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      Forum Description: This forum is available for everyone to post messages to. Students can raise questions or discuss issues related to the module. Students are encouraged to post to this forum and it will be checked daily by the module leaders. Students should feel free to reply to other students if they are able to.

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  • Health Systems, Policy and Practice MODULE INFORMATION block 2 from 9th Nov

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    HSPP | MODULE INFORMATION

    Health systems, policy and practice

    Course convenor and module lead: Dr Jonathan Filippon


    Please note that this module will commence in the second half of the semester- from Thursday 12th November

    YOU CAN ACCESS THIS MODULE HERE 

    THROUGH THE MSc/MRes QM+ PAGE

    (as you do for your elective modules)


    Tutors: Jonathan Filippon,  Arianna Rotulo and Giuliano Russo

    Module Description:

    This module will provide students with a comprehensive introduction to the topic of health systems, as well as the use of certain economic theories and analysis to inform health systems policy. The module will cover health systems issues in low, middle and high-income country settings and will form the foundation for a more advanced course on health systems in Term 2.

    It will introduce students to various conceptual and theoretical understandings of ‘health systems’; and locate them within a social, economic, historical and global context. Students will learn about the functional components of a health system, including the mechanisms and systems for financing health care delivery, as well as the management-administrative arrangements of a health system.

    We will look at the application of mainstream economic theories to health systems policy, and discuss key policy issues about the distinction between public and private financing, as well as the role of markets and hierarchies, and of private and public providers. Students will also be introduced a brief history of the evolution of health systems policy in low and middle-income countries.


    Core Texts:

    Find HERE a list of all readings for this module week by week - Tallis List for Health Systems I

    Also, there is no specific core text for this module. However, students are encouraged to refer to the following texts as general references for the course as a whole:

     




  • Public Health in Practice MODULE INFORMATION

    • Module Description

      Module Lead: Dr Jennifer Randall (jennifer.randall@qmul.ac.uk) 

      Welcome to PHIP!!! Please watch my welcome video

      . 

      In this module students will work with a staff member and community collaborator(s) on a public or global health project. Students will have the opportunity to apply their skills, knowledge and experience to a "real-life" public health problem. Working as a research team and being responsible for individual tasks, students will gain experience in delivering across the life cycle of the research process.


      Learning Aims and Outcomes

      The aim of this module is to provide an opportunity for students to apply their skills, knowledge and experience to a public health issue. Students will learn to work in a research team, organise the research process from research question formulation, research design, conducting research, to analysis and dissemination.  They will make connections with local and global health partners and will refine their leadership and teamwork skills to prepare them for their careers. 

      • At the end of this module you will have gained knowledge of communication (written and oral), organisational and personal/time management, problem solving, setting objectives, negotiating and interaction with employers and work colleagues, meeting deadlines, accepting criticism, and the need for self-awareness of strengths and limitations

      Let's Root for Each Other and Watch Each Other Grow

      Please watch this video to learn about the projects we will work on together in this module. 
       



    • MODULE EXPECTATIONS

      TEACHING ARRANGEMENTS

      We will meet online in seminars on Fridays from 14:30-18:00. Small groups will be organised by Friday September 18. 

      These are the core learning experience of the module. How you engage with SEMINARS, is therefore crucial to your success.

      “We cannot enter the struggle as objects in order later to become subjects.” 

      (Paulo Freire, quoted in (bell hooks, 1994) 

      Welcome to our unit’s new module: Public Health in Practice. 

       The academic purpose of this module is to consolidate some of your learning from the last two years on theory and methods and put this into practice within two “real world problems”. In terms of your professional and personal development I hope that his module can be a place where you consolidate some ideas about how and why you work as a global public health practitioner. These are the main topics we hope to cover in this module:

      1. Understanding and applying a social science vocabulary 
      2. Integrating methods and theory 
      3. Semi-structured interview techniques 
      4. Thematic analysis
      5. Basic ethnographic techniques 
      6. Basic statistical analysis 
      7. Basic questionnaire development 
      8. Oral and Written Dissemination skills 
      9. Applying lessons to your own research interests and dissertation plans 
      10. Employability skills and CV development 

      Student support: 

      I look forward to supporting your academic development over the next 12 weeks! The university offers a range of academic and pastoral support and I am happy to signpost you to others when your needs are beyond my professional capacity. I offer three hours of posted office hours each week. I am willing to meet at other times when possible. I expect to see each of you at least one time throughout the year. I am not available on Mondays. I use Mondays to prepare for the week! 

      Expectations of my students:

      1. I expect students to prepare. 
      2. I expect students to think critically. 
      3. I expect honesty. 
      4. I expect respect for others and their perspectives. 
      5. I expect humility. 
      6. I expect energy and enthusiasm for SOMETHING (doesn’t have to be drug policy or anything we discuss but I want to see a passion for something). 
      7. I expect bravery in putting yourself out there with your ideas and your convictions. 
      8. I expect you to learn something from each other and see that each person has something to teach us. 


      Promises to my students:
       
      1. I promise to be clear on my expectations of my students and they are high. 
      2. I promise to come to class prepared and to be excited about the material 
      3. I promise to provide you with a creative and supportive learning environment in which you feel comfortable to question and think through some difficult topics.
      4.  I promise to re-evaluate the class if and when it becomes ineffective. 
      5. I promise to be honest, respectful, humble, empathetic, compassionate and available. 
      6. I promise I will learn as much from you as I hope you learn from me.


  • Week 1 - INTRODUCTION

  • IMPORTANT MODULE INFORMATION

    Image dissertation

    Module leader: Giuliano Russo

    Contact: g.russo@qmul.ac.uk

    Credits: 30

    Assessment:

    ·       A formative presentation of your research proposal in December (unmarked feedback)

    ·       A 1,000-word outline of your dissertation research proposal (15%) to be submitted by the 18th of January 2021 

    ·       Your completed dissertation of up to 8,000 words (85%), to be submitted by May 14th 2021 (by 4pm).

    Seminars and webinars schedule

    You will have a choice of attending either on-site seminars or online webinars (same contents). 

    Onsite seminars will be held on Fridays from 11-12.30pm. Online webinars will be on Fridays as well, from 1pm to 2.30 pm. 


    • Module description

      The Dissertation Module is worth 30 credits and is both a compulsory and core requirement of the BSc Global Health. This module requires you to plan, execute and deliver an individual piece of academic research. To do this you will need to consolidate the knowledge, skills and interests you have developed during years 1 and 2 of the taught program and acquire a specific set of new research skills. The module offers you the opportunity to pursue a topic of interest in depth and produce a critical and scholarly review of the literature. Once you have identified a supervisor from among staff in the Global Health and Innovation Unit, you will conduct desk-based research on a topic of your choosing. Your supervisor will guide you through the dissertation process. 

      Outline of the module:

      The Dissertation Module has 2 core components:

      ·       Seminars: a set of five 1 ½ hr seminars conducted by staff at the Centre during term 1 that prepare you to plan, conduct and write up a research-based dissertation.  

      ·       Dissertation supervisions: dissertation supervision meetings with your supervisor in which you will be guided and supported through the dissertation process. 

      Please note: There are no lectures associated with this module.

      Learning Aims and Outcomes

      Module aims:

      The module aims to develop your ability to explore an academic topic in depth; choose between different methodological approaches; produce a scholarly and critical summary of the literature, including critical analysis of data, findings, and conclusions presented in primary studies and reports; and present your work both verbally and in writing.

      Learning objectives:

      Academic content

      ·       Basic epistemology, critical appraisal and knowledge of different research methods

      ·       Principles of a scholarly literature review as applied to global public health and primary care.

      ·       Principles of methodological approaches to research, such as different types of literature review, case-study, policy analysis.

      ·       Knowledge of key data sources including journals, evidence databases, and grey literature.

      ·       Approaches to appraising, summarising, and synthesising evidence and data.  

      Research skill development

      ·       Searching of academic and grey literature.

      ·       Critically analysing literature on a chosen topic.

      ·       Awareness of different methodological approaches, such as case-study and health policy analysis methodology.

      ·       Appraisal and synthesis of findings.

      Attribute development

      ·       Ability to plan and manage time effectively.

      ·       Ability to reflect on and develop a scholarly approach to published and other evidence.

      ·       Intellectual integrity and knowledge of own strengths and weaknesses.

      ·       Ability to seek and follow advice and feedback.

      ·       Ability to write effectively and confidently in an academic and professional manner.


    • SCHEDULE

      WEEK 

      		DATETOPICACTIVITY/TASK 
      1FRI 25 SEPT.INTRODUCTION

      Based on the videos posted, come prepared to discuss possible topics for your own dissertation

      2FRI 02 OCT.

      EVIDENCE, RESEARCH AND FRAMEWORKS

      SEMINAR AND WEBINAR WILL FOCUS ON DEVELOPING A CONCEPTUAL FRAMEWORK AND RESEARCH DESIGN FOR THE 'GLASGOW EFFECT'

       
      3 FRI 09 OCT.Quantitative methods and surveysdesigning a survey to research the glasgow effect
      4FRI 16 OCTLiterature reviews How to search the literature - webinar by paua funnell
      5FRI 23 OCTThe case-study approach Activity on identifying, assessing and designing a case-study in global health
      6FRI 30 OCTPolicy analysis applying the policy triangle to analyse a piece of health policy
      7READING WEEKNO CLASSES 

    • MODULE EXPECTATIONS


      Tips for getting the most out of your dissertation

      ·       The best dissertations are often the ones where the student is genuinely interested in the topic.

      ·       It is important to appreciate the value of group interaction and learning from each other. Although you will be focused on your individual project, there will be many similarities between what you and your colleagues are doing. For example, the challenges of planning, developing your ideas, and conducting literature searching, will be common to all projects. So you can learn from each other.

      ·       Keep in regular contact with your supervisor and academic tutor; and make sure you let us know if and when you're having problems. The temptation when things are not going so well is to wait until you can present a more positive picture of your progress. But it is often easier to find solutions to problems at an early stage.

      ·       Submit sections of your dissertation in draft form at agreed intervals with your supervisor. This will enable you to receive regular formative feedback on your progress.

      ·       Make sure that you have read all the regulations, timelines and rules, especially about plagiarism and guidelines on good academic practice. This is your responsibility.

