignment + 10 hours of self-directed learning + 1.5 hour individual assessed assignment)	2021-09-06	2021-09-17	<br>First accredited at Online tropEd GA (â€œHamburgâ€), June 2020. This accreditation is valid until June 2025.	<br>Teaching methods will include lectures (60%), individual- and group-based practical sessions, including case study table top exercises, field operational and biosafety/biosecurity training elements (30%), as well as problem solving exercises (10%).	<br>Students will have access to the BNITM virtual learning environment (Moodle). The Moodle-based EPICID course room will be the main means of communication with the group and for sharing key course-related information and training materials, such as lecture hand outs, practice data sets, and R-Scripts.    Recommended      readings      include:    Giesecke J, (2017). Modern Infectious Disease Epidemiology. 3rd Ed. Hodder Arnold. ISBN: 9781444180022.     KrÃ¤mer A, Kretzschmar M, Krickeberg K (Eds); Modern Infectious Disease Epidemiology: Concepts, Methods, Mathematical Models And Public Health. Statistics for Biology and Health. New York: Springer    Rothman KJ, Greenland S, Lash TL (Eds). Modern Epidemiology 3 rd Edition. Lippincott, Williams & Wilkins 2008 ISBN 031675780-2.    Kirkwood B. Sterne J. Essential Medical Statistics. 2nd Edition Blackwell Scientific 2003. ISBN 0865428719.    Heymann, DL (Ed.). Control of Communicable Diseases in Man (19th Edition). American Public Health Association 2008 ISBN 087553189X	<br> - Individual written assignment: 1.5 hour â€“ multiple choice question-based exam (60%)    In order to assess LOs iii, iv    - Group assignment: oral presentation on the implementation of a diagnostic strategy in a fictional setting (40%)    In order to assess LOs i, ii, v    If a student fails to reach the pass grade of 60%, s/he will be provided with a re-sit written essay-based assignment (ca. 1500-2000 words) to be submitted 3 weeks after receiving the assessment results.	<br>25 (max. 15 tropEd students)	<br>No previous formal training in laboratory science and/or medicine is required. However, students should have either a basic training in public health or the diagnosis of infectious diseases. The course is intensive and a strong command of the English language equivalent to English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 is essential.	<br>LAB-SPHERE strives to have a diverse student group. Selection criteria include:    - Time of submission of application  - Motivational statement  - Previous professional and academic experience  - Country of origin (low, middle or high income country)  - tropEd student status	<br>General admission: 1100 â‚¬/900 â‚¬ (early bird registration*)    tropEd students and applicants from low and middle-income countries: 800 â‚¬/600 â‚¬ (early bird registration*)   * early bird registration = within 2 weeks after acceptance	<br>Participants from low and middle-income countries can apply for an Ortrud MÃ¼hrer Travel Grant. For more details and the application form, please contact: shortcourse@bnitm.de				<br>  Well-functioning and sustainable laboratory services are key components of strong health systems and crucial for improving public health and research capacities of countries. This course aims at describing the role of laboratory systems in strengthening health services and research capacity with a special focus on low and middle-income countries (LMIC). The emphasis is on explaining the structure and functions of laboratory systems and their effective and efficient management. Moreover, areas where laboratory systems overlap and/or complement are being considered.      Topics to be covered include:  â€¢ Introduction to laboratory systems  â€¢ Elements of public health as applied to laboratory systems  â€¢ Development of laboratory strategic plans at national, regional, local and mobile levels  â€¢ The role of reference laboratories in the management of infectious diseases  â€¢ Laboratory management systems, including concepts of biosafety and biosecurity  â€¢ The role of diagnostic vs. research laboratories   â€¢ Vertical laboratory system approaches (e.g. blood banking)  â€¢ Epidemiological methods as applied within the context of laboratory systems (e.g. surveillance methodologies, evaluation of diagnostic tools)   â€¢ Qualitative research methods and socio-anthropological aspects of laboratory medicine  â€¢ Interdisciplinary communication strategies						
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0	Norway - Centre for International Health, Universitetet i Bergen	4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway	Thorkild TylleskÃ¤r	English	advanced optional	2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.	Norway	Epidemiology	Distance-based		5 ECTS credits	
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0		4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway				2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.		Planning and programming (incl.. budgeting and evaluation)				
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0		4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway				2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.		Quantitative methods				
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0		4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway				2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.		Research (in general)				
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0		4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway				2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.		Statistics (incl.. risk assessment)				
Experimental epidemiology (will not take place in 2021)	At the end of the module the student should be able to:   â€¢ Demonstrate understanding of the principles of clinical and field trials,   â€¢ Plan clinical and field trails in accordance with the EU Directive 2001/20/EC on Good Clinical Practice and the highest ethical principles, including those reflected in Article 6 of the Treaty on European Union, in the Charter of Fundamental Rights of the European Union and the Council of Europaâ€™s Convention on Human Rights and Biomedicine,   â€¢ Assess and identify relevant designs for clinical/field trials,      â€¢ For both individually and community-randomized trials, understand and demonstrate the procedure of:   - sample size estimations   - random allocation   - blinding/masking   â€¢ Analyse clinical and field trial datasets, including from community-randomised trials		1		2020-11-04 07:37:14	2020-11-04	2020-12-07 10:05:23	Froeschl	romy	0		4 weeks in total:  1-week self-study: TBD 3-weeks interactive course: TBD	On campus, Centre for International Health, Arstadveien 21, University of Bergen, Bergen, Norway				2020-11-04 13:46:07	1+3 weeks, 150 hours:   a) 20 hours of preparations during the self-study week including: video-based course instructions, log-in to learning platform and student introduction/presentation on the platform, download of course literature and install statistical software, complete video-based basic introduction to statistical software and pre-reading of introductory materials.  b) On campus 3 weeks (130 hours): 60 hrs direct contact hours, 20 hours group work, 10 hours computer lab work, 40 hours self-studies during the course			Accredited in Copenhagen 2003, Re-accreditation in Edinburgh, September 2004. Re-accreditation in London, September 2009 and in October 2011. Re-accredited in January 2017. This accreditation is valid until October 2022.	Daily sessions. Each day has a mixture of lectures and practical sessions including group work and computer lab sessions. The course includes group work on specific topics as well as literature review.     All course materials are available on the Universityâ€™s learning platform called â€œMitt UiBâ€, a Canvas-based platform.	Course literature:   Peter G. Smith, Richard H. Morrow, and David A. Ross (Eds),  Field Trials of Health Interventions â€“ A Toolbox,   Oxford University Press, Oxford, 3rd Ed, 2015.  Freely downloadable from:   http://ieaweb.org/wp-content/uploads/2015/07/Field-trials-of-health-interventions-a-toolbox-with-full-hyperlinks-July-15.pdf   or  http://www.oapen.org/download?type=document&docid=569923  2. ICH harmonised tripartite guideline: Guideline for good clinical practice E6. Downloadable from: http://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf   3. WHO. Handbook for guideline development. 2nd ed. WHO 2014. Downloadable from: http://apps.who.int/iris/bitstream/10665/75146/1/9789241548441_eng.pdf?ua=1    4. Welch, V. A., et al. (2017). "CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials." BMJ 359: j5085. Downloadable from:   https://www.bmj.com/content/359/bmj.j5085	Mandatory participation in group work prior to exam.  A 4-hour written exam consisting of questions with short answers, problem-solving questions and calculations.   ECTS Grading scale A-F  If the student fails the exam, he/she can resit for exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time in the next year and has to sit a new exam afterwards.	A minimum of 10 students is needed to run the course, and a maximum of 50 students (max. number of tropEd students: 20)	Students admitted to a masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Completed a course in Basic introduction to Methods in Global Health Research or equivalent.	The selection will be based on documented skills in epidemiology and biostatistics.  Priority will be given to  Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  If needed, first come, first served.	A semester fee to the student union of around 500 NOK = 55 Euro	None from the University of Bergen	Updated the content to current requirements of clinical trials.	The feedback from the students has consistently been that they are very content with the course and its content, but that it is still a dense course, even after extending it. We stress that the students should have prior knowledge of epidemiology and biostatistics.	The course prepares the students for running a clinical trial in a low resource setting. Without solid knowledge in epidemiology and biostatistics, the students find the course tough.	This course addresses critical methodological aspects of clinical and field trials and a special effort is made to address trials that will measure the impact of relevant interventions against poverty-related diseases in low-resource settings.    The lectures in the course cover the following: General principles of field trials, literature review: what & how to read, randomisation & blinding, review of basic statistics (Mean, SD, SE, 95%CI), proportions, 2 x 2 tables, trial size for adequate precision and power, cluster design, data management and study implementation, interaction & confounding, effect measures (Risk ratio, rate ratio, difference in means), relative risk reduction, measurement: validity & reproducibility, analysis plan, data exploration, baseline comparison, main effects, analysis of community-based studies, hypothesis tests & precision of effect, analysis of repeated outcomes, data collection (questionnaire design, field organisation, training & standardisation) & quality control, good clinical practice (GCP), interpretation of negative trials and ethical aspects of clinical trials in low-income countries.    The group work covers a) the analysis of a published trial, b) the development of proposal and protocol, the structure of baseline and main effect tables, randomisation & blinding.    The computer laboratory exercises include generating random numbers, calculating trial sizes, importing files, data exploration, baseline comparisons, main effects, adjustment for confounding, sub-group analysis and interaction.						
Observational epidemiology (online)	The course aims to prepare students for the use of epidemiology in global public health.  On successful completion of the module, the student will be able to:   â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies â€“ and be able to compare these designs  â€¢ Evaluate different epidemiological designs and be able to discuss results from epidemiological studies critically, including discussion of selection bias and information bias  â€¢ Analyse datasets of epidemiological studies  â€¢ Estimate sample sizes for different epidemiological studies  â€¢ Estimate and interpret disease occurrence and risk associations  â€¢ Reflect upon the role of different observational epidemiological studies within the field of global health research		1		2020-11-04 07:52:24	2020-11-04	2020-11-23 09:49:33	Froeschl	romy	0	Norway - Centre for International Health, Universitetet i Bergen	The course covers a period of 3.3 weeks, with 10-hour pre-reading and 3 weeks of online teaching including exam.	Delivered online from Centre for International Health, University of Bergen, Norway	Cecile Svanes	English	advanced optional	2020-11-04 13:58:41	125 hours SIT:  â€¢ 10 hours preparation and pre-reading  â€¢ 50 hours web-based lectures (such as real-time lectures, videos, short quizzes)   â€¢ 30 hours individual assignments or group assignments with supervision and (presentation of) discussions   â€¢ 35 hours individual reading and lab exercises	2021-03-01	2021-03-26	This course is new in the online form but has been offered as a face-to-face course earlier and tropEd accredited in 2006, 2011 and 2017. There are no major changes to the content of this course, however, the mode of teaching is adapted to the online format.	Self-study week: Introduction to the course, enrolment on to online/digital learning platform and set up of user profile (?) on the platform, downloading of course literature and installing statistical software, pre-reading of introductory material.   Main part of the course: Daily sessions for 2.5 weeks with a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations) and synchronous moderated sessions including group work and computer exercise sessions. The course includes group work on specific topics as well as critical literature review.  There will also be an online discussion forum and an opportunity for participants to ask questions and discuss during synchronous sessions.   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform		A 2-hour written online exam, consisting of questions with short answers, problem-solving questions and calculations (60% of the grade)   An oral Zoom-based exam of 15-20 minutes (40% of the grade)  The oral assessment makes it possible to ensure that the student presents his/hers knowledge.  ECTS Grading Scale: A-F (F = Fail)  If the student fails the exam, he/she will be allowed to resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a Masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Course in Basic introduction to Epidemiology and Statistics or equivalent.	Priority will be given to:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  The selection will be based on documented skills in epidemiology and biostatistics. If needed, we use the principle â€˜first come, first servedâ€™.	None	None available from the University of Bergen	Now in online version, but still the student evaluation of the on campus version is of value and has guided us in some plans and decisions regarding this online course. Therefore, we include these evaluations below.	SUMMARY OF THE STUDENT EVALUATION from the face-to-face course (main points):  1. Statistical packages. Students thought it would be beneficial if they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	The main lesson learnt from the face-to-face course is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from tropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	The main topics covered:  â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Planning and evaluation of the different study designs  â€¢ Introduction to basic usage of STATA software	Norway	Epidemiology	Distance-based		5 ECTS credits	
Observational epidemiology (online)	The course aims to prepare students for the use of epidemiology in global public health.  On successful completion of the module, the student will be able to:   â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies â€“ and be able to compare these designs  â€¢ Evaluate different epidemiological designs and be able to discuss results from epidemiological studies critically, including discussion of selection bias and information bias  â€¢ Analyse datasets of epidemiological studies  â€¢ Estimate sample sizes for different epidemiological studies  â€¢ Estimate and interpret disease occurrence and risk associations  â€¢ Reflect upon the role of different observational epidemiological studies within the field of global health research		1		2020-11-04 07:52:24	2020-11-04	2020-11-23 09:49:33	Froeschl	romy	0		The course covers a period of 3.3 weeks, with 10-hour pre-reading and 3 weeks of online teaching including exam.	Delivered online from Centre for International Health, University of Bergen, Norway				2020-11-04 13:58:41	125 hours SIT:  â€¢ 10 hours preparation and pre-reading  â€¢ 50 hours web-based lectures (such as real-time lectures, videos, short quizzes)   â€¢ 30 hours individual assignments or group assignments with supervision and (presentation of) discussions   â€¢ 35 hours individual reading and lab exercises	2021-03-01	2021-03-26	This course is new in the online form but has been offered as a face-to-face course earlier and tropEd accredited in 2006, 2011 and 2017. There are no major changes to the content of this course, however, the mode of teaching is adapted to the online format.	Self-study week: Introduction to the course, enrolment on to online/digital learning platform and set up of user profile (?) on the platform, downloading of course literature and installing statistical software, pre-reading of introductory material.   Main part of the course: Daily sessions for 2.5 weeks with a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations) and synchronous moderated sessions including group work and computer exercise sessions. The course includes group work on specific topics as well as critical literature review.  There will also be an online discussion forum and an opportunity for participants to ask questions and discuss during synchronous sessions.   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform		A 2-hour written online exam, consisting of questions with short answers, problem-solving questions and calculations (60% of the grade)   An oral Zoom-based exam of 15-20 minutes (40% of the grade)  The oral assessment makes it possible to ensure that the student presents his/hers knowledge.  ECTS Grading Scale: A-F (F = Fail)  If the student fails the exam, he/she will be allowed to resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a Masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Course in Basic introduction to Epidemiology and Statistics or equivalent.	Priority will be given to:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  The selection will be based on documented skills in epidemiology and biostatistics. If needed, we use the principle â€˜first come, first servedâ€™.	None	None available from the University of Bergen	Now in online version, but still the student evaluation of the on campus version is of value and has guided us in some plans and decisions regarding this online course. Therefore, we include these evaluations below.	SUMMARY OF THE STUDENT EVALUATION from the face-to-face course (main points):  1. Statistical packages. Students thought it would be beneficial if they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	The main lesson learnt from the face-to-face course is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from tropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	The main topics covered:  â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Planning and evaluation of the different study designs  â€¢ Introduction to basic usage of STATA software		Quantitative methods				
Observational epidemiology (online)	The course aims to prepare students for the use of epidemiology in global public health.  On successful completion of the module, the student will be able to:   â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies â€“ and be able to compare these designs  â€¢ Evaluate different epidemiological designs and be able to discuss results from epidemiological studies critically, including discussion of selection bias and information bias  â€¢ Analyse datasets of epidemiological studies  â€¢ Estimate sample sizes for different epidemiological studies  â€¢ Estimate and interpret disease occurrence and risk associations  â€¢ Reflect upon the role of different observational epidemiological studies within the field of global health research		1		2020-11-04 07:52:24	2020-11-04	2020-11-23 09:49:33	Froeschl	romy	0		The course covers a period of 3.3 weeks, with 10-hour pre-reading and 3 weeks of online teaching including exam.	Delivered online from Centre for International Health, University of Bergen, Norway				2020-11-04 13:58:41	125 hours SIT:  â€¢ 10 hours preparation and pre-reading  â€¢ 50 hours web-based lectures (such as real-time lectures, videos, short quizzes)   â€¢ 30 hours individual assignments or group assignments with supervision and (presentation of) discussions   â€¢ 35 hours individual reading and lab exercises	2021-03-01	2021-03-26	This course is new in the online form but has been offered as a face-to-face course earlier and tropEd accredited in 2006, 2011 and 2017. There are no major changes to the content of this course, however, the mode of teaching is adapted to the online format.	Self-study week: Introduction to the course, enrolment on to online/digital learning platform and set up of user profile (?) on the platform, downloading of course literature and installing statistical software, pre-reading of introductory material.   Main part of the course: Daily sessions for 2.5 weeks with a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations) and synchronous moderated sessions including group work and computer exercise sessions. The course includes group work on specific topics as well as critical literature review.  There will also be an online discussion forum and an opportunity for participants to ask questions and discuss during synchronous sessions.   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform		A 2-hour written online exam, consisting of questions with short answers, problem-solving questions and calculations (60% of the grade)   An oral Zoom-based exam of 15-20 minutes (40% of the grade)  The oral assessment makes it possible to ensure that the student presents his/hers knowledge.  ECTS Grading Scale: A-F (F = Fail)  If the student fails the exam, he/she will be allowed to resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a Masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Course in Basic introduction to Epidemiology and Statistics or equivalent.	Priority will be given to:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  The selection will be based on documented skills in epidemiology and biostatistics. If needed, we use the principle â€˜first come, first servedâ€™.	None	None available from the University of Bergen	Now in online version, but still the student evaluation of the on campus version is of value and has guided us in some plans and decisions regarding this online course. Therefore, we include these evaluations below.	SUMMARY OF THE STUDENT EVALUATION from the face-to-face course (main points):  1. Statistical packages. Students thought it would be beneficial if they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	The main lesson learnt from the face-to-face course is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from tropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	The main topics covered:  â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Planning and evaluation of the different study designs  â€¢ Introduction to basic usage of STATA software		Research (in general)				
Observational epidemiology (online)	The course aims to prepare students for the use of epidemiology in global public health.  On successful completion of the module, the student will be able to:   â€¢ Differentiate between the principles of cross-sectional studies, case-control studies and cohort studies â€“ and be able to compare these designs  â€¢ Evaluate different epidemiological designs and be able to discuss results from epidemiological studies critically, including discussion of selection bias and information bias  â€¢ Analyse datasets of epidemiological studies  â€¢ Estimate sample sizes for different epidemiological studies  â€¢ Estimate and interpret disease occurrence and risk associations  â€¢ Reflect upon the role of different observational epidemiological studies within the field of global health research		1		2020-11-04 07:52:24	2020-11-04	2020-11-23 09:49:33	Froeschl	romy	0		The course covers a period of 3.3 weeks, with 10-hour pre-reading and 3 weeks of online teaching including exam.	Delivered online from Centre for International Health, University of Bergen, Norway				2020-11-04 13:58:41	125 hours SIT:  â€¢ 10 hours preparation and pre-reading  â€¢ 50 hours web-based lectures (such as real-time lectures, videos, short quizzes)   â€¢ 30 hours individual assignments or group assignments with supervision and (presentation of) discussions   â€¢ 35 hours individual reading and lab exercises	2021-03-01	2021-03-26	This course is new in the online form but has been offered as a face-to-face course earlier and tropEd accredited in 2006, 2011 and 2017. There are no major changes to the content of this course, however, the mode of teaching is adapted to the online format.	Self-study week: Introduction to the course, enrolment on to online/digital learning platform and set up of user profile (?) on the platform, downloading of course literature and installing statistical software, pre-reading of introductory material.   Main part of the course: Daily sessions for 2.5 weeks with a mixture of asynchronous online lectures (videos and annotated PowerPoint presentations) and synchronous moderated sessions including group work and computer exercise sessions. The course includes group work on specific topics as well as critical literature review.  There will also be an online discussion forum and an opportunity for participants to ask questions and discuss during synchronous sessions.   All course material is available on the Universityâ€™s learning platform called â€œMitt UiBâ€, which is based on a Canvas platform		A 2-hour written online exam, consisting of questions with short answers, problem-solving questions and calculations (60% of the grade)   An oral Zoom-based exam of 15-20 minutes (40% of the grade)  The oral assessment makes it possible to ensure that the student presents his/hers knowledge.  ECTS Grading Scale: A-F (F = Fail)  If the student fails the exam, he/she will be allowed to resit the exam in the same semester. If the student fails a second time, he/she will be advised to participate in the course one more time and sit a new exam afterwards.	A minimum of 20 students is needed to run the course, and a maximum of 50 students.	Students admitted to a Masterâ€™s degree programme may join this course (e.g. tropEd network).     Proficiency in English at a level corresponding to TOEFL score of at least 550 points paper-based or 213 points computer-based, or an equivalent approved test.  Course in Basic introduction to Epidemiology and Statistics or equivalent.	Priority will be given to:   Master students in Global Health enrolled at the University of Bergen and Master students from institutions within tropEd.  The selection will be based on documented skills in epidemiology and biostatistics. If needed, we use the principle â€˜first come, first servedâ€™.	None	None available from the University of Bergen	Now in online version, but still the student evaluation of the on campus version is of value and has guided us in some plans and decisions regarding this online course. Therefore, we include these evaluations below.	SUMMARY OF THE STUDENT EVALUATION from the face-to-face course (main points):  1. Statistical packages. Students thought it would be beneficial if they could have a short introduction session on Stata/SPSS at the start or end of Day 1 (if not possible before that). However, they were able to work their way through STATA by end of Day 1 and SPSS was fairly intuitive. Suggestion: Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). Also state in course description that although familiarity with basics of statistical software is an advantage, it is not essential; students may view the pre-reading and the program before the course. During the course a formal session on introduction to the software will not be covered.  2. They were pleased to have two sessions on sampling- this should NOT be changed. The session on causal inference should be retained. Suggestion was to introduce case-control on the last Friday of week 2 (? afternoon) so that we could have some additional time for this component.  3. During the exercises a strong emphasis on interpretation is requested rather only focus on analysis.  4. The amount of time spent on 'recap' of basic concepts could be reduced by referring students to appropriate pre- readings prior to the course. Perhaps also recommend specific sections of the textbook to preview.    COURSE COORDINATORS EVALUATION:  â€¢ Teaching and assessment methods: Even more hands-on would be good  â€¢ Curriculum: Good, see comments from students above  â€¢ Information and documentation â€“ would be good if students were better prepared before course, as there were very large differences between studentsâ€™ pre-course level  â€¢ Grade distribution â€“ 19 pass 1 fail - acceptable  â€¢ Localities/equipment â€“ auditorium with computers difficult with long distance from back to see screen up front, sound a bit difficult    GOALS AND OBJECTIVES FOR NEXT EVALUATION PERIOD â€“ IMPROVEMENTS TO BE MADE:  â€¢ Distribute pre-reading on introduction to SPSS/STATA, including how to import datasets from different packages (e.g. excel format). State in course description that familiarity with basics of statistical software is an advantage.  â€¢ Give more specific advice as to pre-reading, to reduce somewhat potential large differences in pre-course knowledge  â€¢ Change in course description that there will be given grades, not only pass/fail (some students need grades).	The main lesson learnt from the face-to-face course is that theoretical teaching combined with exercise provides a better method for student learning. During the last years, we have also set aside time for the students to present their own data, and this has been a successful exercise.    The main lesson learned is that some students from tropEd did not have sufficient background in the use of computers and statistics. Most of the comments in the evaluations is because of their weak background in basic epidemiology and statistics. We have therefore put these as pre-requisites for attending future courses.     Also, the knowledge retained by the students on assessing cause and effect varies, and we will increase the number of home assignments to improve this learning outcome.	The main topics covered:  â€¢ Sampling methods and design effects   â€¢ Sample size and statistical power  â€¢ Measures of disease occurrence and of exposure-disease association   â€¢ Bias, confounding, effect modification  â€¢ Surveys and surveillance   â€¢ Cross-sectional study  â€¢ Cohort study   â€¢ Case-control study   â€¢ Planning and evaluation of the different study designs  â€¢ Introduction to basic usage of STATA software						
