Module manager: Dr. Maryam Ba-Break
Email: m.m.ba-break@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2025/26
The same as the course
This module is not approved as an Elective
The principle of public health is a 30-credit module, which runs for 6 weeks from November. It is a compulsory module for all students on Stream A of the MPH [International] and Dental Public Health program. The module is also open to participants from other Master courses. However, those who are not on the MPH will be expected to read selected material in preparation for the module which MPH students will have learnt during the 1st module of the MPH ‘Introduction to Global and Public Health’. Please see the pre-module reading list. This module provides students with an opportunity to acquire essential public health competence in order to work in an international context. The module focuses on selected public health issues, their analysis, and the selection of appropriate strategies. It provides an overview of essential public health functions, core programmes, and topics. This module will be preceded by a basic mathematics and statistics skill test to identify any gaps in the students' essential mathematical skills. All students with gaps in their mathematical skills will be offered the opportunity to develop their skills through an exercise book of basic mathematics, tutoring from the math support centre, and online math learning resources. This training should prepare students for the sessions on Epidemiology and Statistics and enhance their understanding of these topics. It is possible for students to check the progress they have made in improving their skills during a repeat examination. - Consideration for diverse student needs Students are supported by the module leader, academic tutor and programme team that considers student interest, needs, and progress. Module material and learning resources are uploaded to Minerva in advance so that students can access material and resources according to their pace of work. Learning content on Minerva supports student learning at their own pace - Decolonised approach Students and lecturers are invited to reflect on diverse knowledge that is not often seen in formal global public health literature. Case studies and examples center on low- and middle-income countries. - Inequities, rights, and social justice Students are taught the importance of having an equity, rights, and social justice focus and how it can be used to address inequities
This module aims to provide students with the essential knowledge and skills required to
1. Analyse public health problems from a multidisciplinary perspective using epidemiological data.
2. Strengthen existing and build new health services, programmes, and related management systems in order to improve the health of populations, communities, and specific groups amongst whom the participants work.
3. To promote health through policy/interventions beyond the health system, such as regulation, health promotion/prevention through a multi-sectoral and with community engagement.
In this module students will learn about the main principles, concepts, topics, and practices of public health, the various actors and disciplines involved, and the range of interventions available. The focus will be on the use of and critical evaluation of concepts, methods of data analysis, available evidence, and practical interventions to control disease to prevent and promote health.
The module encourages students to reflect on the importance of social inclusion, good governance, equality and equity, and the human right to health in the professional practice of public health.
On successful completion of the module students should be able to demonstrate the following learning outcomes:
1) Apply epidemiological and statistical methods to analyse the burden of disease, its trends, and other health needs
2) Set priorities for healthcare delivery
3) Appraise different strategies for interventions to improve health in order to select the most effective and feasible
4) Design and implement action plans for health programs, applying enhanced knowledge and skills in planning and management for both the general population and individuals with special needs, building on learning from the 'Introduction to Global and Public Health' module
5) Reflect on professional values for public health and consider these values in planning for health interventions.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
Technical:
1. Apply methods of health assessment, disease surveillance, and epidemiological data analysis to set priorities for healthcare delivery and inform public health strategies.
2. Appraise and design effective public health interventions and action plans by evaluating feasibility, effectiveness, and epidemiological evidence to improve health outcomes..
Work Ready Skills:
3. Apply analytical skills, reasoning, and judgment to identify public health challenges, explore diverse perspectives, evaluate options, and develop effective solutions through logical and creative approaches.
4. Demonstrate initiative, self-direction, and the ability to set and achieve goals while actively seeking and incorporating feedback to enhance decision-making, problem-solving, and professional growth.
Academic Skills:
5. Convey ideas clearly and concisely, both verbally and in writing, while tailoring messages to different audiences. Engage with and evaluate diverse perspectives, using supporting evidence to form well-reasoned arguments.
6. Demonstrate the ability to prioritize tasks, work efficiently, and meet deadlines while maintaining a high standard of work.