      Types of research

      There are many different potential research topics and research questions, and there are also many types of research. All dissertations will involve secondary research, meaning that research will be based on and limited to existing data, case-studies, or literature. It will not be feasible for students to conduct primary data collection. One of the key skills of research is the ability to plan a practical and realistic programme of research. You should discuss the design of your research in detail with your supervisor.

      Selection of your dissertation topic and supervisor

      The selection of your dissertation topic and supervisor is an iterative process undertaken by you and the staff within the Global Public Health Unit, based on the following process:

      ·       In October you will be allocated a supervisor from the department. You should do some thinking about your own particular interests (e.g. health issue, broad theme) and the type of research you would like to undertake (e.g. qualitative, quantitative, mixed-methods analysis).

      ·       In Seminars 2,-5, a range of different types of possible desk-based dissertations will be discussed, from literature reviews, case-studies, and policy appraisals.

      ·       You should contact your supervisor as soon as possible to start identifying topic and methods to be used for your dissertation.

      ·       In Seminar 7 in December you will present your proposal for a dissertation topic. The purpose of this presentation is formative, and the feedback will not be marked.

      Supervision

      During the course of the year you will meet with your supervisor(s), in person or remotely, to expand and explore how you will develop your dissertation project. When you first meet your supervisor, you should be prepared to discuss:

      ·       The research question you might like to address.

      ·       Make sure that your dissertation research fits with your commitments and assessments for the other modules on the course. Be realistic about how much you can do in this short time.

      ·       An idea about the types of data or evidence that would be best to answer the research question.

      ·       What you would like from the supervisory relationship (e.g. how meetings should be arranged, how quickly it is reasonable to expect the supervisor to respond to enquiries, and how long the supervisor requires to comment on written drafts)

      In collaboration with your supervisor, you should develop a rough project plan including a timetable of tasks. For more information, see the ‘Timetable and important dates’ section.

      Below are a set of principles that should form the basis of the relationship between the supervisor and student:

      ·       Student and supervisor both commit to achieving a productive, trustful and honest working relationship until the achievement of a research degree award.

      ·       It is the responsibility of the student to arrange meetings, to agree an agenda and to compile a list of action points from each meeting. Meetings may be initiated and arranged by the Supervisor if necessary.

      ·       A minimum of 4-5 meetings should take place over the academic year.

      ·       The supervisor is obliged to read at least 1 full draft of the dissertation before submission. The supervisor will have at least 7 days to read through and comment on this draft.

      ·       The supervisor will give guidance about: the nature of research and the standards expected; the planning of the research; literature and sources; required techniques; and the avoidance of plagiarism.

      ·       The student will ensure the progress of the work in accordance with the stages agreed with the supervisor including, in particular, the presentation of written material in sufficient time to allow for comments and discussion.

      ·       The student will ensure that any circumstances that might require his/her study to be modified or his/her University registration to be extended, suspended or withdrawn are brought to the attention of his/her supervisor within a reasonable time frame.

      When should I meet with my supervisor?

      You should discuss a timetable of meetings with your supervisor and agree dates that suit you both. Here are some suggestions:

      ·       We suggest that you meet before you present your research ideas in Seminar 5. 

      ·       You will receive your feedback from your first piece of assessment (the outline research proposal) by the end of January. You could schedule a meeting to discuss your feedback and ways to incorporate that feedback into a revised proposal.

      ·       After that, it is up to you when you want to meet, based on your individual needs. 

      Timetable and important dates

      The dissertation module takes place across the whole academic year and will require you to work to the following project deadlines:

      Assessment:

      ·       A formative presentation of your research proposal in December (unmarked feedback)

      ·       A 1,000-word outline of your dissertation research proposal (15%) to be submitted by the first week of January 2020 (TBC)

      ·       Your completed dissertation of up to 8,000 words (85%), to be submitted by the second week of May 2021.

      Award boundaries and re-submissions.

      A mark of 40% is required to pass the BSc. Please make sure you look over the more detailed marking scheme for the BSc when planning and executing your dissertation

      If you have a mark of less than pass mark confirmed by the Exam Board you will have one more opportunity to re-submit your dissertation. This should be done at the earliest opportunity. In this event, please see the course administrator for details (e.mclean-inglis@qmul.ac.uk). Please note your re-submission mark would be capped at 50%.

      Dissertation Format

      All dissertations must be word-processed and an electronic submitted through QM+ (no need for a hard copy). The dissertation should have double (or 1.5 if preferred) line spacing . Characters shall not be less than 11pt and not more than 12pt (British Standard). Pages must be numbered consecutively throughout the thesis, commencing with the Title page. Your title page should include your project title, name, student number and supervisor's name.

      All citations and references must follow the Harvard or Vancouver format.

      A computerised word count that excludes references, appendices, tables and figures must be provided.

      Plagiarism

      You are reminded that plagiarism is a serious academic offence. QMUL employs a software (Turnitin) to check for plagiarism for all the material submitted by students in QM+. Students who are suspected of plagiarism in their final dissertation will be referred to the internal plagiarism committee, and could be removed from the course if found guilty. It is acceptable to quote small sections from other published work where this is relevant to the argument. All such material must be clearly identified as such by using italic script, placing it within quotation marks, and clearly referencing its source, including the page number of the quotation. Any direct quotations not identified in this manner will be subject to the penalties due for deliberate plagiarism.


  • Final dissertation submission

  • Week 1 - INTRODUCTION: All you ever wanted to know about your BSc dissertation (but were too afraid to ask...)

    Contents and learning objectives for this introductory session

    1. Introduction: the requirements and what to expect;
    2. Types of possible dissertations;
    3. Assessment criteria;
    4. What the dissertation doc should look like;
    5. Common mistakes when writing a dissertation;
    6. Research topics: Staff research interests will be summarised and there will be an opportunity to talk about possible areas of research and types of dissertation;
    7. The process of writing your dissertation.

    • week 1 - ice-breaker: the world's most important global health issues in 2019

      These days everything seems to be about covid-19. Watch this video on what the World Health Organization considered the most important global health issues before the pandemic


      Answer the following questions and come prepared to discuss in the onsite/online seminar:

      1. What is the global health topic that interests you the most?
      2. How would you go about researching and writing about it?
      3. What sort of evidence and data would you need to write about it?

       

      week 1 - recorded lecture

      Watch Giuliano's guided practice on what you need to know about your dissertation and dissertation process.

       





      WEEK 1 - flora's tips for a great dissertation

      Flora was awarded the prize for the best BSc global health dissertation in 2020. See her tips on writing a great piece of work, and enjoy the process all the way through.

      Flora is available to be contacted through email or LinkedIn to share her own personal dissertation tips, particularly for observational study designs. Please ask Giuliano for her contact details.


      READINGS: 

      Hannigan, Ben, and Philip Burnard. ‘Preparing and Writing an Undergraduate Dissertation’. Nurse Education in Practice 1, no. 4 (1 December 2001): 175–80. https://doi.org/10.1054/nepr.2001.0028.

      Osella, Caroline. ‘How To Find & Choose A Research Topic For A Dissertation’. Grad Coach (blog), 2019. https://gradcoach.com/how-to-find-choose-dissertation-topic/.


      Supplementary Readings

      Epstein, M. (2012). ‘Introduction to the Philosophy of Science’. In: Seale, C. (ed.), Researching Society and Culture, 3rd Edition. London: Sage.  Available online from http://files.pc1-eean.webnode.com/200000009-0ba070c98f/Cap%C3%ADtulo%20de%20Livro%2001.pdf

      Crotty, M. The Research Process. The Foundation of Social Research: Meaning & Perspectives in the research process. Sage. Introduction chapter can also be accessed from https://books.google.co.uk/books?hl=en&lr=&id=yV-JCwAAQBAJ&oi=fnd&pg=PR5&ots=PZVs2VYR4f&sig=4NM0eRwdqve4gwfdJtMx3gdlcaQ#v=onepage&q&f=false



    • File icon
      Week 1 title - slides File
      61.2 KB

      These slides accompany week 1 live lecture

  • October 2: Content Delivery and Literature Reviews

    •  WEEK 2 - CONTENT DELIVERY  

      Over the next two weeks, at times convenient to the organisations, I have asked someone from each organisation to present some background on their organisation and details of the project(s) that we will be collaborating to complete. I am still waiting on Global Action Plan.

       

      Students should attend ALL presentations. All of these presentations will be on zoom and are in your outlook calendars. 

      1.       Tuesday September 29 from 10:00-11:00: Best Beginnings

      2.       Tuesday September 29 from 14:30-15:30: Health Poverty Action

      3.       Friday October 2 from 14:30-15:30: Social Action for Health

      4.       Wednesday October 7 from 11:00-12:00: Barts NHS trust

       

      I would also like to begin our literature reviews for each project. I would like each student to do the following for next week.

      Please could you complete the following: 

       

      1.       Complete the doodle poll so that we can arrange more seminar groups across the week starting with the week commencing October 5. https://doodle.com/poll/nriksr9gkri2hrym  

      2.       Complete the google form to select your 1st and 2nd choice projects. https://docs.google.com/forms/d/e/1FAIpQLSeqqdOTtqvq2HIPUJSre5wv9jj2au-xEkpbPOA3-3CvgiuCuw/viewform?usp=sf_link

      3.       Conduct a literature search on one aspect of those TWO projects. I would like you to identify two papers for EACH project (four papers in total) that help inform the content, methods or community. For example, if you are working on the Social Action for Health Project, you could find two papers that cover South Asian youth, health inequalities in the UK or qualitative methods with youth research participants. 

      4.       Please put your papers into TEAMS in the project folders with the following file name structure. (Student Name_First Author Surname_Publication Year). I have enrolled all of you onto TEAMS. (This is part of our professional development in learning to use all these programmes!)

      5.       Record a short video of you explaining your four papers for your classmates and add these videos with the papers into the appropriate TEAMS folders. 

      6.       Research the five organisations and write two questions you would like to ask of EACH organisation.

      7.       Watch your emails and WhatsApp messages for updates on any changes and on when we will meet for the seminar groups next week.

      8.       I would like to meet with you individually so if we have not met already, please get in touch to arrange a time.

       

      Thanks for your patience and keeping up with me on this module!