How to write a Policy Brief	At the end of the course the participants should be able to:  1. Identify the different steps of evidence informed policy making   2. Search for scientific and contextual evidence   3. Assess the quality of evidence and  its relevance for decision makers.  4. Formulate relevant recommendations for decision makers  5. Write up and communicate a policy brief.		1		2020-11-17 10:33:35	2020-11-17	2020-12-18 11:07:56	romy	romy	0	Morocco - Ã‰cole Nationale de SantÃ© Publique	3 weeks (includes pre reading time, face to face, personal assignments) July 6 till 23third	Ecole Nationale de SantÃ© Publique, Rabat, Morocco	Dr. Zakaria Belrhiti	English	advanced optional	2020-11-18 10:01:02	46 contact hours + 80 self-study hours = 126 hours SIT	2021-07-06	2021-07-23	Accreditation Online GA October 2020: cat. 2  Telco 12 Nov 2020: cat 1	I use interactive teaching and lectures. I provide participants with relevant reading material (20 hrs). I also rely on peer mentoring and experiential learning through an exchange of participants experiences during coaching sessions (6 hours).  and face to face lectures.     During the lecture, students are asked to discuss illustrations from real world public health policy making cases in LMIC. Besides face to face lecture, three coaching sessions are organised to help the student write the three major components of the policy brief.     In case of online mode, webinars and synchronous coaching sessions are organised.  Student are encouraged to use discussion forums on Moodle platform, videos as well as examples of policy brief from Low and middle-income countries to enrich the participantâ€™s learning and self-reflective processes.     SIT comprises 46 contact hours includes lectures (4hours a day) during two weeks + 3 coaching sessions of 2 hours each) and 80 hours of self-study are needed to complete the required learning outputs and reading additional material.	Key Didactic References:     BELRHITI, Z., BOOTH, A., MARCHAL, B. & VERSTRAETEN, R. 2016. To what extent do site-based training, mentoring, and operational research improve district health system management and leadership in low- and middle-income countries: a systematic review protocol. Systematic Reviews, 5, 70.  FRETHEIM, A., MUNABI-BABIGUMIRA, S., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for Evidence-informed policymaking in health 6: Using research evidence to address how an option will be implemented. Health Research Policy and Systems, 7, S6.  FRETHEIM, A., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009b. SUPPORT Tools for Evidence-informed policymaking in health 18: Planning monitoring and evaluation of policies. Health Research Policy and Systems, 7, S18.  LAVIS, J. N., BOYKO, J. A., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking. Health Research Policy and Systems, 7, S14.  LAVIS, J. N., OXMAN, A. D., GRIMSHAW, J., JOHANSEN, M., BOYKO, J. A., LEWIN, S. & FRETHEIM, A. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 7: Finding systematic reviews. Health Research Policy and Systems, 7, S7.  LAVIS, J. N., OXMAN, A. D., SOUZA, N. M., LEWIN, S., GRUEN, R. L. & FRETHEIM, A. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 9: Assessing the applicability of the findings of a systematic review. Health Research Policy and Systems, 7, S9.  LAVIS, J. N., PERMANAND, G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems, 7, S13.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., GRIMSHAW, J., LEWIN, S. & FRETHEIM, A. 2009e. SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem. Health Research Policy and Systems, 7, S5.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009f. SUPPORT Tools for evidence-informed health Policymaking (STP) 4: Using research evidence to clarify a problem. Health Research Policy and Systems, 7, S4.  LEWIN, S., OXMAN, A. D., LAVIS, J. N. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 8: Deciding how much confidence to place in a systematic review. Health Research Policy and Systems, 7, S8.  LEWIN, S., OXMAN, A. D., LAVIS, J. N., FRETHEIM, A., MARTI, S. & MUNABI-BABIGUMIRA, S. 2009b. SUPPORT Tools for evidence-informed Policymaking in health 11: Finding and using evidence about local conditions. Health Research Policy and Systems, 7, S11.  OXMAN, A. D., FRETHEIM, A., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs. Health Research Policy and Systems, 7, S12.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 16: Using research evidence in balancing the pros and cons of policies. Health Research Policy and Systems, 7, S16.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence. Health Research Policy and Systems, 7, S17.  OXMAN, A. D., LAVIS, J. N., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 1: What is evidence-informed policymaking? Health Research Policy and Systems, 7.  VARGAS, E., BECERRIL-MONTEKIO, V., GONZALEZ-BLOCK, M. A., AKWEONGO, P., HAZEL, C. N., CUEMBELO MDE, F., LIMBANI, F., BERNARDO, W. & MUNOZ, F. 2016. Mapping the use of research to support strategies tackling maternal and child health inequities: evidence from six countries in Africa and Latin America. Health Res Policy Syst, 14, 1.	Assessment will be based on an individual written assignment â€œpolicy briefâ€. The participant needs to write a well-structured and coherent policy brief in a specific topic relevant to participant own health system context.  The individual assignments uploaded in Moodle Platform will be assessed for their originality.    To do so participants need to develop the following competencies:     1. Examine the processes of evidence informed policy making in the own context of participants  2. Search  systematically for evidence :  2.1 Formulate a review question  2.2 Identify relevant body of evidence depending on the nature of the review question  3. Assess the quality of evidence using appropriate checklists.    4. Write up a the three key components of a policy brief  :    â€¢ 4.1.Describe the magnitude and consequences of a public health issue  â€¢ 4.2. Compare adequate alternative solutions to the public health problem   â€¢ 4.3 Identify potential enablers and barriers that may facilitate/hinder the implementation process and explain how to address them.    Assessment Criteria     The students will be assessed on the quality, coherence, relevance and comprehensiveness of the policy brief document handed out at the end of the course. The assessment use the following weights:     â— Quality of the gathered evidence (30%)  â— Contextual relevance of the recommendations (30%)  â— Coherence and sound argumentation (30%)  â— Overall quality and visual clarify of the policy brief (10%)     Students will get short feedback during coaching sessions. In each session, the lecturer will be providing feedback on the the quality, soundness and relevance of the different components of the policy brief.      During the  first coaching session will assess how the student has described he magnitude and consequences of a public health issue, the clarity,  conciseness, underlying evidence used to describe the public health problem.    During the second coaching session students will be given feedback on the quality, soundness and relevance of the suggested solutions (or health policies) that tackle the public health problem.     During the third coaching session, feed back will be given on the quality of contextualisation of proposed solutions taking into consideration the potential enablers and barriers to the implementation of selected health policies.     An assessment grid will be used for marking and feedback    Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	min 15 -max.20 students	Academic degree    Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.  Experience  1 year of cumulative experience as health professional is needed.  Language proficiency    French version (native speakers are exempt from proof of language proficiency, for non native French speakers, upper intermediate B2 level (CEFRL).    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of english proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an english education diploma  are exempt from these tests.    No additional language requirements are needed.  Additional admission requirement:   1 year of cumulative experience in public health is needed  Computer, connection to internet and office software are essential to ensure adequate	Selection criteria  â— 1 year cumulative professional experience in public health  â— Motivation  â— References  â— Relevant additional training. a degree of masterâ€™s in public health or equivalent is an asset	For 2021 course:  5500 Moroccan Dirhams					The content of the course is divided into 4 interconnected blocks that will allow the student to draft an evidence informed policy brief.      1. An Introduction to evidence informed decision making (SIT 10 hours)  2. Systematic literature search (SIT:10 hours)  3. Quality appraisal ( 10 SIT)  4.  Writing up the three components of a policy brief   4.1 Describing a public health issue for a policy audience (SIT : 32 hours)  4.2 Comparing  alternative health policies /interventions  (SIT= 32 hours)  4.3 Identifying and addressing potential implementation facilitators/barriers (SIT =32 hours)    The first block provide participants with an overview of the importance of evidence informed decision making and the process of policy making in public health. Then, it introduces the policy brief tool as a way to bridge the gap between research and policy.     During the second block, the participant will get an overview of the systematic process of searching the literature using appropriate search terms structured around a review question.    During the third block the student will be able to assess the quality of gathered evidence using appropriate standardised checklists    During the fourth block the student will be able to write up a sound policy brief that comprises three essential activities :     4.1 Description of the magnitude and relevance of a public health problem for an audience of policy makers.      4.2 Comparison between different  public health interventions or policies. This imply accurate description of interventions (effectiveness, cost, cost effectiveness, unintended consequences, acceptability and potential contextual adaptations).       4.3 Identification of plausible policy implementation gaps and providing policy makers with strategies to address them.        During this course, concepts and toolbox will be introduced to students with short and focused lectures, videos, case studies and classroom discussion.     In short, this course aim at fostering the critical analysis capacities of students and to help them search efficiently of high-quality evidence, clarify public health issues, identify relevant options, formulate policy relevant recommendations to inform and engage with policymakers in health.	Morocco	Communication (oral, written)	Face to face		4 ECTS credits	
How to write a Policy Brief	At the end of the course the participants should be able to:  1. Identify the different steps of evidence informed policy making   2. Search for scientific and contextual evidence   3. Assess the quality of evidence and  its relevance for decision makers.  4. Formulate relevant recommendations for decision makers  5. Write up and communicate a policy brief.		1		2020-11-17 10:33:35	2020-11-17	2020-12-18 11:07:56	romy	romy	0		3 weeks (includes pre reading time, face to face, personal assignments) July 6 till 23third	Ecole Nationale de SantÃ© Publique, Rabat, Morocco		French		2020-11-18 10:01:02	46 contact hours + 80 self-study hours = 126 hours SIT	2021-07-06	2021-07-23	Accreditation Online GA October 2020: cat. 2  Telco 12 Nov 2020: cat 1	I use interactive teaching and lectures. I provide participants with relevant reading material (20 hrs). I also rely on peer mentoring and experiential learning through an exchange of participants experiences during coaching sessions (6 hours).  and face to face lectures.     During the lecture, students are asked to discuss illustrations from real world public health policy making cases in LMIC. Besides face to face lecture, three coaching sessions are organised to help the student write the three major components of the policy brief.     In case of online mode, webinars and synchronous coaching sessions are organised.  Student are encouraged to use discussion forums on Moodle platform, videos as well as examples of policy brief from Low and middle-income countries to enrich the participantâ€™s learning and self-reflective processes.     SIT comprises 46 contact hours includes lectures (4hours a day) during two weeks + 3 coaching sessions of 2 hours each) and 80 hours of self-study are needed to complete the required learning outputs and reading additional material.	Key Didactic References:     BELRHITI, Z., BOOTH, A., MARCHAL, B. & VERSTRAETEN, R. 2016. To what extent do site-based training, mentoring, and operational research improve district health system management and leadership in low- and middle-income countries: a systematic review protocol. Systematic Reviews, 5, 70.  FRETHEIM, A., MUNABI-BABIGUMIRA, S., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for Evidence-informed policymaking in health 6: Using research evidence to address how an option will be implemented. Health Research Policy and Systems, 7, S6.  FRETHEIM, A., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009b. SUPPORT Tools for Evidence-informed policymaking in health 18: Planning monitoring and evaluation of policies. Health Research Policy and Systems, 7, S18.  LAVIS, J. N., BOYKO, J. A., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking. Health Research Policy and Systems, 7, S14.  LAVIS, J. N., OXMAN, A. D., GRIMSHAW, J., JOHANSEN, M., BOYKO, J. A., LEWIN, S. & FRETHEIM, A. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 7: Finding systematic reviews. Health Research Policy and Systems, 7, S7.  LAVIS, J. N., OXMAN, A. D., SOUZA, N. M., LEWIN, S., GRUEN, R. L. & FRETHEIM, A. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 9: Assessing the applicability of the findings of a systematic review. Health Research Policy and Systems, 7, S9.  LAVIS, J. N., PERMANAND, G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems, 7, S13.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., GRIMSHAW, J., LEWIN, S. & FRETHEIM, A. 2009e. SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem. Health Research Policy and Systems, 7, S5.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009f. SUPPORT Tools for evidence-informed health Policymaking (STP) 4: Using research evidence to clarify a problem. Health Research Policy and Systems, 7, S4.  LEWIN, S., OXMAN, A. D., LAVIS, J. N. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 8: Deciding how much confidence to place in a systematic review. Health Research Policy and Systems, 7, S8.  LEWIN, S., OXMAN, A. D., LAVIS, J. N., FRETHEIM, A., MARTI, S. & MUNABI-BABIGUMIRA, S. 2009b. SUPPORT Tools for evidence-informed Policymaking in health 11: Finding and using evidence about local conditions. Health Research Policy and Systems, 7, S11.  OXMAN, A. D., FRETHEIM, A., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs. Health Research Policy and Systems, 7, S12.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 16: Using research evidence in balancing the pros and cons of policies. Health Research Policy and Systems, 7, S16.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence. Health Research Policy and Systems, 7, S17.  OXMAN, A. D., LAVIS, J. N., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 1: What is evidence-informed policymaking? Health Research Policy and Systems, 7.  VARGAS, E., BECERRIL-MONTEKIO, V., GONZALEZ-BLOCK, M. A., AKWEONGO, P., HAZEL, C. N., CUEMBELO MDE, F., LIMBANI, F., BERNARDO, W. & MUNOZ, F. 2016. Mapping the use of research to support strategies tackling maternal and child health inequities: evidence from six countries in Africa and Latin America. Health Res Policy Syst, 14, 1.	Assessment will be based on an individual written assignment â€œpolicy briefâ€. The participant needs to write a well-structured and coherent policy brief in a specific topic relevant to participant own health system context.  The individual assignments uploaded in Moodle Platform will be assessed for their originality.    To do so participants need to develop the following competencies:     1. Examine the processes of evidence informed policy making in the own context of participants  2. Search  systematically for evidence :  2.1 Formulate a review question  2.2 Identify relevant body of evidence depending on the nature of the review question  3. Assess the quality of evidence using appropriate checklists.    4. Write up a the three key components of a policy brief  :    â€¢ 4.1.Describe the magnitude and consequences of a public health issue  â€¢ 4.2. Compare adequate alternative solutions to the public health problem   â€¢ 4.3 Identify potential enablers and barriers that may facilitate/hinder the implementation process and explain how to address them.    Assessment Criteria     The students will be assessed on the quality, coherence, relevance and comprehensiveness of the policy brief document handed out at the end of the course. The assessment use the following weights:     â— Quality of the gathered evidence (30%)  â— Contextual relevance of the recommendations (30%)  â— Coherence and sound argumentation (30%)  â— Overall quality and visual clarify of the policy brief (10%)     Students will get short feedback during coaching sessions. In each session, the lecturer will be providing feedback on the the quality, soundness and relevance of the different components of the policy brief.      During the  first coaching session will assess how the student has described he magnitude and consequences of a public health issue, the clarity,  conciseness, underlying evidence used to describe the public health problem.    During the second coaching session students will be given feedback on the quality, soundness and relevance of the suggested solutions (or health policies) that tackle the public health problem.     During the third coaching session, feed back will be given on the quality of contextualisation of proposed solutions taking into consideration the potential enablers and barriers to the implementation of selected health policies.     An assessment grid will be used for marking and feedback    Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	min 15 -max.20 students	Academic degree    Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.  Experience  1 year of cumulative experience as health professional is needed.  Language proficiency    French version (native speakers are exempt from proof of language proficiency, for non native French speakers, upper intermediate B2 level (CEFRL).    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of english proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an english education diploma  are exempt from these tests.    No additional language requirements are needed.  Additional admission requirement:   1 year of cumulative experience in public health is needed  Computer, connection to internet and office software are essential to ensure adequate	Selection criteria  â— 1 year cumulative professional experience in public health  â— Motivation  â— References  â— Relevant additional training. a degree of masterâ€™s in public health or equivalent is an asset	For 2021 course:  5500 Moroccan Dirhams					The content of the course is divided into 4 interconnected blocks that will allow the student to draft an evidence informed policy brief.      1. An Introduction to evidence informed decision making (SIT 10 hours)  2. Systematic literature search (SIT:10 hours)  3. Quality appraisal ( 10 SIT)  4.  Writing up the three components of a policy brief   4.1 Describing a public health issue for a policy audience (SIT : 32 hours)  4.2 Comparing  alternative health policies /interventions  (SIT= 32 hours)  4.3 Identifying and addressing potential implementation facilitators/barriers (SIT =32 hours)    The first block provide participants with an overview of the importance of evidence informed decision making and the process of policy making in public health. Then, it introduces the policy brief tool as a way to bridge the gap between research and policy.     During the second block, the participant will get an overview of the systematic process of searching the literature using appropriate search terms structured around a review question.    During the third block the student will be able to assess the quality of gathered evidence using appropriate standardised checklists    During the fourth block the student will be able to write up a sound policy brief that comprises three essential activities :     4.1 Description of the magnitude and relevance of a public health problem for an audience of policy makers.      4.2 Comparison between different  public health interventions or policies. This imply accurate description of interventions (effectiveness, cost, cost effectiveness, unintended consequences, acceptability and potential contextual adaptations).       4.3 Identification of plausible policy implementation gaps and providing policy makers with strategies to address them.        During this course, concepts and toolbox will be introduced to students with short and focused lectures, videos, case studies and classroom discussion.     In short, this course aim at fostering the critical analysis capacities of students and to help them search efficiently of high-quality evidence, clarify public health issues, identify relevant options, formulate policy relevant recommendations to inform and engage with policymakers in health.		Evidence based medicine				
