(Award available for year: Master of Science)
Subject Specific Learning Outcomes
1. Identify and evaluate global challenges for health service delivery including socially responsible behaviour to tackle health inequities and promote healthy public policy.
2. Analyse trends and challenges in global health using a multi-disciplinary approach including; political, economic, epidemiological, environmental, social, anthropological, provider and user perspectives to inform global health policy.
3. Critically evaluate the role that current food production systems, environmental degradation and climate change play in the emergence and aggravation of infectious disease outbreaks and epidemics.
4. Demonstrate an in-depth appreciation of the inter-relationship between global health policy, governance structures, health services, stakeholders, and resources as an essential component in the landscape of health systems.
5. Apply qualitative and quantitative techniques to analyse evidence of health intervention effectiveness and critically assess programme policies as a basis for global health policy.
6. Explore the distribution of resources for global health especially finance and human resources identifying in-equities across economies, gender, population groups, urban/rural classification to support policy change.
7. Evaluate factors influencing global health including; disasters and emergencies, changing lifestyles, globalisation, climate change, anti-microbial resistance, artificial intelligence.
8. Synthesise knowledge and/or concepts in global health using artificial intelligence, international health regulations and international guidance for disaster response.
Skills Learning Outcomes
1. Apply advanced critical-thinking, systems thinking and problem-solving skills necessary to engage in the process of global health diplomacy and decision making.
2. Manage resources for health to support health systems strengthening, policy making and responding to disasters and emergencies.
3. Collect and analyse data relevant to enhance global health research and assess appropriate reporting mechanisms to support decision making.
4. Communicate complex ideas and arguments accurately, effectively, and persuasively to a variety of stakeholders using appropriate communication methods.
5. Demonstrate independent learning and self-direction capabilities to facilitate undertaking a higher research degree, for employment in industry or area of professional practice, and ensuring continuous professional development and adaptation to evolving learning needs.
6. Use digital skills in a variety of contexts to discover and retrieve information, to produce documents, and to communicate and present findings to others.
7. Design and implement tasks and projects using structured and reflexive approaches to synthesise knowledge and concepts in global health.
Competence Standards
1. Apply key analytical frameworks and concepts to explain global health challenges, identifying responses to address these challenges, while recognising the importance of a people-centred approach.
2. Use diplomacy and judgement to make evidence-based decisions in complex health situations.
3. Effectively communicate key ideas, concepts and policies related to global health, for example verbally and in written form, to a variety of audiences.
4. Appraise and synthesise data and information from a range of sources in global health contexts, using various tools.
5. Reflect on personal and professional practices to continuously improve skills and adapt to challenges in the context of global health.
6. Construct effective arguments on global health policy.
7. Demonstrate proficiency in qualitative and quantitative methods, data analysis and research in global health.
In the MSc/PGDip/PGCert Global Health programme, students will be required to carry out a variety of formative and summative assessments designed to develop key skills in communication, academic practices and critical thinking. Each module includes formative assessment and feedback to guide learning and help students prepare for summative assessments. Formative assessments align with the module's learning objectives and skill outcomes. Formative assessment may include; MCQs, quiz, essay plans or research ethics.
Summative assessments are designed to assess students' learning of complex global health topics. Each module will have one summative assessment and will cover the learning objectives as well as the skills outcomes of the module. These assessments may include; short answer questions, essays, journal articles, posters, research proposals, reports and individual presentations (pre-recorded). It is proposed that the core types of assessment and skills required are used in carousel one to support student to develop the skills they will need across the programme.
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