      If you have any questions, please let me know! 
    • URL icon
      Links to external resources URL

      Use this link to take you to an external link with relevant information

  • October 9: Theories of Health Promotion and Behaviour Change Developing research tools and ethics applications

  • week 12 - final assessment

  • Contemporary Issues In Global Health MODULE INFORMATION

    • Module Description

      Module Lead:  Dr Andrew Harmer (a.harmer@qmul.ac.uk)and Dr Damilola Omodara (d.oyewole-omodara@qmul.ac.uk)

      Teaching:  A weekly webinar each week on Thursdays 12.30-14.00. A weblink to join is available for each week and can be found at the bottom of each week's content description on QM+.

       


      Welcome to Contemporary Issues in Global Health! As the module lead for this module, I’d like to say how much I am looking forward to working with you over the next eleven weeks. I’d also like to introduce my colleague Dr Damilola Oyewole-Omodara who will be co-delivering the module with me.  

       

      This module seeks to ensure that you are familiar with and competent in a number of discourses or narratives of global health, but we also hope that it will foster critical, intellectual curiosity in a range of contemporary global health issues that are currently being addressed by policy makers, international organisations, and public health specialists.  

       

      A key focus of the module is the media, both print and social. The media is an important vehicle for the construction and dissemination of global health discourses, and you will learn how the media can (and do) frame global health issues in particular ways.   

       

      This module will encourage you to explore contemporary global health issues from a range of diverse perspectives and disciplines, including cognitive linguistics, media studies, public health, anthropology, political economy and international relations.  

       

      Your learning in this module will take place through a combination of asynchronous and synchronous delivery. Asynchronous just means work that takes place in your own time and at your own pace. Synchronous, by contrast, will be a scheduled ‘live’ seminar, where you can interact in real time with myself, Dami and your fellow students.  

       

      As with all academic study, global health challenges are evolving against the backdrop of a 21st century phenomenon of ‘fake news’. In an era of uncertainty about ‘facts’, and hostility towards ‘truth’, the ability to marshal appropriate quantitative and qualitative data, and employ critical thinking has never been more important. 

       

      The BSc Global Health program has provided you with a tool kit of skills for identifying and responding to this phenomenon, and the tools in your kit will be sharpened in the weeks ahead.  

       

      We hope you enjoy the module! 

       

      Andrew and Dami.  

       



      Learning Aims and Outcomes

      Upon completion of this module, you will be able to: 

       

      1: Identify, describe and evaluate contemporary issues in global health; 

      2: Critique existing discourses – constructed and disseminated through the media – that ‘frame’ contemporary issues in global health;  

      3: Undertake research on a specific contemporary global health issue; 

      4: Consolidate your critical, analytical skills by fact-checking global health media stories;  

      4: Apply knowledge to develop and deliver a professional presentation; 

      5: Synthesize complex information and present via social media for a non-specialist audience; 

      6: Demonstrate critical analytical skills from a range of relevant social, cultural and disciplinary perspectives; 

      7: Demonstrate knowledge of a number of topical and developing issues in global health; 

      8: Distinguish ‘wicked’ from ‘tame’ global health challenges, and design appropriate policy responses to those challenges. 

       

      Learning 

      This module will be delivered online through the provision of readings, podcasts and videos (asynchronous learning) and a face-to-face element – the webinar (synchronous learning) scheduled via Blackboard. All relevant readings and additional materials will be available on QM+ in advance of the seminar. You are expected to have worked through the week’s learning materials before attending the webinar. The webinars will be recorded. 

       

      Webinars 

      The webinar is an opportunity for synchronous learning – ie learning in real time with staff and your fellow students. The webinar will be scheduled for 90 minutes. This will allow time at the beginning for everyone to join, say hello and settle. It will also allow a degree of flexibility in terms of time allocated for discussion. We can’t predict which issues will generate a lot of discussion. While we hope there will be lively discussion and debate, if the webinar comes to a natural end after 60 or 70 minutes, then we won’t insist on continuing for the full 90 minutes.  

       

      A typical structure to each webinar will be: 

       

      1. Plenary discussion (all of us together) to answer any initial questions or queries; 

      1. A summary slide from the module lead summarising material covered mapped against the learning objectives for the week; 

      1. Activity – this will involve breakout groups and will utilise activities such as whiteboard brainstorms, quizzes, group presentations, etc. 

      1. Plenary discussion and feedback from the activity. 

       

      The purpose of the webinar is to provide an opportunity for you to discuss issues that arise from the week’s materials, and to answer your questions or queries that you may have about the module, including around assessments. It is important to emphasise that the webinar will NOT be a time to re-present information for anyone who wasn’t able to engage with the materials during the week.  

       

      With that in mind, please come to this week’s webinar ready to discuss the readings and materials you have been working on during the week. 

      Readings

      Where possible all readings are hyperlinked. Where that isn't possible, or if access is restricted, a pdf is provided in the Readings folder at the very bottom of the module QM+ page. Just scroll down and you'll see it.

      Assessment

      There are three assessments for this module: a blogpost (due in week 5), a fact check (due in week 9) and a group presentation. These assessments are described in the Assessment Handbook at the bottom of the page - just scroll down.


    • SCHEDULE

      WEEK 

      		DATETOPICACTIVITY/TASK 
      1THURS 24 SEPT.INTRODUCTION to contemporary issues

      2THURS 01 OCT.FRAMING GLOBAL HEALTH CHALLENGES 


      3 THURS 08 OCT.GLOBAL HEALTH, THE MEDIA AND 'FAKE NEWS'

      4THURS 15 octWICKED PROBLEMS IN GLOBAL HEALTH AND HOW TO RESOLVE THEM 
      		 
      5THURS 22 OCTCONTEMPORARY ISSUE ONE - GETTING OLDER
      		 
      6THURS 29 octCONTEMPORARY ISSUE TWO: RACISM AND COLONIALISM IN GLOBAL HEALTH
      		 
      7READING WEEKNO CLASSES 
      8THURS 12 NOVCONTEMPORARY ISSUE THREE: CLIMATE CHANGE – THE HEBDEN WATER CATCHMENT PROJECT
      		 
      9THURS 19 novCONTEMPORARY ISSUE FOUR - HEALTH AND WAR: THE CASE OF SYRIA
      		 
      10THURS 26 novCONTEMPORARY ISSUE FIVE - COVID-19
      		 
      11THURS 3 DECSummary 
      12THURS 10 dec
      		 


  • Week 1 - INTRODUCTION AND what are global health challenges?

    • week 1 - lecture: what are global health challenges? 



      Hi everyone and welcome to the first week of the module! This is me above delivering my lectures to you from my kitchen, such are the times we are now living in! In this introductory presentation, I run through a few definitions and provide an overview of what you will be covering in the next couple of months.

      Aims and objectives:  

       

      By the end of this week you will be able to:  

      • Explain what constitutes a ‘contemporary’ global health issue;  

      • Define global health and critique established definitions; 

      • Review a number of contemporary global health issues in the media; 

      • Review your critical thinking ‘toolkit’.  

       

      week 1 - WEBINAR

      Please make sure that you read the assessment instructions for this module as we will be discussing the assessments during the seminar.  

       

      In today’s seminar, you will break into groups and identify a contemporary global health issue from the online print media. You will discuss in your groups why you think it is a contemporary issue and why it is important, and will feed the main points of your discussion back to everyone when we return to the plenary discussion. 

       

      Before the webinar, please look at the following global health page from The Guardian newspaper - https://www.theguardian.com/global-development/global-health   

      This website gives you a sense of which global health stories are in the news today, and which will dominate the news over the next 12 months.  

       

      week 1 TASKS

      Task 1: What is a ‘contemporary’ global health issue? Which issues will we cover in this module? If you haven't already, please watch my presentation above.  

       

      Task 2: Reading 

      Your first reading this week focuses on the assumptions and presumptions of dominant interpretations of global health. The first is a recent Comment article published in BMJ Global Health by Nicholas King and Alissa Koski. The authors define global health as ‘public health somewhere else’. What do they mean by that? 

       

      The authors touch upon the importance of decolonising global health is a growing movement, and there will be an opportunity to discuss this in detail in week 6. 

       

      Task 3: Contemporary challenges in global health. https://www.youtube.com/watch?v=WlMyHIaVxmA  


       

      I’ve chosen a video here for you to watch. It’s a conversation with three highly influential leaders in global health: Dr. Michele Barry, director of the Center for Innovation in Global Health, Dr. Helene Gayle CARE President and CEO, and former Prime Minister of Norway, former DG of the World Health Organisation and United Nations Special Envoy, Dr. Gro Brundtland.  

       

      The first question Brundtland and Gayle are asked is what they consider to be the greatest global health challenge. As you listen, make a note of the issues they describe. Do they miss any issues that you think are significant, but which are not discussed?  

       

      From 39m into the video, there are questions from the audience. Below are the questions – are you convinced by the answers they give? Can you suggest others? 

       

      • How do you reduce poverty in the most impoverished and neglected countries? 

      • What are the keys to successful innovation in the field of public health? 

      • How do you manage the challenge of bad governance? 

      • Is technology (social media, the internet, etc) and its democratising potential important in resolving global health challenges? 

      • How did you get involved in this work and how do you enter the global health field? 

      • What are the indicators for knowing what success in global health looks like (20 years from now)?  

       

      READING


      Required reading  


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  • Week 2 - Framing

    • week 2 - lecture: FRAMING

      Framing is an important concept in global health. In essence, it is about how a health issue/policy/intervention etc., is portrayed (framed) publicly. It turns out that different frames can elicit different responses in people and help to shape their attitudes. So, if you want a health policy to be effective in terms of changing behaviour, then framing is key! Please now watch a short presentation by me where I introduce the week's topic.


        

       Aims and objectives:  

       

      By the end of this week you will be able to:  

      • Provide a definition of frames and framing. 

      • Describe how different disciplines (linguistics, public policy, politics) interpret framing differently. 

      • Describe the dominant frames that are used to describe global health challenges. 

      • Explain why we are susceptible to framing through an interrogation of the concept of ‘bounded rationality’ and be able to list the cognitive biases or ‘shortcuts’ that we use to make everyday decision making easier. 