How to write a Policy Brief	At the end of the course the participants should be able to:  1. Identify the different steps of evidence informed policy making   2. Search for scientific and contextual evidence   3. Assess the quality of evidence and  its relevance for decision makers.  4. Formulate relevant recommendations for decision makers  5. Write up and communicate a policy brief.		1		2020-11-17 10:33:35	2020-11-17	2020-12-18 11:07:56	romy	romy	0		3 weeks (includes pre reading time, face to face, personal assignments) July 6 till 23third	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-11-18 10:01:02	46 contact hours + 80 self-study hours = 126 hours SIT	2021-07-06	2021-07-23	Accreditation Online GA October 2020: cat. 2  Telco 12 Nov 2020: cat 1	I use interactive teaching and lectures. I provide participants with relevant reading material (20 hrs). I also rely on peer mentoring and experiential learning through an exchange of participants experiences during coaching sessions (6 hours).  and face to face lectures.     During the lecture, students are asked to discuss illustrations from real world public health policy making cases in LMIC. Besides face to face lecture, three coaching sessions are organised to help the student write the three major components of the policy brief.     In case of online mode, webinars and synchronous coaching sessions are organised.  Student are encouraged to use discussion forums on Moodle platform, videos as well as examples of policy brief from Low and middle-income countries to enrich the participantâ€™s learning and self-reflective processes.     SIT comprises 46 contact hours includes lectures (4hours a day) during two weeks + 3 coaching sessions of 2 hours each) and 80 hours of self-study are needed to complete the required learning outputs and reading additional material.	Key Didactic References:     BELRHITI, Z., BOOTH, A., MARCHAL, B. & VERSTRAETEN, R. 2016. To what extent do site-based training, mentoring, and operational research improve district health system management and leadership in low- and middle-income countries: a systematic review protocol. Systematic Reviews, 5, 70.  FRETHEIM, A., MUNABI-BABIGUMIRA, S., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for Evidence-informed policymaking in health 6: Using research evidence to address how an option will be implemented. Health Research Policy and Systems, 7, S6.  FRETHEIM, A., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009b. SUPPORT Tools for Evidence-informed policymaking in health 18: Planning monitoring and evaluation of policies. Health Research Policy and Systems, 7, S18.  LAVIS, J. N., BOYKO, J. A., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking. Health Research Policy and Systems, 7, S14.  LAVIS, J. N., OXMAN, A. D., GRIMSHAW, J., JOHANSEN, M., BOYKO, J. A., LEWIN, S. & FRETHEIM, A. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 7: Finding systematic reviews. Health Research Policy and Systems, 7, S7.  LAVIS, J. N., OXMAN, A. D., SOUZA, N. M., LEWIN, S., GRUEN, R. L. & FRETHEIM, A. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 9: Assessing the applicability of the findings of a systematic review. Health Research Policy and Systems, 7, S9.  LAVIS, J. N., PERMANAND, G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems, 7, S13.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., GRIMSHAW, J., LEWIN, S. & FRETHEIM, A. 2009e. SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem. Health Research Policy and Systems, 7, S5.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009f. SUPPORT Tools for evidence-informed health Policymaking (STP) 4: Using research evidence to clarify a problem. Health Research Policy and Systems, 7, S4.  LEWIN, S., OXMAN, A. D., LAVIS, J. N. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 8: Deciding how much confidence to place in a systematic review. Health Research Policy and Systems, 7, S8.  LEWIN, S., OXMAN, A. D., LAVIS, J. N., FRETHEIM, A., MARTI, S. & MUNABI-BABIGUMIRA, S. 2009b. SUPPORT Tools for evidence-informed Policymaking in health 11: Finding and using evidence about local conditions. Health Research Policy and Systems, 7, S11.  OXMAN, A. D., FRETHEIM, A., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs. Health Research Policy and Systems, 7, S12.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 16: Using research evidence in balancing the pros and cons of policies. Health Research Policy and Systems, 7, S16.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence. Health Research Policy and Systems, 7, S17.  OXMAN, A. D., LAVIS, J. N., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 1: What is evidence-informed policymaking? Health Research Policy and Systems, 7.  VARGAS, E., BECERRIL-MONTEKIO, V., GONZALEZ-BLOCK, M. A., AKWEONGO, P., HAZEL, C. N., CUEMBELO MDE, F., LIMBANI, F., BERNARDO, W. & MUNOZ, F. 2016. Mapping the use of research to support strategies tackling maternal and child health inequities: evidence from six countries in Africa and Latin America. Health Res Policy Syst, 14, 1.	Assessment will be based on an individual written assignment â€œpolicy briefâ€. The participant needs to write a well-structured and coherent policy brief in a specific topic relevant to participant own health system context.  The individual assignments uploaded in Moodle Platform will be assessed for their originality.    To do so participants need to develop the following competencies:     1. Examine the processes of evidence informed policy making in the own context of participants  2. Search  systematically for evidence :  2.1 Formulate a review question  2.2 Identify relevant body of evidence depending on the nature of the review question  3. Assess the quality of evidence using appropriate checklists.    4. Write up a the three key components of a policy brief  :    â€¢ 4.1.Describe the magnitude and consequences of a public health issue  â€¢ 4.2. Compare adequate alternative solutions to the public health problem   â€¢ 4.3 Identify potential enablers and barriers that may facilitate/hinder the implementation process and explain how to address them.    Assessment Criteria     The students will be assessed on the quality, coherence, relevance and comprehensiveness of the policy brief document handed out at the end of the course. The assessment use the following weights:     â— Quality of the gathered evidence (30%)  â— Contextual relevance of the recommendations (30%)  â— Coherence and sound argumentation (30%)  â— Overall quality and visual clarify of the policy brief (10%)     Students will get short feedback during coaching sessions. In each session, the lecturer will be providing feedback on the the quality, soundness and relevance of the different components of the policy brief.      During the  first coaching session will assess how the student has described he magnitude and consequences of a public health issue, the clarity,  conciseness, underlying evidence used to describe the public health problem.    During the second coaching session students will be given feedback on the quality, soundness and relevance of the suggested solutions (or health policies) that tackle the public health problem.     During the third coaching session, feed back will be given on the quality of contextualisation of proposed solutions taking into consideration the potential enablers and barriers to the implementation of selected health policies.     An assessment grid will be used for marking and feedback    Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	min 15 -max.20 students	Academic degree    Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.  Experience  1 year of cumulative experience as health professional is needed.  Language proficiency    French version (native speakers are exempt from proof of language proficiency, for non native French speakers, upper intermediate B2 level (CEFRL).    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of english proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an english education diploma  are exempt from these tests.    No additional language requirements are needed.  Additional admission requirement:   1 year of cumulative experience in public health is needed  Computer, connection to internet and office software are essential to ensure adequate	Selection criteria  â— 1 year cumulative professional experience in public health  â— Motivation  â— References  â— Relevant additional training. a degree of masterâ€™s in public health or equivalent is an asset	For 2021 course:  5500 Moroccan Dirhams					The content of the course is divided into 4 interconnected blocks that will allow the student to draft an evidence informed policy brief.      1. An Introduction to evidence informed decision making (SIT 10 hours)  2. Systematic literature search (SIT:10 hours)  3. Quality appraisal ( 10 SIT)  4.  Writing up the three components of a policy brief   4.1 Describing a public health issue for a policy audience (SIT : 32 hours)  4.2 Comparing  alternative health policies /interventions  (SIT= 32 hours)  4.3 Identifying and addressing potential implementation facilitators/barriers (SIT =32 hours)    The first block provide participants with an overview of the importance of evidence informed decision making and the process of policy making in public health. Then, it introduces the policy brief tool as a way to bridge the gap between research and policy.     During the second block, the participant will get an overview of the systematic process of searching the literature using appropriate search terms structured around a review question.    During the third block the student will be able to assess the quality of gathered evidence using appropriate standardised checklists    During the fourth block the student will be able to write up a sound policy brief that comprises three essential activities :     4.1 Description of the magnitude and relevance of a public health problem for an audience of policy makers.      4.2 Comparison between different  public health interventions or policies. This imply accurate description of interventions (effectiveness, cost, cost effectiveness, unintended consequences, acceptability and potential contextual adaptations).       4.3 Identification of plausible policy implementation gaps and providing policy makers with strategies to address them.        During this course, concepts and toolbox will be introduced to students with short and focused lectures, videos, case studies and classroom discussion.     In short, this course aim at fostering the critical analysis capacities of students and to help them search efficiently of high-quality evidence, clarify public health issues, identify relevant options, formulate policy relevant recommendations to inform and engage with policymakers in health.		Health Policy (incl. advocacy)				
How to write a Policy Brief	At the end of the course the participants should be able to:  1. Identify the different steps of evidence informed policy making   2. Search for scientific and contextual evidence   3. Assess the quality of evidence and  its relevance for decision makers.  4. Formulate relevant recommendations for decision makers  5. Write up and communicate a policy brief.		1		2020-11-17 10:33:35	2020-11-17	2020-12-18 11:07:56	romy	romy	0		3 weeks (includes pre reading time, face to face, personal assignments) July 6 till 23third	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-11-18 10:01:02	46 contact hours + 80 self-study hours = 126 hours SIT	2021-07-06	2021-07-23	Accreditation Online GA October 2020: cat. 2  Telco 12 Nov 2020: cat 1	I use interactive teaching and lectures. I provide participants with relevant reading material (20 hrs). I also rely on peer mentoring and experiential learning through an exchange of participants experiences during coaching sessions (6 hours).  and face to face lectures.     During the lecture, students are asked to discuss illustrations from real world public health policy making cases in LMIC. Besides face to face lecture, three coaching sessions are organised to help the student write the three major components of the policy brief.     In case of online mode, webinars and synchronous coaching sessions are organised.  Student are encouraged to use discussion forums on Moodle platform, videos as well as examples of policy brief from Low and middle-income countries to enrich the participantâ€™s learning and self-reflective processes.     SIT comprises 46 contact hours includes lectures (4hours a day) during two weeks + 3 coaching sessions of 2 hours each) and 80 hours of self-study are needed to complete the required learning outputs and reading additional material.	Key Didactic References:     BELRHITI, Z., BOOTH, A., MARCHAL, B. & VERSTRAETEN, R. 2016. To what extent do site-based training, mentoring, and operational research improve district health system management and leadership in low- and middle-income countries: a systematic review protocol. Systematic Reviews, 5, 70.  FRETHEIM, A., MUNABI-BABIGUMIRA, S., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for Evidence-informed policymaking in health 6: Using research evidence to address how an option will be implemented. Health Research Policy and Systems, 7, S6.  FRETHEIM, A., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009b. SUPPORT Tools for Evidence-informed policymaking in health 18: Planning monitoring and evaluation of policies. Health Research Policy and Systems, 7, S18.  LAVIS, J. N., BOYKO, J. A., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking. Health Research Policy and Systems, 7, S14.  LAVIS, J. N., OXMAN, A. D., GRIMSHAW, J., JOHANSEN, M., BOYKO, J. A., LEWIN, S. & FRETHEIM, A. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 7: Finding systematic reviews. Health Research Policy and Systems, 7, S7.  LAVIS, J. N., OXMAN, A. D., SOUZA, N. M., LEWIN, S., GRUEN, R. L. & FRETHEIM, A. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 9: Assessing the applicability of the findings of a systematic review. Health Research Policy and Systems, 7, S9.  LAVIS, J. N., PERMANAND, G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems, 7, S13.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., GRIMSHAW, J., LEWIN, S. & FRETHEIM, A. 2009e. SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem. Health Research Policy and Systems, 7, S5.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009f. SUPPORT Tools for evidence-informed health Policymaking (STP) 4: Using research evidence to clarify a problem. Health Research Policy and Systems, 7, S4.  LEWIN, S., OXMAN, A. D., LAVIS, J. N. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 8: Deciding how much confidence to place in a systematic review. Health Research Policy and Systems, 7, S8.  LEWIN, S., OXMAN, A. D., LAVIS, J. N., FRETHEIM, A., MARTI, S. & MUNABI-BABIGUMIRA, S. 2009b. SUPPORT Tools for evidence-informed Policymaking in health 11: Finding and using evidence about local conditions. Health Research Policy and Systems, 7, S11.  OXMAN, A. D., FRETHEIM, A., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs. Health Research Policy and Systems, 7, S12.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 16: Using research evidence in balancing the pros and cons of policies. Health Research Policy and Systems, 7, S16.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence. Health Research Policy and Systems, 7, S17.  OXMAN, A. D., LAVIS, J. N., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 1: What is evidence-informed policymaking? Health Research Policy and Systems, 7.  VARGAS, E., BECERRIL-MONTEKIO, V., GONZALEZ-BLOCK, M. A., AKWEONGO, P., HAZEL, C. N., CUEMBELO MDE, F., LIMBANI, F., BERNARDO, W. & MUNOZ, F. 2016. Mapping the use of research to support strategies tackling maternal and child health inequities: evidence from six countries in Africa and Latin America. Health Res Policy Syst, 14, 1.	Assessment will be based on an individual written assignment â€œpolicy briefâ€. The participant needs to write a well-structured and coherent policy brief in a specific topic relevant to participant own health system context.  The individual assignments uploaded in Moodle Platform will be assessed for their originality.    To do so participants need to develop the following competencies:     1. Examine the processes of evidence informed policy making in the own context of participants  2. Search  systematically for evidence :  2.1 Formulate a review question  2.2 Identify relevant body of evidence depending on the nature of the review question  3. Assess the quality of evidence using appropriate checklists.    4. Write up a the three key components of a policy brief  :    â€¢ 4.1.Describe the magnitude and consequences of a public health issue  â€¢ 4.2. Compare adequate alternative solutions to the public health problem   â€¢ 4.3 Identify potential enablers and barriers that may facilitate/hinder the implementation process and explain how to address them.    Assessment Criteria     The students will be assessed on the quality, coherence, relevance and comprehensiveness of the policy brief document handed out at the end of the course. The assessment use the following weights:     â— Quality of the gathered evidence (30%)  â— Contextual relevance of the recommendations (30%)  â— Coherence and sound argumentation (30%)  â— Overall quality and visual clarify of the policy brief (10%)     Students will get short feedback during coaching sessions. In each session, the lecturer will be providing feedback on the the quality, soundness and relevance of the different components of the policy brief.      During the  first coaching session will assess how the student has described he magnitude and consequences of a public health issue, the clarity,  conciseness, underlying evidence used to describe the public health problem.    During the second coaching session students will be given feedback on the quality, soundness and relevance of the suggested solutions (or health policies) that tackle the public health problem.     During the third coaching session, feed back will be given on the quality of contextualisation of proposed solutions taking into consideration the potential enablers and barriers to the implementation of selected health policies.     An assessment grid will be used for marking and feedback    Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	min 15 -max.20 students	Academic degree    Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.  Experience  1 year of cumulative experience as health professional is needed.  Language proficiency    French version (native speakers are exempt from proof of language proficiency, for non native French speakers, upper intermediate B2 level (CEFRL).    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of english proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an english education diploma  are exempt from these tests.    No additional language requirements are needed.  Additional admission requirement:   1 year of cumulative experience in public health is needed  Computer, connection to internet and office software are essential to ensure adequate	Selection criteria  â— 1 year cumulative professional experience in public health  â— Motivation  â— References  â— Relevant additional training. a degree of masterâ€™s in public health or equivalent is an asset	For 2021 course:  5500 Moroccan Dirhams					The content of the course is divided into 4 interconnected blocks that will allow the student to draft an evidence informed policy brief.      1. An Introduction to evidence informed decision making (SIT 10 hours)  2. Systematic literature search (SIT:10 hours)  3. Quality appraisal ( 10 SIT)  4.  Writing up the three components of a policy brief   4.1 Describing a public health issue for a policy audience (SIT : 32 hours)  4.2 Comparing  alternative health policies /interventions  (SIT= 32 hours)  4.3 Identifying and addressing potential implementation facilitators/barriers (SIT =32 hours)    The first block provide participants with an overview of the importance of evidence informed decision making and the process of policy making in public health. Then, it introduces the policy brief tool as a way to bridge the gap between research and policy.     During the second block, the participant will get an overview of the systematic process of searching the literature using appropriate search terms structured around a review question.    During the third block the student will be able to assess the quality of gathered evidence using appropriate standardised checklists    During the fourth block the student will be able to write up a sound policy brief that comprises three essential activities :     4.1 Description of the magnitude and relevance of a public health problem for an audience of policy makers.      4.2 Comparison between different  public health interventions or policies. This imply accurate description of interventions (effectiveness, cost, cost effectiveness, unintended consequences, acceptability and potential contextual adaptations).       4.3 Identification of plausible policy implementation gaps and providing policy makers with strategies to address them.        During this course, concepts and toolbox will be introduced to students with short and focused lectures, videos, case studies and classroom discussion.     In short, this course aim at fostering the critical analysis capacities of students and to help them search efficiently of high-quality evidence, clarify public health issues, identify relevant options, formulate policy relevant recommendations to inform and engage with policymakers in health.		Public Health				
How to write a Policy Brief	At the end of the course the participants should be able to:  1. Identify the different steps of evidence informed policy making   2. Search for scientific and contextual evidence   3. Assess the quality of evidence and  its relevance for decision makers.  4. Formulate relevant recommendations for decision makers  5. Write up and communicate a policy brief.		1		2020-11-17 10:33:35	2020-11-17	2020-12-18 11:07:56	romy	romy	0		3 weeks (includes pre reading time, face to face, personal assignments) July 6 till 23third	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-11-18 10:01:02	46 contact hours + 80 self-study hours = 126 hours SIT	2021-07-06	2021-07-23	Accreditation Online GA October 2020: cat. 2  Telco 12 Nov 2020: cat 1	I use interactive teaching and lectures. I provide participants with relevant reading material (20 hrs). I also rely on peer mentoring and experiential learning through an exchange of participants experiences during coaching sessions (6 hours).  and face to face lectures.     During the lecture, students are asked to discuss illustrations from real world public health policy making cases in LMIC. Besides face to face lecture, three coaching sessions are organised to help the student write the three major components of the policy brief.     In case of online mode, webinars and synchronous coaching sessions are organised.  Student are encouraged to use discussion forums on Moodle platform, videos as well as examples of policy brief from Low and middle-income countries to enrich the participantâ€™s learning and self-reflective processes.     SIT comprises 46 contact hours includes lectures (4hours a day) during two weeks + 3 coaching sessions of 2 hours each) and 80 hours of self-study are needed to complete the required learning outputs and reading additional material.	Key Didactic References:     BELRHITI, Z., BOOTH, A., MARCHAL, B. & VERSTRAETEN, R. 2016. To what extent do site-based training, mentoring, and operational research improve district health system management and leadership in low- and middle-income countries: a systematic review protocol. Systematic Reviews, 5, 70.  FRETHEIM, A., MUNABI-BABIGUMIRA, S., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for Evidence-informed policymaking in health 6: Using research evidence to address how an option will be implemented. Health Research Policy and Systems, 7, S6.  FRETHEIM, A., OXMAN, A. D., LAVIS, J. N. & LEWIN, S. 2009b. SUPPORT Tools for Evidence-informed policymaking in health 18: Planning monitoring and evaluation of policies. Health Research Policy and Systems, 7, S18.  LAVIS, J. N., BOYKO, J. A., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking. Health Research Policy and Systems, 7, S14.  LAVIS, J. N., OXMAN, A. D., GRIMSHAW, J., JOHANSEN, M., BOYKO, J. A., LEWIN, S. & FRETHEIM, A. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 7: Finding systematic reviews. Health Research Policy and Systems, 7, S7.  LAVIS, J. N., OXMAN, A. D., SOUZA, N. M., LEWIN, S., GRUEN, R. L. & FRETHEIM, A. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 9: Assessing the applicability of the findings of a systematic review. Health Research Policy and Systems, 7, S9.  LAVIS, J. N., PERMANAND, G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems, 7, S13.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., GRIMSHAW, J., LEWIN, S. & FRETHEIM, A. 2009e. SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem. Health Research Policy and Systems, 7, S5.  LAVIS, J. N., WILSON, M. G., OXMAN, A. D., LEWIN, S. & FRETHEIM, A. 2009f. SUPPORT Tools for evidence-informed health Policymaking (STP) 4: Using research evidence to clarify a problem. Health Research Policy and Systems, 7, S4.  LEWIN, S., OXMAN, A. D., LAVIS, J. N. & FRETHEIM, A. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 8: Deciding how much confidence to place in a systematic review. Health Research Policy and Systems, 7, S8.  LEWIN, S., OXMAN, A. D., LAVIS, J. N., FRETHEIM, A., MARTI, S. & MUNABI-BABIGUMIRA, S. 2009b. SUPPORT Tools for evidence-informed Policymaking in health 11: Finding and using evidence about local conditions. Health Research Policy and Systems, 7, S11.  OXMAN, A. D., FRETHEIM, A., LAVIS, J. N. & LEWIN, S. 2009a. SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs. Health Research Policy and Systems, 7, S12.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009b. SUPPORT Tools for evidence-informed health Policymaking (STP) 16: Using research evidence in balancing the pros and cons of policies. Health Research Policy and Systems, 7, S16.  OXMAN, A. D., LAVIS, J. N., FRETHEIM, A. & LEWIN, S. 2009c. SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence. Health Research Policy and Systems, 7, S17.  OXMAN, A. D., LAVIS, J. N., LEWIN, S. & FRETHEIM, A. 2009d. SUPPORT Tools for evidence-informed health Policymaking (STP) 1: What is evidence-informed policymaking? Health Research Policy and Systems, 7.  VARGAS, E., BECERRIL-MONTEKIO, V., GONZALEZ-BLOCK, M. A., AKWEONGO, P., HAZEL, C. N., CUEMBELO MDE, F., LIMBANI, F., BERNARDO, W. & MUNOZ, F. 2016. Mapping the use of research to support strategies tackling maternal and child health inequities: evidence from six countries in Africa and Latin America. Health Res Policy Syst, 14, 1.	Assessment will be based on an individual written assignment â€œpolicy briefâ€. The participant needs to write a well-structured and coherent policy brief in a specific topic relevant to participant own health system context.  The individual assignments uploaded in Moodle Platform will be assessed for their originality.    To do so participants need to develop the following competencies:     1. Examine the processes of evidence informed policy making in the own context of participants  2. Search  systematically for evidence :  2.1 Formulate a review question  2.2 Identify relevant body of evidence depending on the nature of the review question  3. Assess the quality of evidence using appropriate checklists.    4. Write up a the three key components of a policy brief  :    â€¢ 4.1.Describe the magnitude and consequences of a public health issue  â€¢ 4.2. Compare adequate alternative solutions to the public health problem   â€¢ 4.3 Identify potential enablers and barriers that may facilitate/hinder the implementation process and explain how to address them.    Assessment Criteria     The students will be assessed on the quality, coherence, relevance and comprehensiveness of the policy brief document handed out at the end of the course. The assessment use the following weights:     â— Quality of the gathered evidence (30%)  â— Contextual relevance of the recommendations (30%)  â— Coherence and sound argumentation (30%)  â— Overall quality and visual clarify of the policy brief (10%)     Students will get short feedback during coaching sessions. In each session, the lecturer will be providing feedback on the the quality, soundness and relevance of the different components of the policy brief.      During the  first coaching session will assess how the student has described he magnitude and consequences of a public health issue, the clarity,  conciseness, underlying evidence used to describe the public health problem.    During the second coaching session students will be given feedback on the quality, soundness and relevance of the suggested solutions (or health policies) that tackle the public health problem.     During the third coaching session, feed back will be given on the quality of contextualisation of proposed solutions taking into consideration the potential enablers and barriers to the implementation of selected health policies.     An assessment grid will be used for marking and feedback    Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	min 15 -max.20 students	Academic degree    Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.  Experience  1 year of cumulative experience as health professional is needed.  Language proficiency    French version (native speakers are exempt from proof of language proficiency, for non native French speakers, upper intermediate B2 level (CEFRL).    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of english proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an english education diploma  are exempt from these tests.    No additional language requirements are needed.  Additional admission requirement:   1 year of cumulative experience in public health is needed  Computer, connection to internet and office software are essential to ensure adequate	Selection criteria  â— 1 year cumulative professional experience in public health  â— Motivation  â— References  â— Relevant additional training. a degree of masterâ€™s in public health or equivalent is an asset	For 2021 course:  5500 Moroccan Dirhams					The content of the course is divided into 4 interconnected blocks that will allow the student to draft an evidence informed policy brief.      1. An Introduction to evidence informed decision making (SIT 10 hours)  2. Systematic literature search (SIT:10 hours)  3. Quality appraisal ( 10 SIT)  4.  Writing up the three components of a policy brief   4.1 Describing a public health issue for a policy audience (SIT : 32 hours)  4.2 Comparing  alternative health policies /interventions  (SIT= 32 hours)  4.3 Identifying and addressing potential implementation facilitators/barriers (SIT =32 hours)    The first block provide participants with an overview of the importance of evidence informed decision making and the process of policy making in public health. Then, it introduces the policy brief tool as a way to bridge the gap between research and policy.     During the second block, the participant will get an overview of the systematic process of searching the literature using appropriate search terms structured around a review question.    During the third block the student will be able to assess the quality of gathered evidence using appropriate standardised checklists    During the fourth block the student will be able to write up a sound policy brief that comprises three essential activities :     4.1 Description of the magnitude and relevance of a public health problem for an audience of policy makers.      4.2 Comparison between different  public health interventions or policies. This imply accurate description of interventions (effectiveness, cost, cost effectiveness, unintended consequences, acceptability and potential contextual adaptations).       4.3 Identification of plausible policy implementation gaps and providing policy makers with strategies to address them.        During this course, concepts and toolbox will be introduced to students with short and focused lectures, videos, case studies and classroom discussion.     In short, this course aim at fostering the critical analysis capacities of students and to help them search efficiently of high-quality evidence, clarify public health issues, identify relevant options, formulate policy relevant recommendations to inform and engage with policymakers in health.						
