All Course Units

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Year 2010/ 11

Semester One Semester TwoCore Units Core Units

Evidence Based Practice medn60041 Biostatistics medn60982

Fundamentals of Epidemiology medn60991

Research Methods (MRes only) fmhs60010

Semester One Semester TwoUnits Units

Emergency Humanitarian Assistance medn62211 ** NOT Distance Learning Advanced Epidemiology medn60112

Health Care Policy medn62161 Clinical Epidemiology medn61242

Health Promotion Theory and Methods medn60021 Emergency Planning medn64132

Management 2: Quality and Managing Servicesmedn 62021 Evidence for Population Health medn60122

Oral Health & Disease in Populations dent76061 Health Economics medn60092

Primary Health Care medn63111 Health Promotion Practice medn60032

Qualitative Research Methods medn63121 Implementing Strategy in Dental Servicesdent76072

Working with Communities medn60071 Malaria, HIV/AIDS, TB management, health systemchallenges medn62212

Understanding Drug Misuse 64122

Administered by mph admin Administered by dental admin

Full time students register for their dissertation with the rest of their units.Part time students can register for their dissertation the year they take their sixth or eight unit, or registerand pay for their dissertation in the following year.

MPH Dissertation medn63140 M Res Dissertation (Public Health) medn63160 M Res Dissertation (Primary Care) medn63130

MPHe Dissertation medn60140

The following skills based units can be taken at any time. There is no cost for any of the units. ReferenceManager training will be available later on in the year through MHS Skills.

MHS Essential Research Skills medn62110 On-Line Skills and Resources medn60240 MPH/MRes Dissertation Skills medn62130

MPH / M Res Personal Development Plan medn 63240 Presentation Skills medn64110


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Title Advanced Epidemiology

Unit code MEDN60112

Credit rating 15

Study time 150 hours

Pre-requisite units Fundamentals of Epidemiology

School responsible School of Community Based Medicine

Course tutor Selwyn St Leger

E-mail [email protected]

1. BRIEF DESCRIPTION OF THE UNIT

Summary

Advanced Epidemiology is a second level course unit that further developsknowledge and skills gained from the Fundamentals of Epidemiology unit. It looksmore deeply into the principal epidemiological research designs, and gives studentsan opportunity to reflect on the manner in which epidemiology contributes toknowledge of disease aetiology, population health and the evaluation of therapiesand services.

Vocational relevance

Knowledge of epidemiology to this level is essential for those embarking on a careerin public health and for those intending to pursue research. Clinicians and managersof clinical services should find a deeper appreciation of epidemiology, particularly asit relates to health services evaluation, useful.

2. AIMS

This unit is intended to equip students with the knowledge and skills required toenable them to undertake epidemiological research, albeit under supervision.

Learning outcomes

On completion of this unit, successful students will be able to:Design and interpret epidemiological studies.Comment on the advantages and disadvantages of the commonly usedepidemiological approaches; the selection of a study design suitable for anissue at hand; the handling of error, bias and confounding; the imputation ofcausality; and appropriate approaches to data handling.

3. CONTENT STRUCTURE

The dynamics of human populations population pyramids age, period andcohort effects and the basics of their analysis.Incidence, prevalence and methods of age standardisation.Life-tablesRisk measures
mailto:[email protected]:[email protected]:[email protected]


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Sampling methodsMeasures of health/disease mortality, quality of life, etc.The international classification of disease and its use in epidemiologicalenquiry.Descriptive, ecological, case-referent, observational and intervention studydesigns.The most commonly used variants of the randomised controlled trial

Evaluation of health service effectivenessIssues in imputing causation

Note. Students are required to have prior knowledge of basic biostatistics.

Related course units

Advanced Epidemiology stands alone but complements and is complemented bycourse units on Evidence Based Practice, Clinical Epidemiology, Evidence forPopulation Health, Dental Public Health and Communicable Disease Control (UK).

4. LEARNING AND TEACHING PROCESSES

This course involves working through the course notes provided online, reading allreferences marked "required", looking at additional readings suggested whereappropriate, using self-reflection to help you think about the ideas discussed, andparticipating in weekly discussion boards with fellow students and tutors.Participation in the discussion boards is not formally assessed; however, it is greatlyencouraged, and generally those students who do participate get better marks.

5. ASSESSMENT

There are two written assessments, which are summarised in the table below. Thefirst involves one task and the second two tasks. Each task is based on a givenscenario which relates to the design and interpretation of a study. Students arerequired to answer a set of questions relating to each scenario which test theapplication of knowledge gained from the course unit.