      • Apply insights from the analysis of framing to enhance your debating skills 


      week 2 - WEBINAR: introduction

      During the webinar, there will be an opportunity to discuss your first assessment - the blogpost – and answer any questions you may have about it.  

       

      I like blogging and if you haven't yet had a look at my own blog, check it out! 


      week 2 TASKS

      Task 1: Podcast  

      In this 12m podcast, Professor Paul Cairney talks about framing from a policy perspective.  

       

       

      Task 2: Reading  

      Frederick et al (2016) Culture, health, and bigotry: How exposure to cultural accounts of fatness shape attitudes about health risk, health policies, and weight-based prejudice. Social Science and Medicine 165: 271-279. [A pdf of this article is in the Readings folder]

       

      This is a great reading on the importance of frames in combatting bigotry against people who are overweight or obese. It will take a while to work through it but persevere as it provides some great examples of different frames and some fascinating experiments! As you read, make a note of the different frames and which frames were more effective at changing attitudes. To help you, I discuss the paper in the video below. I suggest you read the paper yourself before watching the video.


       

      Task 3: Barak Obama and the security frame

        

       

      Watch this 4m video by Barack Obama talking about the threat from Ebola to global security. https://www.youtube.com/watch?v=9n9KSuvMPqk&frags=pl%2Cwn 


      Framing is not just a tool that public health professionals can use to change the way people think about a health issue. It is also important at the international and global level, even if it is less obvious that framing is being used.  

       

      How we frame a global health challenge is important because it triggers certain associated actions. In the case of the Ebola outbreak in Western Africa in 2014, for example, framing the epidemic as a security threat made it easier to legitimise a military intervention. In this video, then President Obama justifies a military intervention to resolve a global health threat. Note how he frames the health issue as a security threat in order to justify the response. 

       

      Task 4: Reading.  

      McInnes, C., Lee, K., 2012. Global Health and International Relations, 1 edition. ed. Polity, Cambridge, UK ; Malden, MA.Ch 1 - What is Global Health? The entire book is available online as an e-book from QMUL library but Ch1 has a useful table on how global health is framed. 

       

      Security is just one frame used in global health. This book chapter by McInnes and Lee describes four additional frames. What are they? Can you think of any health issues that use any of these frames? How, for example, is the current Covid-19 pandemic being framed by governments? Is it framed as a security threat, as an economic threat; is it being framed as a threat or as an opportunity? 

       

      Task 5: The framing effect with Michael Correa

       

      Please watch this video by Michael Correa in which he explains why framing so effective. The video describes a well-known psychological experiment in which respondents were asked to choose between two policies to respond to a virus outbreak.  

       

      The example is based on the work of Nobel Prize-winning psychologist and behavioural economist Daniel Kahneman. He has written a book about his experiments called Thinking Fast and Slow. It is an amazing book; very readable and one I heartily recommend. 

       

      The example shows how important framing is – in this case, how we respond differently to word constructions as simple as ‘lives saved’ vs ‘number of deaths’. This is an example of a cognitive bias, which I talked about in my video. Marketing and advertising executives know these biases only too and exploit them to get us to buy their clients’ products or manipulate our behaviour. 

       

      Task 6: Images - framing the Covid response 

      The discipline of cognitive psychology has had a significant role in the government’s response to Covid-19. Nudge theory and behavioural science informed government policy. As an example, and thinking about the video you have just watched, compare these two well-know images: 

      https://theday.co.uk/stories/confusion-as-stay-alert-replaces-stay-home  

       

      How is the message ‘framed’ in each example? Referring to the YouTube video you’ve just watched on framing, can you begin to appreciate why particular words ‘matter’ in terms of creating a positive message? 

       

      Task 7: Reading 

      Please read Lakoff, G. (2004) Framing 101: How to take back public discourse. Extract from Lakoff 'Don't think of an elephant! Know your values and frame the debate - The essential guide for progressives. [There is a pdf of this article in the Readings folder]

        

      Framing is an incredibly powerful debating skill. Have you ever wondered why politicians never answer the question they are asked in interviews? Well there’s a very good reason for that. This chapter from George Lakoff's book 'Don't think of an elephant!' Tells you why. It's a fascinating and accessible article on framing and should take you about an hour to read.  

       

      Task 8: The political dimension of framing  


      In this final presentation for the week, I describe the political implications of framing, and explain how it can improve your debating skills!  




      READING 

      Required Reading 

      • Frederick et al (2016) Culture, health, and bigotry: How exposure to cultural accounts of fatness shape attitudes about health risk, health policies, and weight-based prejudice. Social Science and Medicine 165: 271-279. [A pdf of this article is in the Readings folder] 

      • Lakoff, G. (2004) Framing 101: How to take back public discourse. Extract from Lakoff 'Don't think of an elephant! Know your values and frame the debate - The essential guide for progressives. [there is a pdf of this article in the Readings folder] 

      • McInnes, C., Lee, K., 2012. Global Health and International Relations, 1 edition. ed. Polity, Cambridge, UK ; Malden, MA.Ch 1 - What is Global Health? 

       

      Additional reading: 

      It is hard to overstate how important framing is to global health. There is a wealth of literature on the topic. Here are a few recommended reads: 

       

       



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  • week 3 - Social media and global health

    • week 3 - lecture: SOCIAL MEDIA AND GLOBAL HEALTH

       

       

       

      Aims and objectives: 

      By the end of this week, you will be able to: 

      • Differentiate between related concepts of fake news, alternative facts and post-truth; 

      • Describe the consequences of fake news for political engagement and trust in science; 

      • Appreciate the implications for global health challenges such as the anti-vaxx movement; 

      • Describe the role of social media in combatting but also disseminating fake news; 

      • Critique the impact that social media can have on health.  

       

      The role of the media - and especially social media – is playing an increasingly important role in global health. At the start of the pandemic, the World Health Information alerted the world to a new challenge, something it dubbed an ‘infodemic’. Social media can be a source for high quality information and critique but, increasingly, it is becoming a moshpit of inaccurate (misinformation) and deliberately false (disinformation) - ‘fake’ - news. The DG of the World Health Organisation, for example, is the subject of repeated attacks on DG of World Health Organisation on Twitter 

       

      This week, we will be focusing primarily on social media. We will look at on one particularly egregious example of how false research, amplified through the media, can spawn a damaging anti-vaccination movement. But we also reflect on the impact that social media is having on global mental health, particularly for the young.

      If you have access to Netflix please take 90m out of your day to watch the documentary The Social Dilemma - trailer below: 

      . 

      It's not required viewing as not all of you will have access to it but if you do, I would really recommend it. 


      week 3 - WEBINAR

      Webinar: Fact-checking the news  

       

      There is one very short news article and one reading that accompanies the webinar activity: 

      Daily Mirror - Bacon gives kids cancer https://www.mirror.co.uk/news/uk-news/bacon-gives-kids-cancer-374055

      Liu et al 2009 Cured meat, vegetables, and bean-curd foods in relation to childhood acute leukemia risk: A population based case-control study. BMC Cancer 9:15 


      week 3 TASKS

      Task 1: Presentation 

      In this short presentation, I introduce the week, focusing on social media. 


       If we were in class, I would usually start by showing this short video from The Simpsons – it's still one of my favourites! So, also have a watch of it. 

       

      Task 2: Reading  

      Chapter 2 of Bergstrom and West’s book ‘Calling Bullsh*t: The art of scepticism in a data-driven world. This first reading of the week is great! It’s from a new book by a couple of health experts who also specialise in – well – bullshit! This Chapter introduces you to the media, misinformation and disinformation. In the chapter, the authors quote Jordan Peele: “How we move forward in the age of information is going to be the difference between whether we survive or whether we become some kind of fucked-up dystopia”.  

       

      Please Make notes on Chapter 2, including what you make of Peele’s quote. What is Peele talking about? Do you agree? You can watch a clip of the Jordan Peele - Obama video clip from this link. As you watch it, ask yourself what are the implications of this technology. How can we combat fake news? Is Google our friend? 

       

      Task 3: Reading   

      I don’t often recommend that you read Wikipedia but the page on Andrew Wakefield is very informative. So please look at it now: https://en.wikipedia.org/wiki/Andrew_Wakefield 

      This reading will give you some background information that is then covered in the following podcast.   

       

      Task 4: Podcast  

      The Misinformation Virus by Angela Saini - https://www.bbc.co.uk/sounds/play/m000c9sm  

       

      In this 36m podcast, science journalist Angela Saini discusses pseudo-science, disinformation and social-media. At the start of the podcast she discusses the anti-vaxx movement. You can just listen to this section of the podcast if you wish. If you are interested, continue to listen to the rest of it.  

       

      In the podcast, the academic Heidi Larson is interviewed and talks about the issue of fake news. You can also read this article by her and Peter Piot, if you want to explore her ideas further. The question ‘what can health professionals do’ is asked in the podcast, and this may be a question you’d like to discuss in the webinar. The vaccine alliance GAVI is at the forefront of countering anti-vaxx messages and fake news about vaccinations. This article gives you some more information about the work GAVI is doing in the Democratic Republic of Congo.  

       

      Task 5: The health effects of social media: Reading by Richard Freed 

      In this final reading for this week, the author discusses the health effects that social media can have on you. More disturbingly, it describes how technology developers deliberately manipulate users (typically young people) by exploiting our psychological frailties (an issue we covered last week). I hope we can also discuss this reading in the webinar.  

       

      Task 6: Presentation 

      In this final summary presentation, I review the main points of the week’s materials. 


      READING

      Required reading: 

       

      • Bergstrom, C., and West, J. 2020 Calling Bullshit: The art of scepticism in a data-driven world. Ch 2, Medium, Message and Misinformation. 

      • Freed, R (2018) The Tech Industry's War on Kids: How Psychology is being used as a weapon against children. https://medium.com/@richardnfreed/the-tech-industrys-psychological-war-on-kids-c452870464ce - Note: for a rigorous academic study on the health impact of social media on children, see the Richards et al (2015) article in the additional readings. 

       

      Additional reading: 

      There is a forest of articles on the topics covered this week. Here are a few that you may wish to read if this topic has sparked your interest. 

       

       

       

      Fact checker sites: 
       

      • Channel 4's Fact Check is a useful resource for checking data presented in headline news stories 

      • Snopes.com is another well-established fact check site, focusing on fake news and urban legends. 