Infection Prevention and Control (IPC) of Acute Respiratory Infections (ARIs) for healthcare workers (HCWs) in Low- and Middle-Income Countries (LMICs	At the end of the module, the student should be able toâ€¦    a) name and correctly identify the general pathophysiologic mechanisms of acute respiratory infections (ARIs) thus recognizing the grounds and purposes of specific prevention and control measures.    b) describe and categorize acute respiratory infection prevention and control measures and strategies (e.g. engineering and administrative measures, Personal Protective Equipment (PPE), etc.) specific to the risk of contagion and transmission mechanisms that should be observed in the different healthcare-related contexts (direct patient management and transport, laboratory sample handling, etc.).    c) develop a teaching plan for a specific target group demonstrating the correct execution of control and prevention measures in strict compliance with valid norms and standards (e.g. PPE Donning and Doffing, handling of contaminated samples, hand hygiene, etc.), formulating straightforward learning objectives and instructing the target group about the skill to be learned.		1	ttu@lrz.uni-muenchen.de	2020-11-19 05:17:19	2020-11-19	2021-02-12 03:21:23	romy	administrador	0	Germany - Center for International Health at the Ludwig-Maximilian-UniversitÃ¤t MÃ¼nchen	Start date: 2021-02-08; Duration: 45 hours (1 month) Synchronous contact hours: 9 hours; eLearning/self-study: 30 hours; Exam/Final Project preparation: 6 hours	Virtual Module	Lisa Hoffaeller	English	advanced optional	2020-11-20 11:45:19	â— Synchronous contact hours: 9 h   2 h introductory online group session; 4 h group work; 3 h final presentations & debriefing  â— eLearning/self-study: 30 hours   2 h pre-reading (= 20 h in total), 1 h videos (= 10 h in total)  â— Exam/Final project preparation hours: 6 h  3 hrs exam preparation; 3 h final project preparation	2021-02-08	2021-03-08	Online GA Oct 2020: cat 1	This course is based on a Case-based Learning (CBL) multiple scenario structure supported by the ARIPE (a.k.a. AVIVA or APIPA) Model. In contrast to other online courses, knowledge acquisition is not restricted to prereading and discussion, pre-recorded or live lectures, or automated evaluation: Participants will be actively engaged with the content of the course by combining the knowledge acquisition with its interactive application and implementation, further increasing the learning effectiveness. Participants will also have the opportunity to engage with their peers while preparing their Final Project thus exercising collaborative and social skills.     This 100 % online scenario-based course will be hosted on a Moodle Platform, allowing the combined use of H5P interactive elements. Additional support will be provided by animated videos created with Vyond and Zoom sessions for the synchronous meetings.	Bibliographic support: current norms, standards and recommendations issued by relevant international organizations such as WHO, PAHO, NIOSH (CDC), ILO, etc. as well as biosafety procedures and regulations in force provided by the LMU Klinikum. State of the art studies and scientific papers will be also included.    Technical support: Moodle-based interactive course with H5P enabled elements (interactive videos, dialogue cards, course presentations, etc.).	The participantâ€™s performance assessment occurs threefold:    1) Formative assessment: Interactive assessment tools and elements (H5P) will be incorporated alongside the presentation of the content, different scenarios and settings to evaluate the overall participantâ€™s performance during the course, including the comprehension and critical analysis of the readings. These elements comprise mostly interactive videos and interactive course presentations which will be evaluated, graded and weighted with 20% of the final grade.     2) Summary peer and expert assessment: The correct implementation and transmission of norms and standards aiming at safeguarding healthcare personnelâ€™ workplaces will be assessed based on a final project prepared in groups (up to 4 participants per groups) demonstrating the adequate execution of a relevant measure or multi-step process, (e.g. EPP donning and doffing, proper hand hygiene) by developing a teaching plan aimed at a specific target group. This final project will be presented during a last synchronous session and will be evaluated jointly by peers and instructors. This grade will account for 30% of the final grade.     3) Summary e-assessment: Lastly, participants will have to complete a final evaluation comprising 20 multiple or single-choice questions, accounting for the remaining 50% of the final grade.     To complete the course, participants will have to pass each assessment with at least 60% of the total.	30 students. The number of tropEd students ist not limited.	Participant requisites:  This courses primarily targets medical students, as well as students from areas such as Public Health, Epidemiology and other related areas interested in Disease Management and Infection Prevention and Control.     This course is also directed at healthcare professionals and technicians working in low- and middle-income countries (LMICs) performing activities which involve direct contact to either patients, samples or infectious areas or objects.    This course also targets instructors in the field of healthcare and other health-related areas aiming at replicating and adapting the conveyed information for use in their classrooms, thus extending the benefits to a broader audience.     Framework requisites:  â— Internet access  â— Access to the Moodle Platform  â— Video-recording smartphone or other similar devices (for the evaluation)  â— Proof of English language fluency (English version): tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â— Proof of Spanish language fluency (Spanish version): Native speakers and students who can provide proof of academic education at Bachelorâ€™s level passed in Spanish will be considered sufficiently fluent.	First come First serve	200â‚¬	None				The course comprises 12 units in total:     1. Introductory Online Group Session (2 h; synchronous)  Introduction to the platform, course requirements and conditions, syllabus, instructors and participants. Due to the asynchronous structure of the following sessions, important submission and evaluation dates will be agreed upon. Introductory discussion about the content.    2. Introduction: Acute respiratory infections in a nutshell (2 h pre-reading, 1 h interactive video, asynchronous)  Participants will become familiar with the concept of Acute Respiratory Infections: state of the art information about pathophysiologic mechanisms of infection and diagnostics, symptomatology and community prevention measures based on the example of the ongoing COVID-19 pandemic will be presented. This should lay the foundations for the proper understanding of the purposes of specific infection prevention and control measures which will be addressed in the following scenarios.     3. Workplace risks and hazards & infection prevention and control (2 h pre-reading, 1 h interactive video, asynchronous)  Comprises the conceptual approach to the notions of hazards, risks and risk control in the workplace (such as hazard elimination and substitution, administrative and engineering controls, PPE, etc.) as well as aspects of infection prevention and control that should be considered in any healthcare-related context to safeguard healthcare workers and patients alike (for example standard precautions with an emphasis on hand hygiene and additional precautions depending on the pathogenâ€™s transmission mechanisms). The contents of this conceptual approach will serve as a basis on which the subsequent units will be based upon thus reinforcing, deepening and contextualizing them in combination with the knowledge acquired in Unit 1. This section also introduces the story on which the interactive videos are based upon: the story of Mr Fuentes, a 45-year-old COVID-19 patient who attends the primary healthcare unit and witnesses a series of actions that have been undertaken to protect healthcare workers and other patients.    4. Infection prevention and control and Patients Transport (2 h pre-reading, 1 h interactive video, asynchronous)  This section elaborates on the infection prevention and control measures that should be considered when transporting confirmed or suspected patients aiming at safeguarding workers carrying out functions in this area.     5. Correct use of the Personal Protective Equipment (PPE) (2 h pre-reading, 1 h interactive video, asynchronous)  Infection Prevention and Control (IPC) strategies to prevent or limit transmission in health care settings include rational, correct, and consistent use of PPE. The efficacy of PPE depends strongly on adequate and regular supplies, adequate staff training, proper hand hygiene, and compliant use according to its specifications. Participants are instructed on the proper use and specific functions of the PPE when in contact with patients who have contracted an acute respiratory infection on the basis of educational interactive videos and literature reviews.     6. Infection prevention and control in laboratories and radiology (2 h pre-reading, 1 h interactive video, asynchronous)  All samples collected for laboratory analysis should  be regarded as potentially infectious. Health care workers who collect, handle, and/or transport clinical samples should adhere rigorously to the precautionary measures and biosafety practices to minimize their exposure to pathogens. Therefore, this chapter includes proper infection prevention and control measures in the context of laboratories such as PCR-Testing, sample handling, biosafety levels, PPE, among others.   Also, the implementation of empiric additional precautions should be implemented as IPC strategies. For example, avoiding the patientsâ€™ transport and using portable X-ray equipment has become mandatory for several pathologic presentations. In this chapter, participants will be also instructed on proper measures in the radiology area.      7. Cleaning and Laundry in the context of COVID-19 (2 h pre-reading, 1 h interactive video, asynchronous)  Within IPC strategies, environmental and engineering controls, such as cleaning and disinfection of environmental surfaces applying commonly used hospital disinfectants (sodium hypochlorite) and proper handling of infectious laundry is effective and sufficient. This section addresses precautions and standards for cleaning and laundry services within a hospital setting.    8. Infection prevention and control in the Intensive Care Unit (2 h prereading, 1 h interactive video, asynchronous)  Due to the complexity of the procedures performed there, the care of patients in the ICU requires a high degree of observance of administrative and engineering measures as well as standard, contact and respiratory precautions to safeguard healthcare workers in an, especially exposed environment. This unit examines the specific PCI measures that should be considered when working in the ICU.    9. Mortuary and Corpse Management (2 h pre-reading, 1 h interactive video, asynchronous)  Due to the characteristics of several acute respiratory infections and the seriousness of its implications for human health, special attention is required in the handling of the bodies of those who died in consequence of an acute respiratory infection. Familiar, religious and cultural considerations surrounding death must also be taken into account. This unit reflects some of the aspects surrounding mortuary care and post-mortem examination.     10. Addressing mental health (2 h pre-reading, 1 h interactive video, asynchronous)  Several guidelines have been published to support health workers in dealing with mental health risk situations in times of emergencies and disasters, including pandemics. Based on these guidelines, this chapter provides some suggestions for "taking care of yourself and encouraging others to take care of themselves to maintain their ability to care for patients" (WHO 2020)    11. How to teach a practical skill? (2 h pre-reading, 1 h interactive video, asynchronous)  This section focuses on the reproduction of the knowledge acquired in this course (or any action-oriented knowledge). Based on Peytonâ€™s Four-Step Approach for Skill Teaching, this unit will inform participants about effective skill teaching strategies and aspects such as formulating learning objectives, defining target groups and designing a teaching plan for them to prepare their Final Projects. This will be combined with the reinforcement of the importance of two basic measures for infection prevention and control: proper hand hygiene and correct PPE donning and especially doffing.     12. Final Project Presentation and Debriefing (3 h, synchronous)  Participants will have the opportunity to present the results of their Final Project and receive feedback from peers and instructors. During this last unit discussions about the content, the structure and the course itself while be facilitated.	Indonesia	Knowledge, attitude and practice	Distance-based		1.5 ECTS credits	
Infection Prevention and Control (IPC) of Acute Respiratory Infections (ARIs) for healthcare workers (HCWs) in Low- and Middle-Income Countries (LMICs	At the end of the module, the student should be able toâ€¦    a) name and correctly identify the general pathophysiologic mechanisms of acute respiratory infections (ARIs) thus recognizing the grounds and purposes of specific prevention and control measures.    b) describe and categorize acute respiratory infection prevention and control measures and strategies (e.g. engineering and administrative measures, Personal Protective Equipment (PPE), etc.) specific to the risk of contagion and transmission mechanisms that should be observed in the different healthcare-related contexts (direct patient management and transport, laboratory sample handling, etc.).    c) develop a teaching plan for a specific target group demonstrating the correct execution of control and prevention measures in strict compliance with valid norms and standards (e.g. PPE Donning and Doffing, handling of contaminated samples, hand hygiene, etc.), formulating straightforward learning objectives and instructing the target group about the skill to be learned.		1	ttu@lrz.uni-muenchen.de	2020-11-19 05:17:19	2020-11-19	2021-02-12 03:21:23	romy	administrador	0		Start date: 2021-02-08; Duration: 45 hours (1 month) Synchronous contact hours: 9 hours; eLearning/self-study: 30 hours; Exam/Final Project preparation: 6 hours	Virtual Module		Spanish		2020-11-20 11:45:19	â— Synchronous contact hours: 9 h   2 h introductory online group session; 4 h group work; 3 h final presentations & debriefing  â— eLearning/self-study: 30 hours   2 h pre-reading (= 20 h in total), 1 h videos (= 10 h in total)  â— Exam/Final project preparation hours: 6 h  3 hrs exam preparation; 3 h final project preparation	2021-02-08	2021-03-08	Online GA Oct 2020: cat 1	This course is based on a Case-based Learning (CBL) multiple scenario structure supported by the ARIPE (a.k.a. AVIVA or APIPA) Model. In contrast to other online courses, knowledge acquisition is not restricted to prereading and discussion, pre-recorded or live lectures, or automated evaluation: Participants will be actively engaged with the content of the course by combining the knowledge acquisition with its interactive application and implementation, further increasing the learning effectiveness. Participants will also have the opportunity to engage with their peers while preparing their Final Project thus exercising collaborative and social skills.     This 100 % online scenario-based course will be hosted on a Moodle Platform, allowing the combined use of H5P interactive elements. Additional support will be provided by animated videos created with Vyond and Zoom sessions for the synchronous meetings.	Bibliographic support: current norms, standards and recommendations issued by relevant international organizations such as WHO, PAHO, NIOSH (CDC), ILO, etc. as well as biosafety procedures and regulations in force provided by the LMU Klinikum. State of the art studies and scientific papers will be also included.    Technical support: Moodle-based interactive course with H5P enabled elements (interactive videos, dialogue cards, course presentations, etc.).	The participantâ€™s performance assessment occurs threefold:    1) Formative assessment: Interactive assessment tools and elements (H5P) will be incorporated alongside the presentation of the content, different scenarios and settings to evaluate the overall participantâ€™s performance during the course, including the comprehension and critical analysis of the readings. These elements comprise mostly interactive videos and interactive course presentations which will be evaluated, graded and weighted with 20% of the final grade.     2) Summary peer and expert assessment: The correct implementation and transmission of norms and standards aiming at safeguarding healthcare personnelâ€™ workplaces will be assessed based on a final project prepared in groups (up to 4 participants per groups) demonstrating the adequate execution of a relevant measure or multi-step process, (e.g. EPP donning and doffing, proper hand hygiene) by developing a teaching plan aimed at a specific target group. This final project will be presented during a last synchronous session and will be evaluated jointly by peers and instructors. This grade will account for 30% of the final grade.     3) Summary e-assessment: Lastly, participants will have to complete a final evaluation comprising 20 multiple or single-choice questions, accounting for the remaining 50% of the final grade.     To complete the course, participants will have to pass each assessment with at least 60% of the total.	30 students. The number of tropEd students ist not limited.	Participant requisites:  This courses primarily targets medical students, as well as students from areas such as Public Health, Epidemiology and other related areas interested in Disease Management and Infection Prevention and Control.     This course is also directed at healthcare professionals and technicians working in low- and middle-income countries (LMICs) performing activities which involve direct contact to either patients, samples or infectious areas or objects.    This course also targets instructors in the field of healthcare and other health-related areas aiming at replicating and adapting the conveyed information for use in their classrooms, thus extending the benefits to a broader audience.     Framework requisites:  â— Internet access  â— Access to the Moodle Platform  â— Video-recording smartphone or other similar devices (for the evaluation)  â— Proof of English language fluency (English version): tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â— Proof of Spanish language fluency (Spanish version): Native speakers and students who can provide proof of academic education at Bachelorâ€™s level passed in Spanish will be considered sufficiently fluent.	First come First serve	200â‚¬	None				The course comprises 12 units in total:     1. Introductory Online Group Session (2 h; synchronous)  Introduction to the platform, course requirements and conditions, syllabus, instructors and participants. Due to the asynchronous structure of the following sessions, important submission and evaluation dates will be agreed upon. Introductory discussion about the content.    2. Introduction: Acute respiratory infections in a nutshell (2 h pre-reading, 1 h interactive video, asynchronous)  Participants will become familiar with the concept of Acute Respiratory Infections: state of the art information about pathophysiologic mechanisms of infection and diagnostics, symptomatology and community prevention measures based on the example of the ongoing COVID-19 pandemic will be presented. This should lay the foundations for the proper understanding of the purposes of specific infection prevention and control measures which will be addressed in the following scenarios.     3. Workplace risks and hazards & infection prevention and control (2 h pre-reading, 1 h interactive video, asynchronous)  Comprises the conceptual approach to the notions of hazards, risks and risk control in the workplace (such as hazard elimination and substitution, administrative and engineering controls, PPE, etc.) as well as aspects of infection prevention and control that should be considered in any healthcare-related context to safeguard healthcare workers and patients alike (for example standard precautions with an emphasis on hand hygiene and additional precautions depending on the pathogenâ€™s transmission mechanisms). The contents of this conceptual approach will serve as a basis on which the subsequent units will be based upon thus reinforcing, deepening and contextualizing them in combination with the knowledge acquired in Unit 1. This section also introduces the story on which the interactive videos are based upon: the story of Mr Fuentes, a 45-year-old COVID-19 patient who attends the primary healthcare unit and witnesses a series of actions that have been undertaken to protect healthcare workers and other patients.    4. Infection prevention and control and Patients Transport (2 h pre-reading, 1 h interactive video, asynchronous)  This section elaborates on the infection prevention and control measures that should be considered when transporting confirmed or suspected patients aiming at safeguarding workers carrying out functions in this area.     5. Correct use of the Personal Protective Equipment (PPE) (2 h pre-reading, 1 h interactive video, asynchronous)  Infection Prevention and Control (IPC) strategies to prevent or limit transmission in health care settings include rational, correct, and consistent use of PPE. The efficacy of PPE depends strongly on adequate and regular supplies, adequate staff training, proper hand hygiene, and compliant use according to its specifications. Participants are instructed on the proper use and specific functions of the PPE when in contact with patients who have contracted an acute respiratory infection on the basis of educational interactive videos and literature reviews.     6. Infection prevention and control in laboratories and radiology (2 h pre-reading, 1 h interactive video, asynchronous)  All samples collected for laboratory analysis should  be regarded as potentially infectious. Health care workers who collect, handle, and/or transport clinical samples should adhere rigorously to the precautionary measures and biosafety practices to minimize their exposure to pathogens. Therefore, this chapter includes proper infection prevention and control measures in the context of laboratories such as PCR-Testing, sample handling, biosafety levels, PPE, among others.   Also, the implementation of empiric additional precautions should be implemented as IPC strategies. For example, avoiding the patientsâ€™ transport and using portable X-ray equipment has become mandatory for several pathologic presentations. In this chapter, participants will be also instructed on proper measures in the radiology area.      7. Cleaning and Laundry in the context of COVID-19 (2 h pre-reading, 1 h interactive video, asynchronous)  Within IPC strategies, environmental and engineering controls, such as cleaning and disinfection of environmental surfaces applying commonly used hospital disinfectants (sodium hypochlorite) and proper handling of infectious laundry is effective and sufficient. This section addresses precautions and standards for cleaning and laundry services within a hospital setting.    8. Infection prevention and control in the Intensive Care Unit (2 h prereading, 1 h interactive video, asynchronous)  Due to the complexity of the procedures performed there, the care of patients in the ICU requires a high degree of observance of administrative and engineering measures as well as standard, contact and respiratory precautions to safeguard healthcare workers in an, especially exposed environment. This unit examines the specific PCI measures that should be considered when working in the ICU.    9. Mortuary and Corpse Management (2 h pre-reading, 1 h interactive video, asynchronous)  Due to the characteristics of several acute respiratory infections and the seriousness of its implications for human health, special attention is required in the handling of the bodies of those who died in consequence of an acute respiratory infection. Familiar, religious and cultural considerations surrounding death must also be taken into account. This unit reflects some of the aspects surrounding mortuary care and post-mortem examination.     10. Addressing mental health (2 h pre-reading, 1 h interactive video, asynchronous)  Several guidelines have been published to support health workers in dealing with mental health risk situations in times of emergencies and disasters, including pandemics. Based on these guidelines, this chapter provides some suggestions for "taking care of yourself and encouraging others to take care of themselves to maintain their ability to care for patients" (WHO 2020)    11. How to teach a practical skill? (2 h pre-reading, 1 h interactive video, asynchronous)  This section focuses on the reproduction of the knowledge acquired in this course (or any action-oriented knowledge). Based on Peytonâ€™s Four-Step Approach for Skill Teaching, this unit will inform participants about effective skill teaching strategies and aspects such as formulating learning objectives, defining target groups and designing a teaching plan for them to prepare their Final Projects. This will be combined with the reinforcement of the importance of two basic measures for infection prevention and control: proper hand hygiene and correct PPE donning and especially doffing.     12. Final Project Presentation and Debriefing (3 h, synchronous)  Participants will have the opportunity to present the results of their Final Project and receive feedback from peers and instructors. During this last unit discussions about the content, the structure and the course itself while be facilitated.		Outbreaks				