Digital Skills:
7. Develop the ability to find, evaluate, organize, and share information across various formats and media while ensuring reliability and integrity, and utilize technology ethically and professionally to communicate, collaborate, and participate in group work and discussions through digital tools and networks..
Sustainability Skills:
8. Learns from peers while understanding and respecting others' perspectives, collaborates effectively to support team decisions, manages group conflicts under pressure while remaining calm and productive, and applies critical thinking to reframe problems and make evidence-based decisions.
This module covers the following topics, using a variety of teaching methods, in order to achieve the learning objectives:
I) Descriptive Epidemiology and Statistics
Building on what was taught on the previous module “‘Introduction to Global and Public Health’ about measurement of morbidity, mortality and association, this module provides further details on the production, handling, and analysis of epidemiological data including:
- Analysing and monitoring health problems among the population;
- Indicators of Health System Performance using health system building blocks;
- Epidemiological statistical methods;
- Summary Measures and Inference;
- Statistical principles of comparing data;
- Overview of disability rates and concepts of DALY and QALY;
- Interpreting P-value and Confidence Interval;
- Concept of Screening, Sensitivity, Specificity, Positive and Negative Predictive Value;
- Identification of best screening and diagnostic tests.
II) Public Health Interventions
The module provides an overview of:
A) Public health interventions and strategies, including:
- Health promotion including community involvement;
- Vector control;
- Environmental health like water and sanitation;
- Public health ethics;
- Quality improvement health services;
- Supply and use of essential health technology;
- Health Management Information Systems.
B) The control measures of:
- Epidemics;
- Malnutrition in LMICs;
- Non-Communicable Diseases (NCD) including road traffic accidents;
- Communicable diseases including HIV/AIDS and malaria
- Sexual and reproductive health issues
- Using practical exercises that cover problem analysis and statements, setting programme objectives and broad strategies, service delivery strategies, and planning for activities; Interpreting research results (lesson learned from the COVID-19 pandemic); Analysis and critique of Health Care Service Paper.
C) Target groups for interventions including:
- Age-related including child health and vaccination;
- location-related including urban health;
- Situation-related including refugees’ health and the influences of conflict, disasters, and - emergencies on health.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 24 | 3 | 72 |
| Practical | 4 | 3 | 12 |
| Seminar | 10 | 3 | 30 |
| Independent online learning hours | 56 | ||
| Private study hours | 130 | ||
| Total Contact hours | 114 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Opportunities for formative assessment of student progress and feedback provision include:
- The tutorials where students can raise questions and discuss topics with teachers;
- The Discussion Board on Minerva, where the module leader monitors students' selection of topics and essay preparation, answers questions, and provides feedback;
- Observation and comments on participation and contributions during lectures, practicals, workshops, and tutorials;
- Observation of class dynamics and discussions and verbal feedback given by the lecturers.
- Group work and discussions as verbal feedback on both the content and process are provided by the lecturer.
- Questions and answers session where students receive feedback on their topic selection, approach, and proposed intervention and have opportunities to ask questions on their plan for assessment before submission.
- Students receive written and verbal feedback on their group presentation, which they use to improve their essay, which is building on the presentation.
- Before getting feedback from teachers, students are encouraged to use self-assessments in Epidemiology exercises.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Group presentation - Each Individual presents for 5 minutes; (Equivalent to 1000 words); The group presentation assesses students’ ability to cooperate as a professional group, address a public health problem, and communicate their objectives and plan to an audience. | 20 |
| Coursework | 2,500 words written essay - The written assignment to assess students’ capability to use their competence in a public health case scenario. | 40 |
| Coursework | Formative assessment - Online group work in preparation for the group presentation and essay. | 0 |
| Total percentage (Assessment Coursework) | 60 | |
Because elements of assessment within a module test different learning outcomes compensation, in the event of failure of one component, the module mark will be capped at 50 on successful resit
| Exam type | Exam duration | % of formal assessment |
|---|---|---|
| Open Book exam | 3.0 Hrs 0 Mins | 40 |
| Total percentage (Assessment Exams) | 40 | |
The resit is available but before August
The reading list is available from the Library website
Last updated: 14/03/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team