      • The NHS has a useful site called Behind the Headlines where it looks at the data behind news reporting of health issues. 


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  • Week 4 - WICKED PROBLEMS IN GLOBAL HEALTH AND HOW TO RESOLVE THEM

    • week 4 - lecture: WICKED PROBLEMS IN GLOBAL HEALTH AND HOW TO RESOLVE THEM 

      This week will introduce you to an important concept: wicked problems. If we are going to respond effectively and appropriately to contemporary global health issues, it is vital that we understand that most global health challenges are wicked. As you progress through the module, you will have the opportunity to apply the concept to some case studies. 

      Aims and objectives

      By the end of this week you will be able to:

      • Define a wicked problem and distinguish it from a tame one;
      • Describe the different elements of a wicked problem;
      • Explain why Covid 19 is a wicked problem;
      • Appreciate the importance of feedback loops and networks to respond to wicked problems;
      • Use a method for responding to a wicked problem. 

      week 4 TASKS

      Task 1: Presentation 


      In this presentation, I introduce you to a concept you may have come across already in the program - wicked problems. Most - if not all - of the world's enduring problems are wicked in the sense that there is no easy, linear solution: poverty, reducing carbon emissions, obesity, inequality, etc. Each has very clear health consequences and responding to them presents a real policy challenge. The most obvious and contemporary example is, of course, the pandemic Covid-19. I explain why Covid-19 is indeed a wicked problem. 

       

      Task 2: Reading  

      van Woezik, A.F.G., Braakman-Jansen, L.M.A., Kulyk, O. et al. Tackling wicked problems in infection prevention and control: a guideline for co-creation with stakeholders. Antimicrob Resist Infect Control 5, 20 (2016).  https://doi.org/10.1186/s13756-016-0119-2 

      This is a really interesting reading but it will take you a bit of time and effort to work through it. It’s highly relevant though as it describes the importance of involving stakeholders in any response to infection prevention. After you’ve read it, watch my short presentation where I talk through some of the key points in the reading. 

       

      Task 3: Video of reading  



      In this video, I talk briefly about what I took to be the main points from the reading by van Woezik et al. 


      Task 4: Presentation by Owen Barder  

      The presentation entitled Development, complexity and evolution is excellent and makes a compelling argument for why so-called feedback loops are essential for resolving wicked problems. You can also view it via Owen's blog here. 

       

      Owen Barder used to be the personal private secretary to Tony Blair, but these days he leads the European arm of the think tank The Centre for Global Development.  

       

      Task 5: Video 

      Ted Talk: Got a wicked problem? First, tell me how you make toast 

       

       

      Please watch this Ted Talk by Tom Wujec – it's less than ten minutes, but I think it’s really fascinating. It’s a talk about how people make sense of, and resolve, wicked problems. The point of watching this video is that it shows you how to go about resolving a wicked problem. It gives you a method that you may want to try if you are ever in a position – may be in later life – when you have to work out how to do deal with something complex.  

       

      For now, write down the key points that you take away from the talk. In week 8, you will have an opportunity to try and resolve the wicked problem of flooding from the perspective of multiple different stakeholders.  


      READING

      Required readings 

       

      Additional readings 

      • Gillies, P. (2020) Leadership for Wicked Problems: Coronavirus Edition. Video presentation https://www.youtube.com/watch?v=IkmYSe4-Uvg [This is a very clear summary of why Covid19 is a wicked problem – I took much of the structure and content from this presentation to inform my own presentation. It’s excellent!] 
      • Greenhalgh, T., and Russell, J. (2009) Evidence-based policy making: A critique. Perspectives in Biology and Medicine, Volume 52, Number 2, Spring 2009, pp. 304-318. [Note - the Greenhalgh paper is well worth an hour of your time. If you've ever wondered why problems persist and never seem to get resolved, this paper will make you think!] 

      • Kumlien, A. and Coughlan, P. (2018) Wicked problems and how to solve them. The Conversation. https://theconversation.com/wicked-problems-and-how-to-solve-them-100047  

      • Parkhurst, J. (2016) Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias. Policy Sci (2016) 49:373–393 

      • Walls, H. (2018) Wicked problems and a ‘wicked’ solution. Globalization and Health 14:34 


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  • Week 5 - CONTEMPORARY ISSUE ONE - GETTING OLDER

    • WEEK 5 - LECTURE: CONTEMPORARY ISSUE ONE - GETTING OLDER

      This week we will be looking at the first of five ‘wicked problems’ - ageing. I was inspired to think about ageing as a global health issue when I heard an extract on the radio from Carl Honore's book Bolder.  

       

      Ageing and global health interlink in many ways: the health effects of getter older are various, but there are also questions around the provision of treatment and care. For many, getting older also increases health damaging social effects such as loneliness. The readings and the videos for this week will give you a sense of some of these interlinkages.


      Aims and Objectives

       By the end of this week you will be able to:  

      • Define age against different metrics of ageing (numerical, cognitive, etc);
      • Critique a dominant, biomedical, framing of ageing;
      • Describe the challenge of population growth;
      • Apply the concept of 'wicked problem' to ageing. 


      WEEK 5 TASKS

      Task 1: Question 

      This week I’m going to start by asking you a really basic question – How old are you? I’m guessing you’re in your late teens or early 20s, right? But is your chronological age really an accurate indicator of how ‘old’ you are? What other indicators might we add to chronology to get a more accurate assessment of your age? 

       

      Rachel Stone answers this question in this video I’ve chosen for you. You don’t have to watch the whole 1-hour video – just watch the first 7 minutes. You can continue to watch the whole lecture if you wish, of course. When you've watched it, make a note of the different variables she identifies. Also note that she makes reference to one of the dominant frames of global health – the biomedical frame. Is she supportive or critical of it? Why?  

       

      Task 3: Visualisation 

      To get you in the mood for this week, try this activity: Close your eyes and imagine that you are in your 70s. How do you feel? What will you be doing? How do you think people will see you; treat you? Write down your answers.  

       

      Task 4: Reading 

      Please read Ch5 of Honore’s book Bolder: Image: Ageing Gets a Makeover 


      Task 5: Presentation 


      Chronology remains the dominant frame that we use to explain and understand ageing. In my short presentation, I focus on how the old – by virtue of their chronological age and associated physical appearance – are represented in the media. The important point to take away is that these ideational representations can have a physical effect. They can actually make you older!  

       

      NB: in my presentation I mention a 100-year-old lady (Kit Connell) who is a big Nintendo fan and “doesn’t feel a day over 80” . Here is a video of her - https://www.youtube.com/watch?time_continue=68&v=nawe7F8cZ_U 

       Kit’s enthusiasm for technology is quote at odds with the standard technophobic representation of chronologically old people. 

       

      Task 6: Reading 

      Please read the 2017 Editorial from The Lancet - Ageing: A 21st Century challenge. It is an editorial that introduces a more substantial analysis of life expectancy and disability in England and Wales up to 2025. If you have an interest in the ageing population in England and Wales, you can read through this study at your leisure. Otherwise, just read the Editorial. 

       

      Task 7: Video 

      I’ve chosen a lovely video interview with Hans Rosling for you to watch now. Weirdly, it is sponsored by Mars! Rosling was one of the great educators of global health and his genius lay in his ability to convey data in an accessible way. Watch how he communicates the nuances of a growing global population with teacups! Sadly, he died of cancer just two years after the recording, which makes it even more poignant. 

       

      Task 8: Presentation 

       

      In my presentation, I talk about Rosling’s analysis of a growing population and the importance of understanding this ‘problem’ as a wicked problem. 

       

      READING

      Required reading 

       

      Additional readings 

      • Beard and Bloom (2015) Towards a comprehensive public health response to population ageing. The Lancet, 385: 658-61  


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  • week 6 - Racism and colonialism in global health

    • WEEK 6 - LECTURE: CONTEMPORARY ISSUE TWO: RACISM AND COLONIALISM IN GLOBAL HEALTH 


      The field of Global Health is more popular than ever in the wake of the recent pandemic. It addresses the fact that there are huge inequalities in health and access to healthcare worldwide; thus, achieving health equity is a goal for many with interest in this field. Medicine’s role in colonialism cannot be ignored and requires critical review. There is a growing awareness of how knowledge generated in Global North - HICs defines practices and informs thinking to the detriment of knowledge systems in Global South - LMICs countries.  It is important to look at these concepts as wicked problems and how these impact on what we have today. 

      This week's session aims to sensitise you to the negative and problematic practices in Global health that are partly a reflection of its colonial roots and partly a result of current power imbalances.

      The learning objectives for this week are:

      • Define the term 'racism' and 'Colonialism' and apply it to a global public health topic
      • Appreciate the relationship between Global Health and colonialism
      • Identify structural issues and institutional marginalisation that lie in the core of the global issue. 
      • Reflect on the debates on the need for inclusive intervention, equity and sensitivity to the world around us. 
      • Reflect on the action for race equality and decolonisation and why this is needed in research practice or public health intervention.  

       

      Reflect on the questions below during this week tasks - 

      • How do racism and colonialism play a role in what is seen as healthy in our society? 
      • How do the colonial origins of science and medicine persist in health research and global health?
      • Is Global health truly Global? 


      WEEK 6 TASKS

      Task 1 - Watch this short presentation and make some notes on your definition of racism and colonialism in Global Health.

        


        

      Task 2 - Reading   

        

      The second task will be to read the papers listed below. These papers provide an overview of what is meant by decolonising Global Health and provide an understanding of such efforts globally. The papers also considered structural threats to decolonising Global Health. This paper talked about how Decolonising global health advances the agenda of repoliticising and rehistoricising health through a paradigm shift, a leadership shift and a knowledge shift for health equity and justice. 

      After completing the readings, consider this question: Why the need to decolonise the global health?

        

      Task 3 – Please watch this video and make some notes - The House I live in

      This is a good example of how capitalist structure is embedded in policy development in global health and how institutionalised racism and colonialism encourages inequities. The movie described the discrepancies that exist in drug policies and It reflects on the structural ways in which drug laws marginalised Black and minority communities in the US - how the drug policies affect certain groups more than other groups. 