Infection Prevention and Control (IPC) of Acute Respiratory Infections (ARIs) for healthcare workers (HCWs) in Low- and Middle-Income Countries (LMICs	At the end of the module, the student should be able toâ€¦    a) name and correctly identify the general pathophysiologic mechanisms of acute respiratory infections (ARIs) thus recognizing the grounds and purposes of specific prevention and control measures.    b) describe and categorize acute respiratory infection prevention and control measures and strategies (e.g. engineering and administrative measures, Personal Protective Equipment (PPE), etc.) specific to the risk of contagion and transmission mechanisms that should be observed in the different healthcare-related contexts (direct patient management and transport, laboratory sample handling, etc.).    c) develop a teaching plan for a specific target group demonstrating the correct execution of control and prevention measures in strict compliance with valid norms and standards (e.g. PPE Donning and Doffing, handling of contaminated samples, hand hygiene, etc.), formulating straightforward learning objectives and instructing the target group about the skill to be learned.		1	ttu@lrz.uni-muenchen.de	2020-11-19 05:17:19	2020-11-19	2021-02-12 03:21:23	romy	administrador	0		Start date: 2021-02-08; Duration: 45 hours (1 month) Synchronous contact hours: 9 hours; eLearning/self-study: 30 hours; Exam/Final Project preparation: 6 hours	Virtual Module				2020-11-20 11:45:19	â— Synchronous contact hours: 9 h   2 h introductory online group session; 4 h group work; 3 h final presentations & debriefing  â— eLearning/self-study: 30 hours   2 h pre-reading (= 20 h in total), 1 h videos (= 10 h in total)  â— Exam/Final project preparation hours: 6 h  3 hrs exam preparation; 3 h final project preparation	2021-02-08	2021-03-08	Online GA Oct 2020: cat 1	This course is based on a Case-based Learning (CBL) multiple scenario structure supported by the ARIPE (a.k.a. AVIVA or APIPA) Model. In contrast to other online courses, knowledge acquisition is not restricted to prereading and discussion, pre-recorded or live lectures, or automated evaluation: Participants will be actively engaged with the content of the course by combining the knowledge acquisition with its interactive application and implementation, further increasing the learning effectiveness. Participants will also have the opportunity to engage with their peers while preparing their Final Project thus exercising collaborative and social skills.     This 100 % online scenario-based course will be hosted on a Moodle Platform, allowing the combined use of H5P interactive elements. Additional support will be provided by animated videos created with Vyond and Zoom sessions for the synchronous meetings.	Bibliographic support: current norms, standards and recommendations issued by relevant international organizations such as WHO, PAHO, NIOSH (CDC), ILO, etc. as well as biosafety procedures and regulations in force provided by the LMU Klinikum. State of the art studies and scientific papers will be also included.    Technical support: Moodle-based interactive course with H5P enabled elements (interactive videos, dialogue cards, course presentations, etc.).	The participantâ€™s performance assessment occurs threefold:    1) Formative assessment: Interactive assessment tools and elements (H5P) will be incorporated alongside the presentation of the content, different scenarios and settings to evaluate the overall participantâ€™s performance during the course, including the comprehension and critical analysis of the readings. These elements comprise mostly interactive videos and interactive course presentations which will be evaluated, graded and weighted with 20% of the final grade.     2) Summary peer and expert assessment: The correct implementation and transmission of norms and standards aiming at safeguarding healthcare personnelâ€™ workplaces will be assessed based on a final project prepared in groups (up to 4 participants per groups) demonstrating the adequate execution of a relevant measure or multi-step process, (e.g. EPP donning and doffing, proper hand hygiene) by developing a teaching plan aimed at a specific target group. This final project will be presented during a last synchronous session and will be evaluated jointly by peers and instructors. This grade will account for 30% of the final grade.     3) Summary e-assessment: Lastly, participants will have to complete a final evaluation comprising 20 multiple or single-choice questions, accounting for the remaining 50% of the final grade.     To complete the course, participants will have to pass each assessment with at least 60% of the total.	30 students. The number of tropEd students ist not limited.	Participant requisites:  This courses primarily targets medical students, as well as students from areas such as Public Health, Epidemiology and other related areas interested in Disease Management and Infection Prevention and Control.     This course is also directed at healthcare professionals and technicians working in low- and middle-income countries (LMICs) performing activities which involve direct contact to either patients, samples or infectious areas or objects.    This course also targets instructors in the field of healthcare and other health-related areas aiming at replicating and adapting the conveyed information for use in their classrooms, thus extending the benefits to a broader audience.     Framework requisites:  â— Internet access  â— Access to the Moodle Platform  â— Video-recording smartphone or other similar devices (for the evaluation)  â— Proof of English language fluency (English version): tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â— Proof of Spanish language fluency (Spanish version): Native speakers and students who can provide proof of academic education at Bachelorâ€™s level passed in Spanish will be considered sufficiently fluent.	First come First serve	200â‚¬	None				The course comprises 12 units in total:     1. Introductory Online Group Session (2 h; synchronous)  Introduction to the platform, course requirements and conditions, syllabus, instructors and participants. Due to the asynchronous structure of the following sessions, important submission and evaluation dates will be agreed upon. Introductory discussion about the content.    2. Introduction: Acute respiratory infections in a nutshell (2 h pre-reading, 1 h interactive video, asynchronous)  Participants will become familiar with the concept of Acute Respiratory Infections: state of the art information about pathophysiologic mechanisms of infection and diagnostics, symptomatology and community prevention measures based on the example of the ongoing COVID-19 pandemic will be presented. This should lay the foundations for the proper understanding of the purposes of specific infection prevention and control measures which will be addressed in the following scenarios.     3. Workplace risks and hazards & infection prevention and control (2 h pre-reading, 1 h interactive video, asynchronous)  Comprises the conceptual approach to the notions of hazards, risks and risk control in the workplace (such as hazard elimination and substitution, administrative and engineering controls, PPE, etc.) as well as aspects of infection prevention and control that should be considered in any healthcare-related context to safeguard healthcare workers and patients alike (for example standard precautions with an emphasis on hand hygiene and additional precautions depending on the pathogenâ€™s transmission mechanisms). The contents of this conceptual approach will serve as a basis on which the subsequent units will be based upon thus reinforcing, deepening and contextualizing them in combination with the knowledge acquired in Unit 1. This section also introduces the story on which the interactive videos are based upon: the story of Mr Fuentes, a 45-year-old COVID-19 patient who attends the primary healthcare unit and witnesses a series of actions that have been undertaken to protect healthcare workers and other patients.    4. Infection prevention and control and Patients Transport (2 h pre-reading, 1 h interactive video, asynchronous)  This section elaborates on the infection prevention and control measures that should be considered when transporting confirmed or suspected patients aiming at safeguarding workers carrying out functions in this area.     5. Correct use of the Personal Protective Equipment (PPE) (2 h pre-reading, 1 h interactive video, asynchronous)  Infection Prevention and Control (IPC) strategies to prevent or limit transmission in health care settings include rational, correct, and consistent use of PPE. The efficacy of PPE depends strongly on adequate and regular supplies, adequate staff training, proper hand hygiene, and compliant use according to its specifications. Participants are instructed on the proper use and specific functions of the PPE when in contact with patients who have contracted an acute respiratory infection on the basis of educational interactive videos and literature reviews.     6. Infection prevention and control in laboratories and radiology (2 h pre-reading, 1 h interactive video, asynchronous)  All samples collected for laboratory analysis should  be regarded as potentially infectious. Health care workers who collect, handle, and/or transport clinical samples should adhere rigorously to the precautionary measures and biosafety practices to minimize their exposure to pathogens. Therefore, this chapter includes proper infection prevention and control measures in the context of laboratories such as PCR-Testing, sample handling, biosafety levels, PPE, among others.   Also, the implementation of empiric additional precautions should be implemented as IPC strategies. For example, avoiding the patientsâ€™ transport and using portable X-ray equipment has become mandatory for several pathologic presentations. In this chapter, participants will be also instructed on proper measures in the radiology area.      7. Cleaning and Laundry in the context of COVID-19 (2 h pre-reading, 1 h interactive video, asynchronous)  Within IPC strategies, environmental and engineering controls, such as cleaning and disinfection of environmental surfaces applying commonly used hospital disinfectants (sodium hypochlorite) and proper handling of infectious laundry is effective and sufficient. This section addresses precautions and standards for cleaning and laundry services within a hospital setting.    8. Infection prevention and control in the Intensive Care Unit (2 h prereading, 1 h interactive video, asynchronous)  Due to the complexity of the procedures performed there, the care of patients in the ICU requires a high degree of observance of administrative and engineering measures as well as standard, contact and respiratory precautions to safeguard healthcare workers in an, especially exposed environment. This unit examines the specific PCI measures that should be considered when working in the ICU.    9. Mortuary and Corpse Management (2 h pre-reading, 1 h interactive video, asynchronous)  Due to the characteristics of several acute respiratory infections and the seriousness of its implications for human health, special attention is required in the handling of the bodies of those who died in consequence of an acute respiratory infection. Familiar, religious and cultural considerations surrounding death must also be taken into account. This unit reflects some of the aspects surrounding mortuary care and post-mortem examination.     10. Addressing mental health (2 h pre-reading, 1 h interactive video, asynchronous)  Several guidelines have been published to support health workers in dealing with mental health risk situations in times of emergencies and disasters, including pandemics. Based on these guidelines, this chapter provides some suggestions for "taking care of yourself and encouraging others to take care of themselves to maintain their ability to care for patients" (WHO 2020)    11. How to teach a practical skill? (2 h pre-reading, 1 h interactive video, asynchronous)  This section focuses on the reproduction of the knowledge acquired in this course (or any action-oriented knowledge). Based on Peytonâ€™s Four-Step Approach for Skill Teaching, this unit will inform participants about effective skill teaching strategies and aspects such as formulating learning objectives, defining target groups and designing a teaching plan for them to prepare their Final Projects. This will be combined with the reinforcement of the importance of two basic measures for infection prevention and control: proper hand hygiene and correct PPE donning and especially doffing.     12. Final Project Presentation and Debriefing (3 h, synchronous)  Participants will have the opportunity to present the results of their Final Project and receive feedback from peers and instructors. During this last unit discussions about the content, the structure and the course itself while be facilitated.		Pathogens				
Infection Prevention and Control (IPC) of Acute Respiratory Infections (ARIs) for healthcare workers (HCWs) in Low- and Middle-Income Countries (LMICs	At the end of the module, the student should be able toâ€¦    a) name and correctly identify the general pathophysiologic mechanisms of acute respiratory infections (ARIs) thus recognizing the grounds and purposes of specific prevention and control measures.    b) describe and categorize acute respiratory infection prevention and control measures and strategies (e.g. engineering and administrative measures, Personal Protective Equipment (PPE), etc.) specific to the risk of contagion and transmission mechanisms that should be observed in the different healthcare-related contexts (direct patient management and transport, laboratory sample handling, etc.).    c) develop a teaching plan for a specific target group demonstrating the correct execution of control and prevention measures in strict compliance with valid norms and standards (e.g. PPE Donning and Doffing, handling of contaminated samples, hand hygiene, etc.), formulating straightforward learning objectives and instructing the target group about the skill to be learned.		1	ttu@lrz.uni-muenchen.de	2020-11-19 05:17:19	2020-11-19	2021-02-12 03:21:23	romy	administrador	0		Start date: 2021-02-08; Duration: 45 hours (1 month) Synchronous contact hours: 9 hours; eLearning/self-study: 30 hours; Exam/Final Project preparation: 6 hours	Virtual Module				2020-11-20 11:45:19	â— Synchronous contact hours: 9 h   2 h introductory online group session; 4 h group work; 3 h final presentations & debriefing  â— eLearning/self-study: 30 hours   2 h pre-reading (= 20 h in total), 1 h videos (= 10 h in total)  â— Exam/Final project preparation hours: 6 h  3 hrs exam preparation; 3 h final project preparation	2021-02-08	2021-03-08	Online GA Oct 2020: cat 1	This course is based on a Case-based Learning (CBL) multiple scenario structure supported by the ARIPE (a.k.a. AVIVA or APIPA) Model. In contrast to other online courses, knowledge acquisition is not restricted to prereading and discussion, pre-recorded or live lectures, or automated evaluation: Participants will be actively engaged with the content of the course by combining the knowledge acquisition with its interactive application and implementation, further increasing the learning effectiveness. Participants will also have the opportunity to engage with their peers while preparing their Final Project thus exercising collaborative and social skills.     This 100 % online scenario-based course will be hosted on a Moodle Platform, allowing the combined use of H5P interactive elements. Additional support will be provided by animated videos created with Vyond and Zoom sessions for the synchronous meetings.	Bibliographic support: current norms, standards and recommendations issued by relevant international organizations such as WHO, PAHO, NIOSH (CDC), ILO, etc. as well as biosafety procedures and regulations in force provided by the LMU Klinikum. State of the art studies and scientific papers will be also included.    Technical support: Moodle-based interactive course with H5P enabled elements (interactive videos, dialogue cards, course presentations, etc.).	The participantâ€™s performance assessment occurs threefold:    1) Formative assessment: Interactive assessment tools and elements (H5P) will be incorporated alongside the presentation of the content, different scenarios and settings to evaluate the overall participantâ€™s performance during the course, including the comprehension and critical analysis of the readings. These elements comprise mostly interactive videos and interactive course presentations which will be evaluated, graded and weighted with 20% of the final grade.     2) Summary peer and expert assessment: The correct implementation and transmission of norms and standards aiming at safeguarding healthcare personnelâ€™ workplaces will be assessed based on a final project prepared in groups (up to 4 participants per groups) demonstrating the adequate execution of a relevant measure or multi-step process, (e.g. EPP donning and doffing, proper hand hygiene) by developing a teaching plan aimed at a specific target group. This final project will be presented during a last synchronous session and will be evaluated jointly by peers and instructors. This grade will account for 30% of the final grade.     3) Summary e-assessment: Lastly, participants will have to complete a final evaluation comprising 20 multiple or single-choice questions, accounting for the remaining 50% of the final grade.     To complete the course, participants will have to pass each assessment with at least 60% of the total.	30 students. The number of tropEd students ist not limited.	Participant requisites:  This courses primarily targets medical students, as well as students from areas such as Public Health, Epidemiology and other related areas interested in Disease Management and Infection Prevention and Control.     This course is also directed at healthcare professionals and technicians working in low- and middle-income countries (LMICs) performing activities which involve direct contact to either patients, samples or infectious areas or objects.    This course also targets instructors in the field of healthcare and other health-related areas aiming at replicating and adapting the conveyed information for use in their classrooms, thus extending the benefits to a broader audience.     Framework requisites:  â— Internet access  â— Access to the Moodle Platform  â— Video-recording smartphone or other similar devices (for the evaluation)  â— Proof of English language fluency (English version): tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â— Proof of Spanish language fluency (Spanish version): Native speakers and students who can provide proof of academic education at Bachelorâ€™s level passed in Spanish will be considered sufficiently fluent.	First come First serve	200â‚¬	None				The course comprises 12 units in total:     1. Introductory Online Group Session (2 h; synchronous)  Introduction to the platform, course requirements and conditions, syllabus, instructors and participants. Due to the asynchronous structure of the following sessions, important submission and evaluation dates will be agreed upon. Introductory discussion about the content.    2. Introduction: Acute respiratory infections in a nutshell (2 h pre-reading, 1 h interactive video, asynchronous)  Participants will become familiar with the concept of Acute Respiratory Infections: state of the art information about pathophysiologic mechanisms of infection and diagnostics, symptomatology and community prevention measures based on the example of the ongoing COVID-19 pandemic will be presented. This should lay the foundations for the proper understanding of the purposes of specific infection prevention and control measures which will be addressed in the following scenarios.     3. Workplace risks and hazards & infection prevention and control (2 h pre-reading, 1 h interactive video, asynchronous)  Comprises the conceptual approach to the notions of hazards, risks and risk control in the workplace (such as hazard elimination and substitution, administrative and engineering controls, PPE, etc.) as well as aspects of infection prevention and control that should be considered in any healthcare-related context to safeguard healthcare workers and patients alike (for example standard precautions with an emphasis on hand hygiene and additional precautions depending on the pathogenâ€™s transmission mechanisms). The contents of this conceptual approach will serve as a basis on which the subsequent units will be based upon thus reinforcing, deepening and contextualizing them in combination with the knowledge acquired in Unit 1. This section also introduces the story on which the interactive videos are based upon: the story of Mr Fuentes, a 45-year-old COVID-19 patient who attends the primary healthcare unit and witnesses a series of actions that have been undertaken to protect healthcare workers and other patients.    4. Infection prevention and control and Patients Transport (2 h pre-reading, 1 h interactive video, asynchronous)  This section elaborates on the infection prevention and control measures that should be considered when transporting confirmed or suspected patients aiming at safeguarding workers carrying out functions in this area.     5. Correct use of the Personal Protective Equipment (PPE) (2 h pre-reading, 1 h interactive video, asynchronous)  Infection Prevention and Control (IPC) strategies to prevent or limit transmission in health care settings include rational, correct, and consistent use of PPE. The efficacy of PPE depends strongly on adequate and regular supplies, adequate staff training, proper hand hygiene, and compliant use according to its specifications. Participants are instructed on the proper use and specific functions of the PPE when in contact with patients who have contracted an acute respiratory infection on the basis of educational interactive videos and literature reviews.     6. Infection prevention and control in laboratories and radiology (2 h pre-reading, 1 h interactive video, asynchronous)  All samples collected for laboratory analysis should  be regarded as potentially infectious. Health care workers who collect, handle, and/or transport clinical samples should adhere rigorously to the precautionary measures and biosafety practices to minimize their exposure to pathogens. Therefore, this chapter includes proper infection prevention and control measures in the context of laboratories such as PCR-Testing, sample handling, biosafety levels, PPE, among others.   Also, the implementation of empiric additional precautions should be implemented as IPC strategies. For example, avoiding the patientsâ€™ transport and using portable X-ray equipment has become mandatory for several pathologic presentations. In this chapter, participants will be also instructed on proper measures in the radiology area.      7. Cleaning and Laundry in the context of COVID-19 (2 h pre-reading, 1 h interactive video, asynchronous)  Within IPC strategies, environmental and engineering controls, such as cleaning and disinfection of environmental surfaces applying commonly used hospital disinfectants (sodium hypochlorite) and proper handling of infectious laundry is effective and sufficient. This section addresses precautions and standards for cleaning and laundry services within a hospital setting.    8. Infection prevention and control in the Intensive Care Unit (2 h prereading, 1 h interactive video, asynchronous)  Due to the complexity of the procedures performed there, the care of patients in the ICU requires a high degree of observance of administrative and engineering measures as well as standard, contact and respiratory precautions to safeguard healthcare workers in an, especially exposed environment. This unit examines the specific PCI measures that should be considered when working in the ICU.    9. Mortuary and Corpse Management (2 h pre-reading, 1 h interactive video, asynchronous)  Due to the characteristics of several acute respiratory infections and the seriousness of its implications for human health, special attention is required in the handling of the bodies of those who died in consequence of an acute respiratory infection. Familiar, religious and cultural considerations surrounding death must also be taken into account. This unit reflects some of the aspects surrounding mortuary care and post-mortem examination.     10. Addressing mental health (2 h pre-reading, 1 h interactive video, asynchronous)  Several guidelines have been published to support health workers in dealing with mental health risk situations in times of emergencies and disasters, including pandemics. Based on these guidelines, this chapter provides some suggestions for "taking care of yourself and encouraging others to take care of themselves to maintain their ability to care for patients" (WHO 2020)    11. How to teach a practical skill? (2 h pre-reading, 1 h interactive video, asynchronous)  This section focuses on the reproduction of the knowledge acquired in this course (or any action-oriented knowledge). Based on Peytonâ€™s Four-Step Approach for Skill Teaching, this unit will inform participants about effective skill teaching strategies and aspects such as formulating learning objectives, defining target groups and designing a teaching plan for them to prepare their Final Projects. This will be combined with the reinforcement of the importance of two basic measures for infection prevention and control: proper hand hygiene and correct PPE donning and especially doffing.     12. Final Project Presentation and Debriefing (3 h, synchronous)  Participants will have the opportunity to present the results of their Final Project and receive feedback from peers and instructors. During this last unit discussions about the content, the structure and the course itself while be facilitated.		Public Health				