      Consider the following questions: 

      • How could the government and institutions avoid shaping policies through a ‘colonial lens’? 
      • How could more effective public health solutions to drug policies be developed to improve people’s ‘lived experience’ and reduce inequalities?   


      Task 4 – Reading  

       

      Please read the following the article below and reflect on the following question:  Who sets the global health agenda? How do we decolonise the current system, and how do we create space for others to thrive? 


      Task 5 - Reading   

      How do we ensure an inclusive environment despite the existing imbalance power structure? Why does it matter for global health? 


      Task 6:  Podcast

      You can read the article or listen to the podcast and make notes.



      WEEK 6 - WEBINAR

      The webinar will focus on the coloniality of power and structural racism as wicked problems in Global Health. We will critically look at the role of global capitalism in generating the unequal conditions that manifest as health and disease.  

      During the webinar, there will be an opportunity to look at how the language used might contribute to or disrupt structural racism. We will consider how in global health, phrases like “Global South” and “developing countries” are often used uncritically as shorthand for poverty, disease and malnutrition- without considering that the roots of many of these issues can be traced back to colonialism.


      READING 
      Required readings  

        

      Additional readings:  


      Carl Hart - TEDMED https://www.tedmed.com/speakers/show?id=308946

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  • week 8 - CONTEMPORARY ISSUE THREE: CLIMATE CHANGE – THE HEBDEN WATER CATCHMENT PROJECT

    • WEEK 8 - LECTURE: CONTEMPORARY ISSUE THREE: CLIMATE CHANGE – THE HEBDEN WATER CATCHMENT PROJECT 


      TS

      In today’s class we will attempt to intervene in a ‘wicked problem’ that is impacting on the people who live in and work around the Calder River in Yorkshire. Although this area has always been flooded, climate change is causing more intense storms resulting in frequently occurring catastrophic flood events. Members of the local community have mobilised and are now engaged in a range of activities to prevent flooding and become more resilient to its effects.  

       

      However, there are a complex range of social, economic and political factors that conspire to make this work difficult. We will explore these factors and how they impact on the health of residents and the environment in which they live and work. Once we have developed a shared understanding of the issues we will work together and speculate about possible solutions to this very wicked problem.

       

      WEEK 8 - WEbINAR: Preparation and reading

      Read


      In preparation for this webinar please read and make notes the booklet Understanding the Hebden Water Catchment .This booklet was produced by local groups in collaboration with an academic. It was supported by the local authority, DEFRA, the Environment Agency. When reading the booklet please think about how the concept of wicked problems helps understand what is going on. 


       Once you have read the booklet please watch the following two short films:

      1. Wicked problems

      2. Test Sites Calder (video also available here)


      Once you have watched these films please think about an make notes on the following questions:

      1. Based on your reading and watching,  is flooding in Calder a 'Wicked Problem' ? Please make sure you explain you answer to the questions using the description of wicked problems in the first film.
      2. How did the arts led research described in the film help people understand flooding in the Calder?
      3. How might the arts led research described in the film help people address the different dimensions of the problem of flooding in the Calder? 

      In the seminar we will discuss the findings of the Test Sites Calder project in more detail and use them to think about how we might act on this issue in the future. Here are the slides for the session

      Anglers



       


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  • week 9 - CONTEMPORARY ISSUE FOUR - HEALTH AND WAR: THE CASE OF SYRIA

    • WEEK 9 - LECTURE: CONTEMPORARY ISSUE FOUR - HEALTH AND WAR: THE CASE OF SYRIA

      The session this week will focus on the topic of health and war.


      Aims of objectives

      After completing this week, you will be able to:  

      • Describe the direct and indirect mechanisms through which armed conflict influences health; 
      • Critically analyse the role that various actors within and outside the global health arena play in resolving and mitigating the effects of armed conflict;  
      • Apply this knowledge and understanding to the case of Syria 

       

      WEEK 9 TASKS

      For Sama

      Film - The main task for this session is to watch the incredible film For Sama - an award-winning film that documents the story of Waad al-Kateab’s life through five years of the uprising in Aleppo, Syria as she falls in love, gets married and gives birth to Sama, all while cataclysmic conflict rises around her.

      WEEK 9 - WEBINAR

      Please watch the film and read the two required readings. Be prepared to discuss the following questions in class: (i) how does armed conflict impact health, (ii) how has the impact of armed conflict on health changed since the end of the second world war, and (iii) who is responsible for the health impacts of armed conflict?"


      READING 



      Jonathan Kennedy, David McCoy, Joseph Gafton. 

      The International Arms Trade and Global Health. Forthcoming in Global Health and Global Health Ethics. CUP. (I have put a pdf of this chapter in the readings folder for this week)

       


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  • week 10 - CONTEMPORARY ISSUE FIVE - COVID-19

    • WEEK 10 - LECTURE: INTRODUCTION

      This penultimate class will focus on one of the defining global health issues of our time - COVID-19. It's bewildering to think that we started the module as the virus just began to take off, and now we are facing a pandemic. How, and how quickly, we (by which I mean individuals, governments and non-government actors) respond individually and collectively to the virus will literally mean life or death for hundreds of thousands of people. Effective global health governance is now vital.  

       

      Dr Jonathan Kennedy has prepared a set of excellent slides for his MSc module Global Heath Governance and Law. This is an elective module for some of you, but for those of who not taking the module here are his slides. They are a great introduction to a number of issues. 

       

      WEEK 10 - webINAR: INTRODUCTION

      The webinar this week will be led by Dr Jennifer Randall. You should already have received an invitation from her to participate in a webinar on Microsoft Teams. If you haven't, then please email me - a.harmer@qmul.ac.uk.

      Jen will present some ideas and themes at the start of the session and then we will have a discussion about those topics and the two set readings for the week. Jen will talk about the following emerging themes from the pandemic:

      1.       War metaphors and framing

      2.       Harm reduction

      3.       Food systems

      4.       Intersection with BLM and racial justice activism 

      An aim of the module is to bridge this and the PHIP modules and consider all the topics we have discussed thus far around activism, research engagement, critical pedagogy, stories, empowerment and the social determinants to consider everything we have experienced and learned through COVID.

       

      WEEK 10 TASKS

      Please read the two key readings below

      READING

      Berlivet and Lowy (2020) Hydroxychloroquine Controversies

      https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/maq.12622

      Oyarzun (2020) Plantation Politics, Paranoia, and Public Health on the Frontlines of America’s COVID-19

      Response

      https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/maq.12623 ;





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  • WEEK 12: WRAP-UP SESSION

    • reassuring fiction inconvenient truth

      This is the final week of the module and will be an opportunity to review the main aims and objectives of your learning over the past ten weeks.

      Wicked Problems and Wicked Solutions 

      The underlying concept and framework that we've introduced in this module is that of the wicked problem, and you've been introduced to a number of these over the weeks. Whilst it may seem as though Covid 19 is the most pressing wicked problem, in fact there are multiple wicked problems intersecting in the current age, all of which require rather urgent resolution (inequality, ecological breakdown, pandemics, etc). 

      To remind you of the key elements of a wicked problem, take a look at this clear summary by Adam Weinberg in The Hill.

      Once you become aware of the 'wickedness' of life, you will start to see it everywhere! 

      READING ONE

      This very short reading by Helen Walls argues that a wicked problem requires a wicked response. What is the response that she proposes? Do you agree?

      Fake news, alternative facts and post-truth

      We also introduced you to these worrying global developments. Although Trump has been defeated, his particular populist brand of politics endures and, in many corners of the world, is getting stronger. Now, more than ever, we should recognise the important role that science plays in society, even as it is repeatedly undermined and frustrated by various actors.

      READING TWO

      I was emailed yesterday an open letter from a group of eminent scientists. It is a very powerful crie de coue pleading with its readers to take science seriously - or pay a terrible price. It hasn't been published yet but see what you think - it is only short but really packs a punch. I've put a pdf in the readings folder.

      There is a sense of urgency in global health today, not least in the context of climate change and ecological crisis. I hope that this module has inspired you to see the many contemporary global health challenges that we now face as challenges that you can do something about!

      SOCIAL MEDIA

      Social media and increasingly sophisticated computer algorithms are able to exploit many of the emotions and character traits that make us human - anxiety, insecurity, vanity, sociability and the desire to share. The critical skills that you have honed on your program will stand you in good stead. I was inspired by our week on social media to write a blogpost on the documentary The Social Dilemma - thank you for your inspiration!

      Remember what Daniel Kahneman refers to as thinking fast and slow - we often think fast but sometimes need to slow down, recognise our vast range of cognitive biases, in order to make the right decisions! 

      SKILLS

      In this module, we've encouraged you to think and write for different audiences. The blogpost allowed you the opportunity to write creatively and in an informal voice. This is all part of communicating effectively. You also had an opportunity to present online, which was a novel twist. Dami and I were VERY impressed at how well you coordinated your presentations and adapted to the new online environment.

      We've really enjoyed working through the module with you. We hope you have enjoyed it too. Enjoy your Christmas break :) 

      Andrew and Dami



  • Oral Presentations

    • Oral presentation

      This week will be devoted to preparation for your oral presentations.  

      Week 12 will include a wrap-up video from the module lead and a one-hour optional webinar that you can attend to discuss issues raised in the module.


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    • Assignment icon
      Presentation submission area Assignment
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      Not available unless: You belong to Re-sit IPH6100

  • ASSESSMENT CONTEMPORARY ISSUES IN GLOBAL HEALTH

  • Readings

  • Extenuating Circumstances

  • Policies

  • SSLC Meetings and Minutes

  • Week 2 - Evidence, research and frameworks

    Overview

    In this second week of the module we discuss the concepts of ‘knowledge’ and ‘science’, and how these are produced through research by carrying out empirical observations and the creation of explanatory theories. This link between finding out about the subject of interest – creating evidence – and using such evidence to develop, or validate / disprove, an explanatory theory, is the key concept of this first session.

    The more philosophical concepts of epistemology (the science on how science is developed), ‘positivism’ and ‘interpretivism’ (whether there is such a thing as ‘true facts’ or just interpretations of reality) are explained and discussed. 

    We then go on to discuss the research process – what steps need to be in place to generate scientific research. This will usher a discussion on conceptual frameworks, research methodologies and methods to collect data / evidence. Plenty of examples are given in the session to illustrate these rather abstract but essential concepts of research, and a few activities are proposed to get you to put them into practice. For example, in the elaboration of a conceptual framework, or in a discussion of what are the so-called ‘alternative facts’ in our post-truth era.

    Learning outcomes

    By the end of the week, you will be able to:

    • Recognise the theoretical underpinnings of a piece of scientific research;
    • Design a conceptual framework explaining your understanding of global health issues to be researched;
    • Identify your research's aims, objectives and methods for data collection.


    • week 2 - opening the discussion

      Can research be bad for your health?

      Watch this video and discuss the wider consequences of conducting poor research in medical sciences. 


       

      week 2 - video lectureS

      Watch this video lecture on what is evidence, what research, and how to develop a theoretical framework for your dissertation. The first is about what is science, and how knowledge is produced.

      The second video lecture is on how you can join in your dissertation the theoretical and empirical aspects of research through conceptual frameworks.

      Reflect on the following:

      1. Why is it important for your research to have a theory-building part?
      2. Do you personally see reality from a positivist or an interpretivist point of view?

       

      week 2 - TASKS for webinar discussion

      Watch this video on what is know in public health as 'The Glasgow effect'.



      Have a go at identifying research questions and a conceptual framework for a piece of research on the Glasgow effect. Prepare to discuss framework and questions during the online webinar or on site seminar.

      Steps

      1. Imagine you want to research why people in Glasgow have a shorter life expectancy than people living in similar cities in Scotland or the rest of the UK (known as ‘the Glasgow effect’ – you can look it up);
      2. Identify a clear, relevant and answerable research question, with relative study aim and objectives;
      3. Elaborate a conceptual framework on the factors which shorten life expectancy in Glasgow;
      4. Ask yourself how you would research this topic, what literature you would have to cover, and what kind of methods you would need to answer your question;
      5. Write down possible research questions for this topic, and draw a framework explaining your theoretical approach and how you would go about researching the topic.

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  • week 3 - Quantitative methods and surveys

    This week we introduce you to quantitative methods – research methodologies that rely on measurements of phenomena and identification of variables describing events, analysed through statistical techniques.

    We start by considering the importance of UNICEF's Multiple Indicators Cluster Surveys to evaluate and compare population health in different countries. Some of you may decide to use MICS data for your own dissertations.

    After providing definitions of methods such as Randomised Control Trials (RCTs), experiments and population surveys – all relying on numbers and statistics – we explore the strengths and weaknesses of quantitative methods, in comparison to qualitative methods (to be discussed next week). We look at survey methodology in some detail – probably the most common quantitative method used in social sciences. The discussion covers the steps followed to conduct surveys, such as selecting a representative sample, and designing your survey questionnaire and a plan of analysis for the variables.

    For our challenge activity we return to the Glasgow effect. After reading some relevant BMJ guidelines, you will be asked what kind of survey you would design to understand the causes of health inequalities in the Scottish city.


    Learning outcomes

    By the end of this session, you will be able to:

    • Identify the main types of quantitative methods for conducting research;
    • Understand the data requirements for such methods;
    • Be familiar with the steps involved in designing surveys.


    • week 3 - opening the discussion on surveys and quantitative methods

      Watch this video on UNICEF's MICS surveys, and reflect on the following points:

      • Why would international organisations spend so much effort on running surveys in multiple countries every year?
      • Can you think of ways MICS data could be useful for a BSc dissertation in global health?
      • What type of analysis could be conducted on raw MICS data?


       

      week 3 - video lecture 

      Find here the slides for this video lecture. Follow the presentation below on quantitative research methods.

      Link to the video lecture here.

       

      week 3 TASKS preparation for webinar

      In preparation for this week's seminar, please read the following BMJ guidelines (Links to an external site.) on how to plan and conduct an epidemiological survey. 

      Think back to the Glasgow effect, and note the steps you would take to conduct a survey to understand the causes of health disparities in the Scottish city. Please make sure you address key aspects, such as:

      1. the question to be investigated;
      2. the required sample; and
      3. the broad areas to be covered by the survey questionnaire.

      Come prepared to discuss:

      • What steps do you think are essential to conduct a survey?

      • Share your thoughts with your peers and comment on each other’s posts.


      Readings: 

      • Choy, Looi Theam. ‘The Strengths and Weaknesses of Research Methodology: Comparison and Complimentary between Qualitative and Quantitative Approaches’, 2014. https://doi.org/10.9790/0837-194399104

      • Peat, Jennifer. Health Science Research. 1 Oliver’s Yard, 55 City Road, London England EC1Y 1SP United Kingdom: SAGE Publications, Ltd, 2002. https://doi.org/10.4135/9781849209250.

      • Ruel, Erin, William Edward Wagner, and Brian Joseph Gillespie. The Practice of Survey Research: Theory and Applications. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. https://doi.org/10.4135/9781483391700.

      • Weiss, Bahr, and Amie Alley Pollack. ‘Barriers to Global Health Development: An International Quantitative Survey’. PLOS ONE 12, no. 10 (out 2017): e0184846. https://doi.org/10.1371/journal.pone.0184846



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  • Week 4 - LITERATURE REVIEWS

    Overview of the session

    To do your dissertation, you will obviously need to read a lot about your topic. You will do this early on in the process before you finalise your research question – any research you do, should build on existing knowledge and understanding about your research topic.

    However, once you have identified your research question and aims, you will also almost certainly conduct a ‘literature review’ as part or all of your actual research output. In this instance, you are not reviewing the literature to simply develop your personal knowledge and understanding of a topic but rather to answer a specific research question (or test a research hypothesis). When you do this, you will be expected to conduct the review in a methodical and systematic manner: this means searching and reviewing a body of literature in a deliberate and structured way, according to a specifically determined process.

    This week of the module is dedicated to conducting literature reviews, covering the key differences between different types of reviews, the steps needed to carry one out, and some practical exercises for identifying relevant documents, selecting the ones to be included, synthesising and analysing the evidence retrieved.


    Learning objectives

    By the end of the session, you will be able to:

    • Distinguish between different types of literature review;
    • Select the review that is appropriate for your topic or research;
    • Identify search terms to start a search;
    • Be familiar with the necessary steps of a literature review.


    • week 4 - lecture: INTRODUCTION

      Warm-up exercise 

      Retrieving Reliable, Accurate Information - Why you can’t just Google it – the need to go beyond the world’s favourite search engine in order to retrieve reliable, accurate information. Read the article below and reflect on how limited (and biased) your fact-finding habits may be:

      Carole Cadwalladr (2016) ‘Google, democracy and the truth about internet search’, The Guardian [online], 4 December. Available at https://www.theguardian.com/technology/2016/dec/04/google-democracy-truth-internet-search-facebook (Links to an external site.) 

      Reflect and come prepared to discuss  why Google may not be a reliable source of information.

      Watch now Giuliano's video lecture on what are literature reviews, and how to conduct one.


       

      week 4 - SEMINAR: introduction

      Watch this video on how to write a literature review, and come prepare to discuss practical examples of literature reviews for your own dissertation topic in the seminar.


      week 4 TASKS

      In preparation for the workshop with our QMUL librarian, there are a few things you will have to do in advance :


      Please watch this video by librarian Paula Funnel in preparation for our webinar.


      Readings for this session:

      1. McKee, M. and Britton, A (1997). Conducting a literature review on the effectiveness of health care interventions. Health Policy and Planning, 12(3), pp.262-267. https://doi.org/10.1093/heapol/12.3.262 (Links to an external site.).
      2. Xiao, Y. and Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), pp.93-112.
      3. Campos-Matos, Inês, Giuliano Russo, and Julian Perelman. ‘Connecting the Dots on Health Inequalities--a systematic review on the social determinants of health in Portugal. International Journal for Equity in Health, 15(1), p.26. https://doi.org/10.1186/s12939-016-0314-z (Links to an external site.).
      4. Chemlal, S. and Russo, G. (2019). Why do they take the risk? A systematic review of the qualitative literature on informal sector abortions in settings where abortion is legal. BMC Women's Health, 19(1), p.55. https://doi.org/10.1186/s12905-019-0751-0 (Links to an external site.).

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  • Week 5 - Case study methodology

    Overview of the session

    This week we cover the use of case study methodology to research global health issues.

    We start off by looking at how India managed to eliminate polio, to explain how looking at specific cases – India’s experience in this instance – can help understand a wider theoretical point, i.e. polio eradication policies. We then provide definitions and examples of case study methodology in the guided practice lecture, looking at different types of descriptive, instrumental and comparative case studies, and on how to aptly select specific cases to research specific topics. For the challenge activity you will analyse and critique a public health case study, and explain why Nigeria’s experience of dealing with Ebola may not be applicable and replicable in other contexts.

    We wrap up the topic with a webinar discussion on Nigeria's Ebola case-study, and the main concepts surrounding case study methodology. Academic references are provided and touched on throughout the activities.


    Learning objectives

    By the end of the session, you will be able to:

    • Understand the theory behind case study methodology, and how to use it to research a global health issue;
    • Distinguish between descriptive, instrumental and comparative case studies;
    • Select specific cases to investigate a global health topic;
    • Identify the steps required to apply case study methodology for your own dissertation project.

    • WEEK 5 - LECTURE: INTRODUCTION

      Read this BBC story of how India managed to eradicate polio, and watch this video on the challenges of the polio immunisation campaign in that country.

      Reflect on the following points as an introduction to case study methodology:

      • What did you learn about polio eradication from India’s specific experience?
      • To what extent do you think India’s experience is valid for other countries?

      In this week's video lecture, Giuliano discusses case study methodologies in the context of global health. 

      Video lecture on case-study methodology

      Please watch this presentation, paying particular attention to:

      1. definition(s) of case study methodologies;
      2. different types of case studies;
      3. the steps needed to develop a case study for your own research.

      WEEK 5 - SEMINAR: INTRODUCTION

      In preparation for our seminar, watch this video on how Nigeria succeeded in containing its Ebola outbreak in 2014.


      Come prepared to comment on: 

      (a) why Nigeria’s experience with the epidemic was to a large extent, unique, and why the lessons from that case can only in part be learned by other countries. 