Infection Prevention and Control (IPC) of Acute Respiratory Infections (ARIs) for healthcare workers (HCWs) in Low- and Middle-Income Countries (LMICs	At the end of the module, the student should be able toâ€¦    a) name and correctly identify the general pathophysiologic mechanisms of acute respiratory infections (ARIs) thus recognizing the grounds and purposes of specific prevention and control measures.    b) describe and categorize acute respiratory infection prevention and control measures and strategies (e.g. engineering and administrative measures, Personal Protective Equipment (PPE), etc.) specific to the risk of contagion and transmission mechanisms that should be observed in the different healthcare-related contexts (direct patient management and transport, laboratory sample handling, etc.).    c) develop a teaching plan for a specific target group demonstrating the correct execution of control and prevention measures in strict compliance with valid norms and standards (e.g. PPE Donning and Doffing, handling of contaminated samples, hand hygiene, etc.), formulating straightforward learning objectives and instructing the target group about the skill to be learned.		1	ttu@lrz.uni-muenchen.de	2020-11-19 05:17:19	2020-11-19	2021-02-12 03:21:23	romy	administrador	0		Start date: 2021-02-08; Duration: 45 hours (1 month) Synchronous contact hours: 9 hours; eLearning/self-study: 30 hours; Exam/Final Project preparation: 6 hours	Virtual Module				2020-11-20 11:45:19	â— Synchronous contact hours: 9 h   2 h introductory online group session; 4 h group work; 3 h final presentations & debriefing  â— eLearning/self-study: 30 hours   2 h pre-reading (= 20 h in total), 1 h videos (= 10 h in total)  â— Exam/Final project preparation hours: 6 h  3 hrs exam preparation; 3 h final project preparation	2021-02-08	2021-03-08	Online GA Oct 2020: cat 1	This course is based on a Case-based Learning (CBL) multiple scenario structure supported by the ARIPE (a.k.a. AVIVA or APIPA) Model. In contrast to other online courses, knowledge acquisition is not restricted to prereading and discussion, pre-recorded or live lectures, or automated evaluation: Participants will be actively engaged with the content of the course by combining the knowledge acquisition with its interactive application and implementation, further increasing the learning effectiveness. Participants will also have the opportunity to engage with their peers while preparing their Final Project thus exercising collaborative and social skills.     This 100 % online scenario-based course will be hosted on a Moodle Platform, allowing the combined use of H5P interactive elements. Additional support will be provided by animated videos created with Vyond and Zoom sessions for the synchronous meetings.	Bibliographic support: current norms, standards and recommendations issued by relevant international organizations such as WHO, PAHO, NIOSH (CDC), ILO, etc. as well as biosafety procedures and regulations in force provided by the LMU Klinikum. State of the art studies and scientific papers will be also included.    Technical support: Moodle-based interactive course with H5P enabled elements (interactive videos, dialogue cards, course presentations, etc.).	The participantâ€™s performance assessment occurs threefold:    1) Formative assessment: Interactive assessment tools and elements (H5P) will be incorporated alongside the presentation of the content, different scenarios and settings to evaluate the overall participantâ€™s performance during the course, including the comprehension and critical analysis of the readings. These elements comprise mostly interactive videos and interactive course presentations which will be evaluated, graded and weighted with 20% of the final grade.     2) Summary peer and expert assessment: The correct implementation and transmission of norms and standards aiming at safeguarding healthcare personnelâ€™ workplaces will be assessed based on a final project prepared in groups (up to 4 participants per groups) demonstrating the adequate execution of a relevant measure or multi-step process, (e.g. EPP donning and doffing, proper hand hygiene) by developing a teaching plan aimed at a specific target group. This final project will be presented during a last synchronous session and will be evaluated jointly by peers and instructors. This grade will account for 30% of the final grade.     3) Summary e-assessment: Lastly, participants will have to complete a final evaluation comprising 20 multiple or single-choice questions, accounting for the remaining 50% of the final grade.     To complete the course, participants will have to pass each assessment with at least 60% of the total.	30 students. The number of tropEd students ist not limited.	Participant requisites:  This courses primarily targets medical students, as well as students from areas such as Public Health, Epidemiology and other related areas interested in Disease Management and Infection Prevention and Control.     This course is also directed at healthcare professionals and technicians working in low- and middle-income countries (LMICs) performing activities which involve direct contact to either patients, samples or infectious areas or objects.    This course also targets instructors in the field of healthcare and other health-related areas aiming at replicating and adapting the conveyed information for use in their classrooms, thus extending the benefits to a broader audience.     Framework requisites:  â— Internet access  â— Access to the Moodle Platform  â— Video-recording smartphone or other similar devices (for the evaluation)  â— Proof of English language fluency (English version): tropEd students from an accredited tropEd home institution who have passed a core course in English will be considered sufficiently fluent in the English language. Also, students who can provide proof of academic education at Bachelorâ€™s level passed in English will be considered sufficiently fluent. Applicants not being able to fulfil either of these criteria will be asked to prove fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0).  â— Proof of Spanish language fluency (Spanish version): Native speakers and students who can provide proof of academic education at Bachelorâ€™s level passed in Spanish will be considered sufficiently fluent.	First come First serve	200â‚¬	None				The course comprises 12 units in total:     1. Introductory Online Group Session (2 h; synchronous)  Introduction to the platform, course requirements and conditions, syllabus, instructors and participants. Due to the asynchronous structure of the following sessions, important submission and evaluation dates will be agreed upon. Introductory discussion about the content.    2. Introduction: Acute respiratory infections in a nutshell (2 h pre-reading, 1 h interactive video, asynchronous)  Participants will become familiar with the concept of Acute Respiratory Infections: state of the art information about pathophysiologic mechanisms of infection and diagnostics, symptomatology and community prevention measures based on the example of the ongoing COVID-19 pandemic will be presented. This should lay the foundations for the proper understanding of the purposes of specific infection prevention and control measures which will be addressed in the following scenarios.     3. Workplace risks and hazards & infection prevention and control (2 h pre-reading, 1 h interactive video, asynchronous)  Comprises the conceptual approach to the notions of hazards, risks and risk control in the workplace (such as hazard elimination and substitution, administrative and engineering controls, PPE, etc.) as well as aspects of infection prevention and control that should be considered in any healthcare-related context to safeguard healthcare workers and patients alike (for example standard precautions with an emphasis on hand hygiene and additional precautions depending on the pathogenâ€™s transmission mechanisms). The contents of this conceptual approach will serve as a basis on which the subsequent units will be based upon thus reinforcing, deepening and contextualizing them in combination with the knowledge acquired in Unit 1. This section also introduces the story on which the interactive videos are based upon: the story of Mr Fuentes, a 45-year-old COVID-19 patient who attends the primary healthcare unit and witnesses a series of actions that have been undertaken to protect healthcare workers and other patients.    4. Infection prevention and control and Patients Transport (2 h pre-reading, 1 h interactive video, asynchronous)  This section elaborates on the infection prevention and control measures that should be considered when transporting confirmed or suspected patients aiming at safeguarding workers carrying out functions in this area.     5. Correct use of the Personal Protective Equipment (PPE) (2 h pre-reading, 1 h interactive video, asynchronous)  Infection Prevention and Control (IPC) strategies to prevent or limit transmission in health care settings include rational, correct, and consistent use of PPE. The efficacy of PPE depends strongly on adequate and regular supplies, adequate staff training, proper hand hygiene, and compliant use according to its specifications. Participants are instructed on the proper use and specific functions of the PPE when in contact with patients who have contracted an acute respiratory infection on the basis of educational interactive videos and literature reviews.     6. Infection prevention and control in laboratories and radiology (2 h pre-reading, 1 h interactive video, asynchronous)  All samples collected for laboratory analysis should  be regarded as potentially infectious. Health care workers who collect, handle, and/or transport clinical samples should adhere rigorously to the precautionary measures and biosafety practices to minimize their exposure to pathogens. Therefore, this chapter includes proper infection prevention and control measures in the context of laboratories such as PCR-Testing, sample handling, biosafety levels, PPE, among others.   Also, the implementation of empiric additional precautions should be implemented as IPC strategies. For example, avoiding the patientsâ€™ transport and using portable X-ray equipment has become mandatory for several pathologic presentations. In this chapter, participants will be also instructed on proper measures in the radiology area.      7. Cleaning and Laundry in the context of COVID-19 (2 h pre-reading, 1 h interactive video, asynchronous)  Within IPC strategies, environmental and engineering controls, such as cleaning and disinfection of environmental surfaces applying commonly used hospital disinfectants (sodium hypochlorite) and proper handling of infectious laundry is effective and sufficient. This section addresses precautions and standards for cleaning and laundry services within a hospital setting.    8. Infection prevention and control in the Intensive Care Unit (2 h prereading, 1 h interactive video, asynchronous)  Due to the complexity of the procedures performed there, the care of patients in the ICU requires a high degree of observance of administrative and engineering measures as well as standard, contact and respiratory precautions to safeguard healthcare workers in an, especially exposed environment. This unit examines the specific PCI measures that should be considered when working in the ICU.    9. Mortuary and Corpse Management (2 h pre-reading, 1 h interactive video, asynchronous)  Due to the characteristics of several acute respiratory infections and the seriousness of its implications for human health, special attention is required in the handling of the bodies of those who died in consequence of an acute respiratory infection. Familiar, religious and cultural considerations surrounding death must also be taken into account. This unit reflects some of the aspects surrounding mortuary care and post-mortem examination.     10. Addressing mental health (2 h pre-reading, 1 h interactive video, asynchronous)  Several guidelines have been published to support health workers in dealing with mental health risk situations in times of emergencies and disasters, including pandemics. Based on these guidelines, this chapter provides some suggestions for "taking care of yourself and encouraging others to take care of themselves to maintain their ability to care for patients" (WHO 2020)    11. How to teach a practical skill? (2 h pre-reading, 1 h interactive video, asynchronous)  This section focuses on the reproduction of the knowledge acquired in this course (or any action-oriented knowledge). Based on Peytonâ€™s Four-Step Approach for Skill Teaching, this unit will inform participants about effective skill teaching strategies and aspects such as formulating learning objectives, defining target groups and designing a teaching plan for them to prepare their Final Projects. This will be combined with the reinforcement of the importance of two basic measures for infection prevention and control: proper hand hygiene and correct PPE donning and especially doffing.     12. Final Project Presentation and Debriefing (3 h, synchronous)  Participants will have the opportunity to present the results of their Final Project and receive feedback from peers and instructors. During this last unit discussions about the content, the structure and the course itself while be facilitated.						
Developing strategy  in complex hospital settings	At the end of the course the participants should be able to:  1. Develop a comprehensive understanding of strategic management in hospitals   2. Adopt a systemic approach in assessing organisational performance  3. Map hospital key contextual conditions and major stakeholders  4. Analyse hospital operational management functions   5. Assess the organisational culture   6. Adopt a systemic approach in problem and solution analysis   7. Formulate and operationalize valid and coherent strategic plans	www.ensp.ac.ma	1	raja.benkirane@gmail.com	2020-12-10 07:28:05	2020-12-10	2021-03-03 03:18:34	romy	troped	0	Morocco - Ã‰cole Nationale de SantÃ© Publique	3 weeks (Face to face 50 % and 50% eLearning using asynchronous  sessions)	Ecole Nationale de SantÃ© Publique, Rabat, Morocco	Dr. Zakaria Belrhiti	English	advanced optional	2020-12-10 13:38:35	56 contact hours + 70 self-study hours = 126 hours SIT	2021-04-20	2021-05-08	First submission Online GA October 2020 cat 2; EC Telco 12 November 2020: cat 2; EC Telco 08.12.2020: cat 1.	During this course, I use interactive teaching and lectures (A total of 50 contact hours in addition to the three coaching sessions (6hrs).    Concepts and toolbox will be introduced to students with short and focused lectures, videos, or classroom discussion. These learning methods will allow student to demonstrate good understanding of strategic management in hospitals.    Practical exercises based on case studies, virtual forum discussion,  and experiential learning through group resolution of case studies and  personal work related to the analysis of the participant own hospital performance will allow them to practical hand on knowledge  about how to apply the different taught toolbox to formulate a sound hospital strategy.     Students will benefit also from  asynchronous lectures and videos as well as  illustrations from real world hospital strategic plans as well collaborative group work  oriented toward the resolution of specific cases studies inspired from real hospital settings to foster the studentsâ€™ critical analysis capacities.       At the end of block 3, 4 and 6 we will organise three coaching sessions (2 hours each) that will allow students to get feedback from lecturers on their progression and critical analysis.    Self-study (70 hours) are needed to complete the required learning outputs (strategic note, resolving case studies, preparing for the strategic analysis communication, additional reading)  .   .	Key Didactic References:    Belrhiti Z, Damme Wv, Belalia A, Marchal B. Does Public Service Motivation Matter In Moroccan Public Hospitals? A Multiple Embedded Case Study . International Journal For Equity In Health. 2019;18.    Belrhiti Z, Nebot Geralt A, Marchal B. Complex Leadership In Healthcare: A Scoping Review. International Journal Of Health Policy And Management. 2018;7:1073-84.    Belrhiti Z, Van Damme W, Belalia A, Marchal B. The Effect Of Leadership On Public Service Motivation: A Multiple Embedded Case Study In Morocco. Bmj Open 2020;10.     Belrhiti Z, Van Damme W, Belalia A, Marchal B. Unravelling The Role Of Leadership In Motivation And Performance Of Health Workers In A Moroccan Public Hospital: A Realist Evaluation  Bmj Open. 2020;10.    Champagne, F., Contandriopoulos, A. P., Picot-TouchÃ©, J., BÃ©land, F. & Nguyen, H. (2005) Un Cadre D'Ã©valuation De La Performance Des SystÃ¨mes De Services De SantÃ©: Le ModÃ¨le Egipps. RÃ©sumÃ© Du Rapport Technique. MontrÃ©al, Groupe De Recherche Interdisciplinaire En SantÃ©. Secteur SantÃ© Publique. FacultÃ© De MÃ©decine. UniversitÃ© De MontrÃ©al.    Henry Mintzberg, Bruce Ahlstrand & Lampel, J. 1998. Strategy Safari : A Guided Tourthrough The Wilds Of Strategic Management, The Free Press.    Marchal, B., HoerÃ©e, T., Silveira, V. C. D., Belle, S. V., Prashanth, N. S. & Kegels, G. 2014b. Building On The Egipps Performance Assessment :The Multipolar Framework As Heuristic To Tackle The Complexity Of Performance Of Public Service Oriented Health Care Organisation. Bmc Public Health, 14, 1-11.    Mintzberg, H. 1989. The Structuring Of Organizations. Readings In Strategic Management. Springer.    Stacey, R. D. 2007. Strategic Management And Organisational Dynamics: The Challenge Of Complexity To Ways Of Thinking About Organisations, Pearson Education.    Sicotte, C., Champagne, F., Contandriopoulos, A. P., Barnsley, J., Beland, F., Leggat, S. G., Denis, J. L., Bilodeau, H., Langley, A., Bremond, M. & Baker, G. R. (1998) A Conceptual Framework For The Analysis Of Health Care Organizations' Performance. Health Serv Manag Res, 11, 24-41; Discussion 41-8.	Assessing strategic capacities  Assessment will be based on an individual written assignment and an oral presentation of the strategic analysis. Each participant needs to develop a strategic note describing the context and organisational analysis as well as the strategic key scenarios.     The participant will also need to present his strategic analysis to a jury composed by the pedagogical committee of the course.      The assessment covers the following key competencies:     1. Contextual analysis     â— Assessing current PESTEL (Political, Ecological, Sociological, Technological, Ecological and legal) contextual patterns.    â— Identifying key stakeholders.      2. Hospital performance analysis     Assessing three hospital functions [ health service delivery, operational management )    3. Organisational culture assessment     4. Strategic synthesis     Using appropriate framework to synthesise key strengths, weaknesses, opportunities and threads     5. Strategy formulation     Listing key strategic problems and potential solutions and formulating sound and valid strategic scenarios    Scoring weight and evaluation criteria    Students will prepare a document entitled â€œstrategic noteâ€ that will synthesise the above-mentioned strategic analysis steps. He will need also to present a 15 min oral presentation about the key components of his strategic analysis     The assessment of the short presentation has a weight of 40% and the document of 60%.     Students will get short feedback   â— From the course leader on draft versions of the document and presentation during coaching sessions    â— From a jury composed by the course leader and selected staff members on the short presentation and the document    An assessment grid will be used for marking assessment and providing  feedback to participants.  Assessment criteria include :  - The quality and comprehensiveness of the analysis   - The coherence of strategic analysis  - The quality of the evidence and argumentation used to inform the analysis  - The overall quality of the report     Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	Min 15-max.25 students	Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least some (1 year) cumulative experience as health manager, professional,  clinician or researcher in hospital related settings.    Language proficiency    French version : Native speakers are exempt from proof of language proficiency.   For non-native French speakers, at least upper intermediate B2 level (CEFRL) is required.    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of English proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an English education diploma  are exempt from these tests.  No additional language requirement is needed.    Additional admission requirement:   1 year cumulative experience in hospital related settings	Selection criteria  â—      1 year cumulative professional experience in hospital related settings  â— Motivation  â— References  â— A degree of masterâ€™s in public health or equivalent is an asset	For 2021 course: 5500 Moroccan Dirhams	None available	1	2	3	The course content will be organised in 5 blocks:   1. Introduction to hospital strategic management  (20 SIT)  2. Contextual analysis  (20 SIT)  3. Health service provision analysis  (22 SIT)  4. Internal organisational analysis (22 SIT)  5. Assessing hospital operational management functions (20 SIT)  6. Strategy formulation (22 SIT)    The content of the course is divided in  5 interconnected blocks that cover the hospital strategic management capacities using a multidimensional performance framework.     The course focuses on the use of systemic perspective in strategic and organisational performance analysis.       During the first block, an overall introduction to the strategic management in health systems, the difference between strategic planning and strategic management, emergent versus deliberative strategies. A special attention will be paid to the use of a multidimensional performance analysis framework adapted to the analysis of healthcare organisation performance in low- and middle-income countries (namely the (the Multipolar Framework : adapted version of the EGGIPS framework (Marchal,2014)    The second block aims to enable participants to analyse the contextual patterns that hinders the performance of hospitals using tools such as political economic sociological trends as well as the identifying the power and interest of specific hospital stakeholders.     The third block seeks to help participants understand the key determinants of health service delivery capacity including the volume, cost and quality of care.  It aimed at showing the importance of analysing the organisation of health service delivery, planning, coordination and integration of care.     The fourth block will introduce students to  the toolbox to perform analysis of the  organisational culture  and climate of the hospital and understand how different organisational cultures might influence individual, team, and organisational performance.    The fifth block will address the operational management capacities need to ensure adequate health service delivery. This includes ability such as assessing human resources management, financial and logistic hospital management. This  block includes hand on tools that allow the participants to use comprehensive checklist to analyse key strategic hospital capacities.      The sixth block will help student synthesise key strategic problems and suggest potential coherent solutions in the form of strategic axis. This block will put emphasis on how to provide accurate and sound strategic solutions and translate them into operational terms (drafting a five year hospital operational)    In summary, this course aimed to fostering the critical analysis capacities of students and to help them identify the key organisational performance drivers and craft coherent strategies within hospital settings.	Australia	Leadership	Blended-learning		1.5 ECTS credits	