      (b) Please clearly highlight which lessons may be valid in other contexts, and which may not, and; 

      (c) Name and justify three specific policies you could recommend to countries to prepare for a potential epidemic, based on Nigeria’s experience?


      Readings for this session:

      1. Barzelay, M., 2007. Learning from Second-hand Experience: Methodology for Extrapolation-oriented Case Research. Governance 20(3), pp.521–43. https://doi.org/10.1111/j.1468-0491.2007.00369.x.
      2. Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., and Sheikh, A., (2011). The Case Study Approach. BMC Medical Research Methodology 11(1), p.100. https://doi.org/10.1186/1471-2288-11-100 (Links to an external site.).
      3. Heale, R. and Twycross, A., 2018. What Is a Case Study? Evidence-Based Nursing 21(1), pp.7–8. https://doi.org/10.1136/eb-2017-102845 (Links to an external site.).
      4. Seawright, J. and Gerring, J., (2008). Case Selection Techniques in Case Study Research: A Menu of Qualitative and Quantitative Options. Political Research Quarterly 61(2), pp.294–308. https://doi.org/10.1177/1065912907313077.
      5. Yin, R. K. and Campbell, D. T., 2018. Case Study Research and Applications: Design and Methods. Sixth edition. Los Angeles: SAGE.

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  • Week 6 - Policy analysis

    This is the last workshop of the dissertation module – well done for making it this far! In this final week we introduce the key concepts of health policies, and how to analyse them.

    This week's activity begins with another video, 'What is a Policy?', where you are invited to reflect and discuss the difference between policies, laws and politics. We then proceed to the guided practice lecture, which talks about the importance of going beyond the mere analysis of policy documents, if they even exist, and look at how such policies were elaborated. We distinguish between ‘analysis of policies’ and ‘analysis for policies’, and introduce the policy triangle, a useful framework to inspire and guide your own analysis.

    For your weekly seminar activity you will be asked to analyse the UK Govt's initial policy to contain Covid-19. You will discuss its contents and explain, in the seminar/webinar, the context in which it took place, the actors behind it, and the process through which it was put in place.


    Learning outcomes

    By the end of the week, you will be able to:

    • Understand what health policies are, and their difference to law and politics;
    • Distinguish between retrospective and perspective health policy analysis;
    • Apply the policy triangle to analyse health policies for your own research

    • week 6 - lecture: INTRODUCTION

      Let’s start by asking ourselves what policies are. Watch the video to get started.

      What do you understand by 'policies'? Can you easily distinguish between ‘policy’, ‘politics’ and ‘law’? If you speak another language, how do the definitions of these terms differ from one another?

      Be prepared to share your own definition of the terms ‘policy’, ‘politics’ and ‘law’ in the seminar/webinar.


      Please watch now Giuliano’s presentation on health policy and health policy analysis. Pay specific attention to the policy triangle framework and its components.

      Video lecture


      Please complete now this formative quiz based on the video lecture on health policy:

      A. What is the difference between ‘analysis of policy’ and ‘analysis for policies’?

      • Analysis of policy is about researching the political environment.
      • Analysis for policies is used to design new policies.
      • Analysis for policies looks retrospectively at how policies were elaborated.

      B. What are the components of the policy triangle?

      • Context, content, actors, process, stakeholders and factors of policies.
      • Context, content, actors and process.
      • Prospective as well as retrospective analysis.
      C. In the policy triangle, what is the difference between ‘actors’ and ‘process’? Please select the correct example for these two concepts.

      • Actors are stakeholders, while process is how the policy was developed (e.g. the pharma industry and price reimbursement negotiations with the National Institute of Clinical Excellence). 
      • Actors are politicians, and process is how these have come to become  important (e.g. policy-makers and how they were selected by the party).
      • Actors are people who pretend to care about the policy, and process is how they manage to disguise their true intentions (e.g. members of the opposition and vote trading in parliament).

       

      week 6 - SEMINAR: introduction

      For this week’s seminar activity, we will analyse the UK public health response to Covid-19. Please read this BMJ editorial published in May 2020, and then this The Guardian's investigation on the inside story behind the coronavirus crisis.

      In the break-out groups:

      • Present the official UK Government policy: succinctly explain its contents – perhaps referring back to specific sections of the readings to back it up;
      • Analyse the policy: explain what its context was, who the actors supporting or opposing it were, and how it was approved / implemented;
      • Critically assess the policy: what do you think made this UK Government policy response successful (or unsuccessful)?

      Be prepared to post it in class or in Blackboard, read the work of your peers and comment on each other’s analysis.

       

      week 6 readings

      1. Buse, K., Mays, N. and Walt, G., 2005. Making Health Policy. Understanding Public Health. Maidenhead: Open University Press.
      2. Collins, T., 2005. ‘Health Policy Analysis: A Simple Tool for Policy Makers’. Public Health, 119(3), pp.192–96. https://doi.org/10.1016/j.puhe.2004.03.006.
      3. Gilson, L., and Raphaely, N., 2008. ‘The Terrain of Health Policy Analysis in Low and Middle Income Countries: A Review of Published Literature 1994–2007’. Health Policy and Planning, 23(5), pp.294–307. https://doi.org/10.1093/heapol/czn019 (Links to an external site.).
      4. Walt, G., and Gilson, L., 1994. ‘Reforming the Health Sector in Developing Countries: The Central Role of Policy Analysis’. Health Policy and Planning, 9(4), pp.353–70. https://doi.org/10.1093/heapol/9.4.353 (Links to an external site.).



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  • Personal Tutor list

  • FORMATIVE PRESENTATIONS

    On Friday 11th December Y3 students will be asked to give a presentation of their dissertation plans. This presentation is formative (i.e. not assessed), but critical to take stock of your progress and lay out the programme of work for the development of the dissertation. 

    Because of QMUL's policy to reduce the activities on campus in December and allow students a safe return home for Xmas, our presentations will be moved completely online on the Blackboard Collaborate platform (see Date, place and time section below).

    • INSTRUCTIONS

      Students are asked to produce a five-slide presentation, covering: (1) Background - what is know about the topic you have selected; (2) Dissertation's aim, objectives and research questions; (3) Methods, including type of work to be conducted (e.g. ecological study, interviews, literature review etc.), evidence to be collected, and potential sources of information;  (4) timelines and next steps, and; (5) relevant bibliographical references.

      It would be great if you could suggest names of potential supervisors you may have been in contact with.

      FORMAT OF THE PRESENTATIONS

      Presentations will take place online on the Blackboard Collaborate platform, in no particular order - volunteers are welcome to present first. Each presentation will last 3 minutes, followed by a quick Q&A session. You will be asked to switch on your camera when presenting, and share your slides in Blackboard. If you think you are not going to be able to do so, please get in touch with Giuliano or Maddy to discuss the alternatives.

      Students are encouraged to attend each other's presentation,  ask questions and stay online until the end - our experience is that you will learn so much just by listening to your peers' plans and solutions!

      DATE, PLACE AND TIME

      The formative presentations session will take place online only on Friday 11th December, between 10am to 2pm (see the link below). There will be no face to face session for this exercise.



  • BSc Handbook

  • dissertation outline proposals instructions and uploading area

    1.   Dissertation outline proposal instructions

    The research proposal is the first piece of assessed work you have to submit as part of the Dissertation module. It is a written assessment carrying 15% and should be submitted by the 18th January 2021.

    The assessment requires you to design a dissertation proposal that draws on the methods that you have learned about during the program (i.e. literature review, case-study, policy analysis), and should be on a topic that is relevant to global health. Please make use of the advice received during the formative presentation.

    The total word limit for this assignment is 1,000 words (not including title and abstract). There is some flexibility around how you use the word count, but we have given suggested word counts in brackets next to each section to help you structure the assignment and weight each section appropriately.

    You should approach this assignment in the following stages:

    ·      Consider a broad area in which you are interested in undertaking your dissertation, that you will have discussed with your supervisor.

    ·      Generate some specific research questions in this area.

    ·      Decide on one of these research questions for your study.

    ·      Decide on a research design

    ·      Plan the study.

    ·      Write a brief outline of the study proposal, including any foreseeable problems you may encounter, and how you plan to overcome these.


    You will need to restrict your research questions to those that are suited to the methods and approaches that you have learnt about during the Program.

    For example, typical qualitative research questions may be those that begin: "What is the nature of.....", "What is the experience of....", "What are the views of...", and so on. Questions that could be expressed "How many of....", "What is the chance that....", or "What proportion of...." would need to be answered via quantitative research.

    2.   Writing your outline proposal

    Your proposal should be structured as follows:

    • Title: try to include the subject of the study and the study design within the title.  For example: ‘Literature review study of communication between parents and children about maternal breast cancer’.
    • Structured abstract (100 words – not included in your 1000-word count but this is a guide) to include objectives, methods/methodology, and possible data sources.
    • Introduction and background/rationale. You are not expected to undertake a time-consuming literature review for this section, but we would like you to briefly summarise why you chose this area of study, and what, from your initial reading around the topic, seem to be the key issues for research in this area.  In this section please include references to the papers/bibliography that have helped to inform your thinking. We would also like to see some evidence that you have taken a critical, reflective approach to the literature that you have reviewed and the method/methodology you have chosen. (approx. 300 words)
    • Research question(s) and aims of the study (approx. 150 words)
    • Methods (approx. 250 words) In this section please include a short description of your proposed methods and methodology, and an indication of possible data sources.
    • Approach to analysis In this section describe how you will go about analysing your results (approx. 150 words).
    • Expected contribution of your proposed research. In this concluding section you should consider what you think the main contribution(s) of your proposed research will be. This is likely to include new knowledge and may also include some other proposed impacts - for example to patients, the public, policy makers, educators etc. When you are designing a research grant for a funder it is important to convince them of the expected value of your research and its limitations.  (approx. 150 words)
    • Timelines for your dissertation. Use a simple table to identify the key milestones for your dissertation, meetings with your supervisor, and deadlines (not included in word count).
    • Reference list (not included in word count)

    Try to use a references management software. Please use consistently one of the recommended referencing styles (Harvard or Vancouver).

    3.   Marking Scheme for Assignment (dissertation outline proposal)

     

    Introduction / background / rationale

    30%

    Research Questions and aims

    30%

    Methods and analysis

    30%

    Timelines

    10%

    TOTAL

    100%