Developing strategy  in complex hospital settings	At the end of the course the participants should be able to:  1. Develop a comprehensive understanding of strategic management in hospitals   2. Adopt a systemic approach in assessing organisational performance  3. Map hospital key contextual conditions and major stakeholders  4. Analyse hospital operational management functions   5. Assess the organisational culture   6. Adopt a systemic approach in problem and solution analysis   7. Formulate and operationalize valid and coherent strategic plans	www.ensp.ac.ma	1	raja.benkirane@gmail.com	2020-12-10 07:28:05	2020-12-10	2021-03-03 03:18:34	romy	troped	0		3 weeks (Face to face 50 % and 50% eLearning using asynchronous  sessions)	Ecole Nationale de SantÃ© Publique, Rabat, Morocco		French		2020-12-10 13:38:35	56 contact hours + 70 self-study hours = 126 hours SIT	2021-04-20	2021-05-08	First submission Online GA October 2020 cat 2; EC Telco 12 November 2020: cat 2; EC Telco 08.12.2020: cat 1.	During this course, I use interactive teaching and lectures (A total of 50 contact hours in addition to the three coaching sessions (6hrs).    Concepts and toolbox will be introduced to students with short and focused lectures, videos, or classroom discussion. These learning methods will allow student to demonstrate good understanding of strategic management in hospitals.    Practical exercises based on case studies, virtual forum discussion,  and experiential learning through group resolution of case studies and  personal work related to the analysis of the participant own hospital performance will allow them to practical hand on knowledge  about how to apply the different taught toolbox to formulate a sound hospital strategy.     Students will benefit also from  asynchronous lectures and videos as well as  illustrations from real world hospital strategic plans as well collaborative group work  oriented toward the resolution of specific cases studies inspired from real hospital settings to foster the studentsâ€™ critical analysis capacities.       At the end of block 3, 4 and 6 we will organise three coaching sessions (2 hours each) that will allow students to get feedback from lecturers on their progression and critical analysis.    Self-study (70 hours) are needed to complete the required learning outputs (strategic note, resolving case studies, preparing for the strategic analysis communication, additional reading)  .   .	Key Didactic References:    Belrhiti Z, Damme Wv, Belalia A, Marchal B. Does Public Service Motivation Matter In Moroccan Public Hospitals? A Multiple Embedded Case Study . International Journal For Equity In Health. 2019;18.    Belrhiti Z, Nebot Geralt A, Marchal B. Complex Leadership In Healthcare: A Scoping Review. International Journal Of Health Policy And Management. 2018;7:1073-84.    Belrhiti Z, Van Damme W, Belalia A, Marchal B. The Effect Of Leadership On Public Service Motivation: A Multiple Embedded Case Study In Morocco. Bmj Open 2020;10.     Belrhiti Z, Van Damme W, Belalia A, Marchal B. Unravelling The Role Of Leadership In Motivation And Performance Of Health Workers In A Moroccan Public Hospital: A Realist Evaluation  Bmj Open. 2020;10.    Champagne, F., Contandriopoulos, A. P., Picot-TouchÃ©, J., BÃ©land, F. & Nguyen, H. (2005) Un Cadre D'Ã©valuation De La Performance Des SystÃ¨mes De Services De SantÃ©: Le ModÃ¨le Egipps. RÃ©sumÃ© Du Rapport Technique. MontrÃ©al, Groupe De Recherche Interdisciplinaire En SantÃ©. Secteur SantÃ© Publique. FacultÃ© De MÃ©decine. UniversitÃ© De MontrÃ©al.    Henry Mintzberg, Bruce Ahlstrand & Lampel, J. 1998. Strategy Safari : A Guided Tourthrough The Wilds Of Strategic Management, The Free Press.    Marchal, B., HoerÃ©e, T., Silveira, V. C. D., Belle, S. V., Prashanth, N. S. & Kegels, G. 2014b. Building On The Egipps Performance Assessment :The Multipolar Framework As Heuristic To Tackle The Complexity Of Performance Of Public Service Oriented Health Care Organisation. Bmc Public Health, 14, 1-11.    Mintzberg, H. 1989. The Structuring Of Organizations. Readings In Strategic Management. Springer.    Stacey, R. D. 2007. Strategic Management And Organisational Dynamics: The Challenge Of Complexity To Ways Of Thinking About Organisations, Pearson Education.    Sicotte, C., Champagne, F., Contandriopoulos, A. P., Barnsley, J., Beland, F., Leggat, S. G., Denis, J. L., Bilodeau, H., Langley, A., Bremond, M. & Baker, G. R. (1998) A Conceptual Framework For The Analysis Of Health Care Organizations' Performance. Health Serv Manag Res, 11, 24-41; Discussion 41-8.	Assessing strategic capacities  Assessment will be based on an individual written assignment and an oral presentation of the strategic analysis. Each participant needs to develop a strategic note describing the context and organisational analysis as well as the strategic key scenarios.     The participant will also need to present his strategic analysis to a jury composed by the pedagogical committee of the course.      The assessment covers the following key competencies:     1. Contextual analysis     â— Assessing current PESTEL (Political, Ecological, Sociological, Technological, Ecological and legal) contextual patterns.    â— Identifying key stakeholders.      2. Hospital performance analysis     Assessing three hospital functions [ health service delivery, operational management )    3. Organisational culture assessment     4. Strategic synthesis     Using appropriate framework to synthesise key strengths, weaknesses, opportunities and threads     5. Strategy formulation     Listing key strategic problems and potential solutions and formulating sound and valid strategic scenarios    Scoring weight and evaluation criteria    Students will prepare a document entitled â€œstrategic noteâ€ that will synthesise the above-mentioned strategic analysis steps. He will need also to present a 15 min oral presentation about the key components of his strategic analysis     The assessment of the short presentation has a weight of 40% and the document of 60%.     Students will get short feedback   â— From the course leader on draft versions of the document and presentation during coaching sessions    â— From a jury composed by the course leader and selected staff members on the short presentation and the document    An assessment grid will be used for marking assessment and providing  feedback to participants.  Assessment criteria include :  - The quality and comprehensiveness of the analysis   - The coherence of strategic analysis  - The quality of the evidence and argumentation used to inform the analysis  - The overall quality of the report     Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	Min 15-max.25 students	Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least some (1 year) cumulative experience as health manager, professional,  clinician or researcher in hospital related settings.    Language proficiency    French version : Native speakers are exempt from proof of language proficiency.   For non-native French speakers, at least upper intermediate B2 level (CEFRL) is required.    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of English proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an English education diploma  are exempt from these tests.  No additional language requirement is needed.    Additional admission requirement:   1 year cumulative experience in hospital related settings	Selection criteria  â—      1 year cumulative professional experience in hospital related settings  â— Motivation  â— References  â— A degree of masterâ€™s in public health or equivalent is an asset	For 2021 course: 5500 Moroccan Dirhams	None available	1	2	3	The course content will be organised in 5 blocks:   1. Introduction to hospital strategic management  (20 SIT)  2. Contextual analysis  (20 SIT)  3. Health service provision analysis  (22 SIT)  4. Internal organisational analysis (22 SIT)  5. Assessing hospital operational management functions (20 SIT)  6. Strategy formulation (22 SIT)    The content of the course is divided in  5 interconnected blocks that cover the hospital strategic management capacities using a multidimensional performance framework.     The course focuses on the use of systemic perspective in strategic and organisational performance analysis.       During the first block, an overall introduction to the strategic management in health systems, the difference between strategic planning and strategic management, emergent versus deliberative strategies. A special attention will be paid to the use of a multidimensional performance analysis framework adapted to the analysis of healthcare organisation performance in low- and middle-income countries (namely the (the Multipolar Framework : adapted version of the EGGIPS framework (Marchal,2014)    The second block aims to enable participants to analyse the contextual patterns that hinders the performance of hospitals using tools such as political economic sociological trends as well as the identifying the power and interest of specific hospital stakeholders.     The third block seeks to help participants understand the key determinants of health service delivery capacity including the volume, cost and quality of care.  It aimed at showing the importance of analysing the organisation of health service delivery, planning, coordination and integration of care.     The fourth block will introduce students to  the toolbox to perform analysis of the  organisational culture  and climate of the hospital and understand how different organisational cultures might influence individual, team, and organisational performance.    The fifth block will address the operational management capacities need to ensure adequate health service delivery. This includes ability such as assessing human resources management, financial and logistic hospital management. This  block includes hand on tools that allow the participants to use comprehensive checklist to analyse key strategic hospital capacities.      The sixth block will help student synthesise key strategic problems and suggest potential coherent solutions in the form of strategic axis. This block will put emphasis on how to provide accurate and sound strategic solutions and translate them into operational terms (drafting a five year hospital operational)    In summary, this course aimed to fostering the critical analysis capacities of students and to help them identify the key organisational performance drivers and craft coherent strategies within hospital settings.	Morocco	Management/leadership				
Developing strategy  in complex hospital settings	At the end of the course the participants should be able to:  1. Develop a comprehensive understanding of strategic management in hospitals   2. Adopt a systemic approach in assessing organisational performance  3. Map hospital key contextual conditions and major stakeholders  4. Analyse hospital operational management functions   5. Assess the organisational culture   6. Adopt a systemic approach in problem and solution analysis   7. Formulate and operationalize valid and coherent strategic plans	www.ensp.ac.ma	1	raja.benkirane@gmail.com	2020-12-10 07:28:05	2020-12-10	2021-03-03 03:18:34	romy	troped	0		3 weeks (Face to face 50 % and 50% eLearning using asynchronous  sessions)	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-12-10 13:38:35	56 contact hours + 70 self-study hours = 126 hours SIT	2021-04-20	2021-05-08	First submission Online GA October 2020 cat 2; EC Telco 12 November 2020: cat 2; EC Telco 08.12.2020: cat 1.	During this course, I use interactive teaching and lectures (A total of 50 contact hours in addition to the three coaching sessions (6hrs).    Concepts and toolbox will be introduced to students with short and focused lectures, videos, or classroom discussion. These learning methods will allow student to demonstrate good understanding of strategic management in hospitals.    Practical exercises based on case studies, virtual forum discussion,  and experiential learning through group resolution of case studies and  personal work related to the analysis of the participant own hospital performance will allow them to practical hand on knowledge  about how to apply the different taught toolbox to formulate a sound hospital strategy.     Students will benefit also from  asynchronous lectures and videos as well as  illustrations from real world hospital strategic plans as well collaborative group work  oriented toward the resolution of specific cases studies inspired from real hospital settings to foster the studentsâ€™ critical analysis capacities.       At the end of block 3, 4 and 6 we will organise three coaching sessions (2 hours each) that will allow students to get feedback from lecturers on their progression and critical analysis.    Self-study (70 hours) are needed to complete the required learning outputs (strategic note, resolving case studies, preparing for the strategic analysis communication, additional reading)  .   .	Key Didactic References:    Belrhiti Z, Damme Wv, Belalia A, Marchal B. Does Public Service Motivation Matter In Moroccan Public Hospitals? A Multiple Embedded Case Study . International Journal For Equity In Health. 2019;18.    Belrhiti Z, Nebot Geralt A, Marchal B. Complex Leadership In Healthcare: A Scoping Review. International Journal Of Health Policy And Management. 2018;7:1073-84.    Belrhiti Z, Van Damme W, Belalia A, Marchal B. The Effect Of Leadership On Public Service Motivation: A Multiple Embedded Case Study In Morocco. Bmj Open 2020;10.     Belrhiti Z, Van Damme W, Belalia A, Marchal B. Unravelling The Role Of Leadership In Motivation And Performance Of Health Workers In A Moroccan Public Hospital: A Realist Evaluation  Bmj Open. 2020;10.    Champagne, F., Contandriopoulos, A. P., Picot-TouchÃ©, J., BÃ©land, F. & Nguyen, H. (2005) Un Cadre D'Ã©valuation De La Performance Des SystÃ¨mes De Services De SantÃ©: Le ModÃ¨le Egipps. RÃ©sumÃ© Du Rapport Technique. MontrÃ©al, Groupe De Recherche Interdisciplinaire En SantÃ©. Secteur SantÃ© Publique. FacultÃ© De MÃ©decine. UniversitÃ© De MontrÃ©al.    Henry Mintzberg, Bruce Ahlstrand & Lampel, J. 1998. Strategy Safari : A Guided Tourthrough The Wilds Of Strategic Management, The Free Press.    Marchal, B., HoerÃ©e, T., Silveira, V. C. D., Belle, S. V., Prashanth, N. S. & Kegels, G. 2014b. Building On The Egipps Performance Assessment :The Multipolar Framework As Heuristic To Tackle The Complexity Of Performance Of Public Service Oriented Health Care Organisation. Bmc Public Health, 14, 1-11.    Mintzberg, H. 1989. The Structuring Of Organizations. Readings In Strategic Management. Springer.    Stacey, R. D. 2007. Strategic Management And Organisational Dynamics: The Challenge Of Complexity To Ways Of Thinking About Organisations, Pearson Education.    Sicotte, C., Champagne, F., Contandriopoulos, A. P., Barnsley, J., Beland, F., Leggat, S. G., Denis, J. L., Bilodeau, H., Langley, A., Bremond, M. & Baker, G. R. (1998) A Conceptual Framework For The Analysis Of Health Care Organizations' Performance. Health Serv Manag Res, 11, 24-41; Discussion 41-8.	Assessing strategic capacities  Assessment will be based on an individual written assignment and an oral presentation of the strategic analysis. Each participant needs to develop a strategic note describing the context and organisational analysis as well as the strategic key scenarios.     The participant will also need to present his strategic analysis to a jury composed by the pedagogical committee of the course.      The assessment covers the following key competencies:     1. Contextual analysis     â— Assessing current PESTEL (Political, Ecological, Sociological, Technological, Ecological and legal) contextual patterns.    â— Identifying key stakeholders.      2. Hospital performance analysis     Assessing three hospital functions [ health service delivery, operational management )    3. Organisational culture assessment     4. Strategic synthesis     Using appropriate framework to synthesise key strengths, weaknesses, opportunities and threads     5. Strategy formulation     Listing key strategic problems and potential solutions and formulating sound and valid strategic scenarios    Scoring weight and evaluation criteria    Students will prepare a document entitled â€œstrategic noteâ€ that will synthesise the above-mentioned strategic analysis steps. He will need also to present a 15 min oral presentation about the key components of his strategic analysis     The assessment of the short presentation has a weight of 40% and the document of 60%.     Students will get short feedback   â— From the course leader on draft versions of the document and presentation during coaching sessions    â— From a jury composed by the course leader and selected staff members on the short presentation and the document    An assessment grid will be used for marking assessment and providing  feedback to participants.  Assessment criteria include :  - The quality and comprehensiveness of the analysis   - The coherence of strategic analysis  - The quality of the evidence and argumentation used to inform the analysis  - The overall quality of the report     Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	Min 15-max.25 students	Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least some (1 year) cumulative experience as health manager, professional,  clinician or researcher in hospital related settings.    Language proficiency    French version : Native speakers are exempt from proof of language proficiency.   For non-native French speakers, at least upper intermediate B2 level (CEFRL) is required.    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of English proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an English education diploma  are exempt from these tests.  No additional language requirement is needed.    Additional admission requirement:   1 year cumulative experience in hospital related settings	Selection criteria  â—      1 year cumulative professional experience in hospital related settings  â— Motivation  â— References  â— A degree of masterâ€™s in public health or equivalent is an asset	For 2021 course: 5500 Moroccan Dirhams	None available	1	2	3	The course content will be organised in 5 blocks:   1. Introduction to hospital strategic management  (20 SIT)  2. Contextual analysis  (20 SIT)  3. Health service provision analysis  (22 SIT)  4. Internal organisational analysis (22 SIT)  5. Assessing hospital operational management functions (20 SIT)  6. Strategy formulation (22 SIT)    The content of the course is divided in  5 interconnected blocks that cover the hospital strategic management capacities using a multidimensional performance framework.     The course focuses on the use of systemic perspective in strategic and organisational performance analysis.       During the first block, an overall introduction to the strategic management in health systems, the difference between strategic planning and strategic management, emergent versus deliberative strategies. A special attention will be paid to the use of a multidimensional performance analysis framework adapted to the analysis of healthcare organisation performance in low- and middle-income countries (namely the (the Multipolar Framework : adapted version of the EGGIPS framework (Marchal,2014)    The second block aims to enable participants to analyse the contextual patterns that hinders the performance of hospitals using tools such as political economic sociological trends as well as the identifying the power and interest of specific hospital stakeholders.     The third block seeks to help participants understand the key determinants of health service delivery capacity including the volume, cost and quality of care.  It aimed at showing the importance of analysing the organisation of health service delivery, planning, coordination and integration of care.     The fourth block will introduce students to  the toolbox to perform analysis of the  organisational culture  and climate of the hospital and understand how different organisational cultures might influence individual, team, and organisational performance.    The fifth block will address the operational management capacities need to ensure adequate health service delivery. This includes ability such as assessing human resources management, financial and logistic hospital management. This  block includes hand on tools that allow the participants to use comprehensive checklist to analyse key strategic hospital capacities.      The sixth block will help student synthesise key strategic problems and suggest potential coherent solutions in the form of strategic axis. This block will put emphasis on how to provide accurate and sound strategic solutions and translate them into operational terms (drafting a five year hospital operational)    In summary, this course aimed to fostering the critical analysis capacities of students and to help them identify the key organisational performance drivers and craft coherent strategies within hospital settings.		Organisation				
Developing strategy  in complex hospital settings	At the end of the course the participants should be able to:  1. Develop a comprehensive understanding of strategic management in hospitals   2. Adopt a systemic approach in assessing organisational performance  3. Map hospital key contextual conditions and major stakeholders  4. Analyse hospital operational management functions   5. Assess the organisational culture   6. Adopt a systemic approach in problem and solution analysis   7. Formulate and operationalize valid and coherent strategic plans	www.ensp.ac.ma	1	raja.benkirane@gmail.com	2020-12-10 07:28:05	2020-12-10	2021-03-03 03:18:34	romy	troped	0		3 weeks (Face to face 50 % and 50% eLearning using asynchronous  sessions)	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-12-10 13:38:35	56 contact hours + 70 self-study hours = 126 hours SIT	2021-04-20	2021-05-08	First submission Online GA October 2020 cat 2; EC Telco 12 November 2020: cat 2; EC Telco 08.12.2020: cat 1.	During this course, I use interactive teaching and lectures (A total of 50 contact hours in addition to the three coaching sessions (6hrs).    Concepts and toolbox will be introduced to students with short and focused lectures, videos, or classroom discussion. These learning methods will allow student to demonstrate good understanding of strategic management in hospitals.    Practical exercises based on case studies, virtual forum discussion,  and experiential learning through group resolution of case studies and  personal work related to the analysis of the participant own hospital performance will allow them to practical hand on knowledge  about how to apply the different taught toolbox to formulate a sound hospital strategy.     Students will benefit also from  asynchronous lectures and videos as well as  illustrations from real world hospital strategic plans as well collaborative group work  oriented toward the resolution of specific cases studies inspired from real hospital settings to foster the studentsâ€™ critical analysis capacities.       At the end of block 3, 4 and 6 we will organise three coaching sessions (2 hours each) that will allow students to get feedback from lecturers on their progression and critical analysis.    Self-study (70 hours) are needed to complete the required learning outputs (strategic note, resolving case studies, preparing for the strategic analysis communication, additional reading)  .   .	Key Didactic References:    Belrhiti Z, Damme Wv, Belalia A, Marchal B. Does Public Service Motivation Matter In Moroccan Public Hospitals? A Multiple Embedded Case Study . International Journal For Equity In Health. 2019;18.    Belrhiti Z, Nebot Geralt A, Marchal B. Complex Leadership In Healthcare: A Scoping Review. International Journal Of Health Policy And Management. 2018;7:1073-84.    Belrhiti Z, Van Damme W, Belalia A, Marchal B. The Effect Of Leadership On Public Service Motivation: A Multiple Embedded Case Study In Morocco. Bmj Open 2020;10.     Belrhiti Z, Van Damme W, Belalia A, Marchal B. Unravelling The Role Of Leadership In Motivation And Performance Of Health Workers In A Moroccan Public Hospital: A Realist Evaluation  Bmj Open. 2020;10.    Champagne, F., Contandriopoulos, A. P., Picot-TouchÃ©, J., BÃ©land, F. & Nguyen, H. (2005) Un Cadre D'Ã©valuation De La Performance Des SystÃ¨mes De Services De SantÃ©: Le ModÃ¨le Egipps. RÃ©sumÃ© Du Rapport Technique. MontrÃ©al, Groupe De Recherche Interdisciplinaire En SantÃ©. Secteur SantÃ© Publique. FacultÃ© De MÃ©decine. UniversitÃ© De MontrÃ©al.    Henry Mintzberg, Bruce Ahlstrand & Lampel, J. 1998. Strategy Safari : A Guided Tourthrough The Wilds Of Strategic Management, The Free Press.    Marchal, B., HoerÃ©e, T., Silveira, V. C. D., Belle, S. V., Prashanth, N. S. & Kegels, G. 2014b. Building On The Egipps Performance Assessment :The Multipolar Framework As Heuristic To Tackle The Complexity Of Performance Of Public Service Oriented Health Care Organisation. Bmc Public Health, 14, 1-11.    Mintzberg, H. 1989. The Structuring Of Organizations. Readings In Strategic Management. Springer.    Stacey, R. D. 2007. Strategic Management And Organisational Dynamics: The Challenge Of Complexity To Ways Of Thinking About Organisations, Pearson Education.    Sicotte, C., Champagne, F., Contandriopoulos, A. P., Barnsley, J., Beland, F., Leggat, S. G., Denis, J. L., Bilodeau, H., Langley, A., Bremond, M. & Baker, G. R. (1998) A Conceptual Framework For The Analysis Of Health Care Organizations' Performance. Health Serv Manag Res, 11, 24-41; Discussion 41-8.	Assessing strategic capacities  Assessment will be based on an individual written assignment and an oral presentation of the strategic analysis. Each participant needs to develop a strategic note describing the context and organisational analysis as well as the strategic key scenarios.     The participant will also need to present his strategic analysis to a jury composed by the pedagogical committee of the course.      The assessment covers the following key competencies:     1. Contextual analysis     â— Assessing current PESTEL (Political, Ecological, Sociological, Technological, Ecological and legal) contextual patterns.    â— Identifying key stakeholders.      2. Hospital performance analysis     Assessing three hospital functions [ health service delivery, operational management )    3. Organisational culture assessment     4. Strategic synthesis     Using appropriate framework to synthesise key strengths, weaknesses, opportunities and threads     5. Strategy formulation     Listing key strategic problems and potential solutions and formulating sound and valid strategic scenarios    Scoring weight and evaluation criteria    Students will prepare a document entitled â€œstrategic noteâ€ that will synthesise the above-mentioned strategic analysis steps. He will need also to present a 15 min oral presentation about the key components of his strategic analysis     The assessment of the short presentation has a weight of 40% and the document of 60%.     Students will get short feedback   â— From the course leader on draft versions of the document and presentation during coaching sessions    â— From a jury composed by the course leader and selected staff members on the short presentation and the document    An assessment grid will be used for marking assessment and providing  feedback to participants.  Assessment criteria include :  - The quality and comprehensiveness of the analysis   - The coherence of strategic analysis  - The quality of the evidence and argumentation used to inform the analysis  - The overall quality of the report     Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	Min 15-max.25 students	Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least some (1 year) cumulative experience as health manager, professional,  clinician or researcher in hospital related settings.    Language proficiency    French version : Native speakers are exempt from proof of language proficiency.   For non-native French speakers, at least upper intermediate B2 level (CEFRL) is required.    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of English proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an English education diploma  are exempt from these tests.  No additional language requirement is needed.    Additional admission requirement:   1 year cumulative experience in hospital related settings	Selection criteria  â—      1 year cumulative professional experience in hospital related settings  â— Motivation  â— References  â— A degree of masterâ€™s in public health or equivalent is an asset	For 2021 course: 5500 Moroccan Dirhams	None available	1	2	3	The course content will be organised in 5 blocks:   1. Introduction to hospital strategic management  (20 SIT)  2. Contextual analysis  (20 SIT)  3. Health service provision analysis  (22 SIT)  4. Internal organisational analysis (22 SIT)  5. Assessing hospital operational management functions (20 SIT)  6. Strategy formulation (22 SIT)    The content of the course is divided in  5 interconnected blocks that cover the hospital strategic management capacities using a multidimensional performance framework.     The course focuses on the use of systemic perspective in strategic and organisational performance analysis.       During the first block, an overall introduction to the strategic management in health systems, the difference between strategic planning and strategic management, emergent versus deliberative strategies. A special attention will be paid to the use of a multidimensional performance analysis framework adapted to the analysis of healthcare organisation performance in low- and middle-income countries (namely the (the Multipolar Framework : adapted version of the EGGIPS framework (Marchal,2014)    The second block aims to enable participants to analyse the contextual patterns that hinders the performance of hospitals using tools such as political economic sociological trends as well as the identifying the power and interest of specific hospital stakeholders.     The third block seeks to help participants understand the key determinants of health service delivery capacity including the volume, cost and quality of care.  It aimed at showing the importance of analysing the organisation of health service delivery, planning, coordination and integration of care.     The fourth block will introduce students to  the toolbox to perform analysis of the  organisational culture  and climate of the hospital and understand how different organisational cultures might influence individual, team, and organisational performance.    The fifth block will address the operational management capacities need to ensure adequate health service delivery. This includes ability such as assessing human resources management, financial and logistic hospital management. This  block includes hand on tools that allow the participants to use comprehensive checklist to analyse key strategic hospital capacities.      The sixth block will help student synthesise key strategic problems and suggest potential coherent solutions in the form of strategic axis. This block will put emphasis on how to provide accurate and sound strategic solutions and translate them into operational terms (drafting a five year hospital operational)    In summary, this course aimed to fostering the critical analysis capacities of students and to help them identify the key organisational performance drivers and craft coherent strategies within hospital settings.		Planning and programming (incl.. budgeting and evaluation)				
Developing strategy  in complex hospital settings	At the end of the course the participants should be able to:  1. Develop a comprehensive understanding of strategic management in hospitals   2. Adopt a systemic approach in assessing organisational performance  3. Map hospital key contextual conditions and major stakeholders  4. Analyse hospital operational management functions   5. Assess the organisational culture   6. Adopt a systemic approach in problem and solution analysis   7. Formulate and operationalize valid and coherent strategic plans	www.ensp.ac.ma	1	raja.benkirane@gmail.com	2020-12-10 07:28:05	2020-12-10	2021-03-03 03:18:34	romy	troped	0		3 weeks (Face to face 50 % and 50% eLearning using asynchronous  sessions)	Ecole Nationale de SantÃ© Publique, Rabat, Morocco				2020-12-10 13:38:35	56 contact hours + 70 self-study hours = 126 hours SIT	2021-04-20	2021-05-08	First submission Online GA October 2020 cat 2; EC Telco 12 November 2020: cat 2; EC Telco 08.12.2020: cat 1.	During this course, I use interactive teaching and lectures (A total of 50 contact hours in addition to the three coaching sessions (6hrs).    Concepts and toolbox will be introduced to students with short and focused lectures, videos, or classroom discussion. These learning methods will allow student to demonstrate good understanding of strategic management in hospitals.    Practical exercises based on case studies, virtual forum discussion,  and experiential learning through group resolution of case studies and  personal work related to the analysis of the participant own hospital performance will allow them to practical hand on knowledge  about how to apply the different taught toolbox to formulate a sound hospital strategy.     Students will benefit also from  asynchronous lectures and videos as well as  illustrations from real world hospital strategic plans as well collaborative group work  oriented toward the resolution of specific cases studies inspired from real hospital settings to foster the studentsâ€™ critical analysis capacities.       At the end of block 3, 4 and 6 we will organise three coaching sessions (2 hours each) that will allow students to get feedback from lecturers on their progression and critical analysis.    Self-study (70 hours) are needed to complete the required learning outputs (strategic note, resolving case studies, preparing for the strategic analysis communication, additional reading)  .   .	Key Didactic References:    Belrhiti Z, Damme Wv, Belalia A, Marchal B. Does Public Service Motivation Matter In Moroccan Public Hospitals? A Multiple Embedded Case Study . International Journal For Equity In Health. 2019;18.    Belrhiti Z, Nebot Geralt A, Marchal B. Complex Leadership In Healthcare: A Scoping Review. International Journal Of Health Policy And Management. 2018;7:1073-84.    Belrhiti Z, Van Damme W, Belalia A, Marchal B. The Effect Of Leadership On Public Service Motivation: A Multiple Embedded Case Study In Morocco. Bmj Open 2020;10.     Belrhiti Z, Van Damme W, Belalia A, Marchal B. Unravelling The Role Of Leadership In Motivation And Performance Of Health Workers In A Moroccan Public Hospital: A Realist Evaluation  Bmj Open. 2020;10.    Champagne, F., Contandriopoulos, A. P., Picot-TouchÃ©, J., BÃ©land, F. & Nguyen, H. (2005) Un Cadre D'Ã©valuation De La Performance Des SystÃ¨mes De Services De SantÃ©: Le ModÃ¨le Egipps. RÃ©sumÃ© Du Rapport Technique. MontrÃ©al, Groupe De Recherche Interdisciplinaire En SantÃ©. Secteur SantÃ© Publique. FacultÃ© De MÃ©decine. UniversitÃ© De MontrÃ©al.    Henry Mintzberg, Bruce Ahlstrand & Lampel, J. 1998. Strategy Safari : A Guided Tourthrough The Wilds Of Strategic Management, The Free Press.    Marchal, B., HoerÃ©e, T., Silveira, V. C. D., Belle, S. V., Prashanth, N. S. & Kegels, G. 2014b. Building On The Egipps Performance Assessment :The Multipolar Framework As Heuristic To Tackle The Complexity Of Performance Of Public Service Oriented Health Care Organisation. Bmc Public Health, 14, 1-11.    Mintzberg, H. 1989. The Structuring Of Organizations. Readings In Strategic Management. Springer.    Stacey, R. D. 2007. Strategic Management And Organisational Dynamics: The Challenge Of Complexity To Ways Of Thinking About Organisations, Pearson Education.    Sicotte, C., Champagne, F., Contandriopoulos, A. P., Barnsley, J., Beland, F., Leggat, S. G., Denis, J. L., Bilodeau, H., Langley, A., Bremond, M. & Baker, G. R. (1998) A Conceptual Framework For The Analysis Of Health Care Organizations' Performance. Health Serv Manag Res, 11, 24-41; Discussion 41-8.	Assessing strategic capacities  Assessment will be based on an individual written assignment and an oral presentation of the strategic analysis. Each participant needs to develop a strategic note describing the context and organisational analysis as well as the strategic key scenarios.     The participant will also need to present his strategic analysis to a jury composed by the pedagogical committee of the course.      The assessment covers the following key competencies:     1. Contextual analysis     â— Assessing current PESTEL (Political, Ecological, Sociological, Technological, Ecological and legal) contextual patterns.    â— Identifying key stakeholders.      2. Hospital performance analysis     Assessing three hospital functions [ health service delivery, operational management )    3. Organisational culture assessment     4. Strategic synthesis     Using appropriate framework to synthesise key strengths, weaknesses, opportunities and threads     5. Strategy formulation     Listing key strategic problems and potential solutions and formulating sound and valid strategic scenarios    Scoring weight and evaluation criteria    Students will prepare a document entitled â€œstrategic noteâ€ that will synthesise the above-mentioned strategic analysis steps. He will need also to present a 15 min oral presentation about the key components of his strategic analysis     The assessment of the short presentation has a weight of 40% and the document of 60%.     Students will get short feedback   â— From the course leader on draft versions of the document and presentation during coaching sessions    â— From a jury composed by the course leader and selected staff members on the short presentation and the document    An assessment grid will be used for marking assessment and providing  feedback to participants.  Assessment criteria include :  - The quality and comprehensiveness of the analysis   - The coherence of strategic analysis  - The quality of the evidence and argumentation used to inform the analysis  - The overall quality of the report     Re-sit sessions    Participants who did not obtain the pass mark of 50% (10/20) for the overall assessment mark for the module in the first assessment session, get the possibility to present a revised version of the assignment(s) in a second (re-sit) session.	Min 15-max.25 students	Academic degree  Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Masterâ€™s degree in the European Union) in medicine or health sciences.    Experience  Applicants need at least some (1 year) cumulative experience as health manager, professional,  clinician or researcher in hospital related settings.    Language proficiency    French version : Native speakers are exempt from proof of language proficiency.   For non-native French speakers, at least upper intermediate B2 level (CEFRL) is required.    English version: proof of English proficiency will be required for non-native English speakers, if relevant we might need proof of English proficiency (Toefl 88 internet version or IELTS 6.5 or equivalent)   Native English speakers and students who hold an English education diploma  are exempt from these tests.  No additional language requirement is needed.    Additional admission requirement:   1 year cumulative experience in hospital related settings	Selection criteria  â—      1 year cumulative professional experience in hospital related settings  â— Motivation  â— References  â— A degree of masterâ€™s in public health or equivalent is an asset	For 2021 course: 5500 Moroccan Dirhams	None available	1	2	3	The course content will be organised in 5 blocks:   1. Introduction to hospital strategic management  (20 SIT)  2. Contextual analysis  (20 SIT)  3. Health service provision analysis  (22 SIT)  4. Internal organisational analysis (22 SIT)  5. Assessing hospital operational management functions (20 SIT)  6. Strategy formulation (22 SIT)    The content of the course is divided in  5 interconnected blocks that cover the hospital strategic management capacities using a multidimensional performance framework.     The course focuses on the use of systemic perspective in strategic and organisational performance analysis.       During the first block, an overall introduction to the strategic management in health systems, the difference between strategic planning and strategic management, emergent versus deliberative strategies. A special attention will be paid to the use of a multidimensional performance analysis framework adapted to the analysis of healthcare organisation performance in low- and middle-income countries (namely the (the Multipolar Framework : adapted version of the EGGIPS framework (Marchal,2014)    The second block aims to enable participants to analyse the contextual patterns that hinders the performance of hospitals using tools such as political economic sociological trends as well as the identifying the power and interest of specific hospital stakeholders.     The third block seeks to help participants understand the key determinants of health service delivery capacity including the volume, cost and quality of care.  It aimed at showing the importance of analysing the organisation of health service delivery, planning, coordination and integration of care.     The fourth block will introduce students to  the toolbox to perform analysis of the  organisational culture  and climate of the hospital and understand how different organisational cultures might influence individual, team, and organisational performance.    The fifth block will address the operational management capacities need to ensure adequate health service delivery. This includes ability such as assessing human resources management, financial and logistic hospital management. This  block includes hand on tools that allow the participants to use comprehensive checklist to analyse key strategic hospital capacities.      The sixth block will help student synthesise key strategic problems and suggest potential coherent solutions in the form of strategic axis. This block will put emphasis on how to provide accurate and sound strategic solutions and translate them into operational terms (drafting a five year hospital operational)    In summary, this course aimed to fostering the critical analysis capacities of students and to help them identify the key organisational performance drivers and craft coherent strategies within hospital settings.						
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0	Belgium - Antwerp Institute of Tropical Medicine		The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	 Dr Birgitta Essé n	Spanish	advanced optional	2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	Australia	Access to health information	Face to face	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	9 ECTS credits	
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0	Germany - Bernhard Nocht Institute for Tropical Medicine (BNITM)		The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	Andreas Weiser			2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		Accessability		The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0			The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	Anthony Costello 			2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.				The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0			The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	Dr Tim Colbourn			2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.				The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0			The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	dr. (soc.) Koen Peeters			2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.				The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		
Test2	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		1		2021-03-01 22:03:10	2021-03-02	2021-03-04 00:01:20	troped	troped	0			The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.				2021-03-02 04:04:59	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	2021-03-01	2021-05-30	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.	The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.				The '.' as hostname is absolutely necessary when using named pipes. 'localhost' won't work. 'mysql' is the standard name for the pipe/socket.		
Prueba	Hello Finnish,        Thank you for posting your query on Microsoft Community.        As per the issue description you are unable to type @ key on your keyboard. I can understand how frustrating that could be to see your keyboard not behaving appropriately. However, let’s work together to get this problem   resolved.        Let’s try these methods below and check if that solves the problem.        Method 1: Try Hardware and devices troubleshooter         The hardware and devices troubleshooter can detect and fix errors and incorrect settings in devices. You can run the built in troubleshooter in Windows 8 and check by following these steps:        a) Press Windows Key + X, select control panel    b) Change the ‘view by’ option on the top right to ‘Larger icons’    c) Select the Troubleshooting option and click ‘view all’ on the left panel    d) Run the ‘Hardware and devices ‘troubleshooter.            Method 2:        Let’s follow the steps in the article below and check if that helps in solving the problem.        Troubleshoot wired keyboards that don’t respond or that type wrong characters    http://support.microsoft.com/kb/258826/en-us        Note: This article deals with Windows 7 but steps provided holds good for Windows 10 too.        Method 3:        If problem persists let’s check the issue by using  OSK (On screen keyboard) and see if issue persists or not. If issue will not appear it means the issue is with keyboard.        Windows also has the On-Screen Keyboard (OSK), an Ease of Access tool. Use the OSK instead of a physical keyboard to move around your PC and enter text. You don’t need a touchscreen to use the OSK. The OSK displays a visual keyboard with   all the standard keys. Select keys using the mouse or another pointing device, or use a physical single key or group of keys to cycle through the keys on the screen.        Use the On-Screen Keyboard (OSK) to type        Method 4    If issue persists, the issue could also be related to the device (Keyboard) drivers and other updates. I want to inform you that updates will be released by Microsoft. So, I would suggest you to keep checking your Windows   updates not only important one but optional too. If any available try to install them and see if it helps you to fix the issue.        Try to install all of the Windows updates available and if issue persists, try to update the Device (Keyboard) drivers by following the steps provided in the article mentioned below.         How to: Install and Update drivers in Windows   10           If issue still persists, then install the drivers for Windows 8/8.1 from the manufacturer's website in compatibility mode and check if that works.        Make older programs compatible with this version of Windows    http://windows.microsoft.com/en-in/windows-8/older-programs-compatible-version-windows         Reference:      http://windows.microsoft.com/en-us/windows/network-connection-problem-help#network-problems=windows-81&v1h=win81tab5&v2h=win7tab1&v3h=winvistatab1&v4h=winxptab1         Hope this would help. If issue still persists post back with current status of your computer and result of the proposed suggestion, we will be happy to assist you.         Regards,		1		2021-03-02 21:21:01	2021-03-01	2021-03-03 03:26:25	troped	troped	0	China - School of Public Health, Fudan University, Shanghai		web	Alastair Ager 	Italian	advanced optional	2021-03-03 03:24:07	TEXTOS	2021-03-01	2021-05-01	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.S	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	Australia	Access to health information	Face to face	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	2 ECTS credits	test
Prueba	Hello Finnish,        Thank you for posting your query on Microsoft Community.        As per the issue description you are unable to type @ key on your keyboard. I can understand how frustrating that could be to see your keyboard not behaving appropriately. However, let’s work together to get this problem   resolved.        Let’s try these methods below and check if that solves the problem.        Method 1: Try Hardware and devices troubleshooter         The hardware and devices troubleshooter can detect and fix errors and incorrect settings in devices. You can run the built in troubleshooter in Windows 8 and check by following these steps:        a) Press Windows Key + X, select control panel    b) Change the ‘view by’ option on the top right to ‘Larger icons’    c) Select the Troubleshooting option and click ‘view all’ on the left panel    d) Run the ‘Hardware and devices ‘troubleshooter.            Method 2:        Let’s follow the steps in the article below and check if that helps in solving the problem.        Troubleshoot wired keyboards that don’t respond or that type wrong characters    http://support.microsoft.com/kb/258826/en-us        Note: This article deals with Windows 7 but steps provided holds good for Windows 10 too.        Method 3:        If problem persists let’s check the issue by using  OSK (On screen keyboard) and see if issue persists or not. If issue will not appear it means the issue is with keyboard.        Windows also has the On-Screen Keyboard (OSK), an Ease of Access tool. Use the OSK instead of a physical keyboard to move around your PC and enter text. You don’t need a touchscreen to use the OSK. The OSK displays a visual keyboard with   all the standard keys. Select keys using the mouse or another pointing device, or use a physical single key or group of keys to cycle through the keys on the screen.        Use the On-Screen Keyboard (OSK) to type        Method 4    If issue persists, the issue could also be related to the device (Keyboard) drivers and other updates. I want to inform you that updates will be released by Microsoft. So, I would suggest you to keep checking your Windows   updates not only important one but optional too. If any available try to install them and see if it helps you to fix the issue.        Try to install all of the Windows updates available and if issue persists, try to update the Device (Keyboard) drivers by following the steps provided in the article mentioned below.         How to: Install and Update drivers in Windows   10           If issue still persists, then install the drivers for Windows 8/8.1 from the manufacturer's website in compatibility mode and check if that works.        Make older programs compatible with this version of Windows    http://windows.microsoft.com/en-in/windows-8/older-programs-compatible-version-windows         Reference:      http://windows.microsoft.com/en-us/windows/network-connection-problem-help#network-problems=windows-81&v1h=win81tab5&v2h=win7tab1&v3h=winvistatab1&v4h=winxptab1         Hope this would help. If issue still persists post back with current status of your computer and result of the proposed suggestion, we will be happy to assist you.         Regards,		1		2021-03-02 21:21:01	2021-03-01	2021-03-03 03:26:25	troped	troped	0			web		Spanish		2021-03-03 03:24:07	TEXTOS	2021-03-01	2021-05-01	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.S	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.				May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.		test
Prueba	Hello Finnish,        Thank you for posting your query on Microsoft Community.        As per the issue description you are unable to type @ key on your keyboard. I can understand how frustrating that could be to see your keyboard not behaving appropriately. However, let’s work together to get this problem   resolved.        Let’s try these methods below and check if that solves the problem.        Method 1: Try Hardware and devices troubleshooter         The hardware and devices troubleshooter can detect and fix errors and incorrect settings in devices. You can run the built in troubleshooter in Windows 8 and check by following these steps:        a) Press Windows Key + X, select control panel    b) Change the ‘view by’ option on the top right to ‘Larger icons’    c) Select the Troubleshooting option and click ‘view all’ on the left panel    d) Run the ‘Hardware and devices ‘troubleshooter.            Method 2:        Let’s follow the steps in the article below and check if that helps in solving the problem.        Troubleshoot wired keyboards that don’t respond or that type wrong characters    http://support.microsoft.com/kb/258826/en-us        Note: This article deals with Windows 7 but steps provided holds good for Windows 10 too.        Method 3:        If problem persists let’s check the issue by using  OSK (On screen keyboard) and see if issue persists or not. If issue will not appear it means the issue is with keyboard.        Windows also has the On-Screen Keyboard (OSK), an Ease of Access tool. Use the OSK instead of a physical keyboard to move around your PC and enter text. You don’t need a touchscreen to use the OSK. The OSK displays a visual keyboard with   all the standard keys. Select keys using the mouse or another pointing device, or use a physical single key or group of keys to cycle through the keys on the screen.        Use the On-Screen Keyboard (OSK) to type        Method 4    If issue persists, the issue could also be related to the device (Keyboard) drivers and other updates. I want to inform you that updates will be released by Microsoft. So, I would suggest you to keep checking your Windows   updates not only important one but optional too. If any available try to install them and see if it helps you to fix the issue.        Try to install all of the Windows updates available and if issue persists, try to update the Device (Keyboard) drivers by following the steps provided in the article mentioned below.         How to: Install and Update drivers in Windows   10           If issue still persists, then install the drivers for Windows 8/8.1 from the manufacturer's website in compatibility mode and check if that works.        Make older programs compatible with this version of Windows    http://windows.microsoft.com/en-in/windows-8/older-programs-compatible-version-windows         Reference:      http://windows.microsoft.com/en-us/windows/network-connection-problem-help#network-problems=windows-81&v1h=win81tab5&v2h=win7tab1&v3h=winvistatab1&v4h=winxptab1         Hope this would help. If issue still persists post back with current status of your computer and result of the proposed suggestion, we will be happy to assist you.         Regards,		1		2021-03-02 21:21:01	2021-03-01	2021-03-03 03:26:25	troped	troped	0			web				2021-03-03 03:24:07	TEXTOS	2021-03-01	2021-05-01	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.S	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.	May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.				May 9, 2016 — If the Alt Gr key stops working, close Remote Desktop Connection if it is open. ... There's an old bug that causes the Alt-Gr button on your keyboard to mysteriously malfunction. This is an old problem which still persists on Windows 10. This bug has been plaguing me and others for many, many years.		test