For each scenario, there is also a set of preliminary questions which are notassessed but which have a bearing on how the assessed questions could be tackled.Students are urged to discuss these preliminary questions on a discussion board;however, the assessed questions must be worked on independently.

Assessment task Length Weighting within unit (if relevant)

Mid-semester assignment 1500 words 30%

End of semester assignment 3000 words 70%

6. READING LIST

Epidemiological studies, a practical guide, 2nd edition* (Required reading)Silman AJ, Macfarlane A, ISBN: 0521009391, 2002, Cambridge

* Now available online at the University Library

Last updated: May 2010BACK TO TOP


4/59

Title Biostatistics

Unit code MEDN60982

Credit rating 15


Pre-requisite units Fundamentals of Epidemiology


Course tutor Dr Isla Gemmell



Summary

This course will provide you with a comprehensive overview of methods of dataanalysis. You will learn basic statistical theory as well as how to conduct statisticaltests in the computer package StatsDirect. You will learn when to apply particulartests and how to interpret the results of the tests. The course includes various web-based learning tools to assist in your understanding of the techniques. Data from aninternational study of coronary heart disease risk factors will be used throughout thecourse to demonstrate how to conduct statistical analyses using StatsDirect.


This course is relevant to current or future professionals whose careers will involveeither conducting research or interpreting the findings of research studies. Statisticalanalysis of data is a key part of research and many research findings andrecommendations are based on the results of statistical analysis. An awareness ofstatistical methods and the ability to interpret data from published studies isinvaluable in a career in public health.

2. AIMS

The aim of this course is to introduce you to statistical methods and to enable you to

conduct basic statistical analyses within the statistical package StatsDirect.Learning outcomes

On completion of this unit, successful students will be able to:Distinguish between different data typesPresent and summarise data using the appropriate techniquesCalculate population estimates for means and proportionsCalculate standard errors and confidence intervals for means and proportionsConduct hypothesis tests for the comparison of two groupsAnalyse categorical dataConduct simple linear regression and correlationUnderstand multiple linear regression and confoundingUnderstand the principles of logistic regression and survival analysis

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Discuss the issues associated with sample size calculationBe able to use a statistical software package


Types of data and summarising dataProbability distributionsPrinciples of statistics and statistical analysisConfidence intervalsHypothesis testsCategorical data analysisCorrelation and simple linear regressionANOVA and multiple linear regressionLogistic regressionSurvival analysis

4. LEARNING AND TEACHING PROCESSESThe Biostatistics course involves working through the course notes provided online.The course consists of 10 topics and at the end of each topic there is a self-test foryou to complete. There is also a discussion topic within the course notes each week,and responses to the discussion topic are posted on the discussion board. The coretext is referenced in each topic, and although you should be able to complete thetopic adequately without the core text book we recommend that you obtain a copy asit will help you gain a deeper understanding of the subject. The statistical packageStatsDirect is used to carry out statistical tests and all students will require a copy ofthis package to complete the course. This is available though the MPH team at a costof 20. The course can be seen as a tutorial in StatsDirect and includes

demonstrations of how to carry out statistical tests in StatsDirect. We are happy forstudents who are confident users of another statistical package such as SPSS orSTATA to use the package of their choice and can provide some support for studentswho would prefer to use one of these packages. The course also includes the use ofre-usable learning objects to convey some of the more complex statistical concepts.

5. ASSESSMENT

Assessment will occur through two marked assignments. Each assignment willconsist of answering questions on a database using a statistical package, e.g.StatsDirect. Students will receive a copy of the assignment questions, a copy of thedatabase and a brief outline of the variables included in the database. The submittedassignment will consist of output from the stats package and written interpretation ofthe output. Over the two assignments the full range of topics covered in the coursewill be examined. All students will receive written feedback following the mid and finalassignments


Mid-semester N/A 30%

End semester N/A 70%

Last updated: May 2010BACK TO TOP


6/59

Title Clinical Epidemiology

Unit code MEDN61242

Credit rating 15Study time 150 hours

Pre-requisite units Evidence based practice


Course tutor Aneez Esmail



Summary

The course will enable students to apply epidemiological principles to clinicalproblems encountered in day-to-day clinical practice. It will cover the process of howto ask the right questions and how to find and interpret relevant information. Learninghow to assess whether a treatment is suitable and how to use and interpretdiagnostic tests will be covered in depth. The course will also cover the use of clinicaldecision analysis and its relevance to the treatment and diagnosis of common clinicalproblems. Students will be encouraged to apply their learning to problems that theyencounter during their clinical practice.


The course is designed to provide healthcare professionals working in clinicaldisciplines (nursing, medicine, pharmacy, dentists, public health medicine anddisciplines allied to medicine such as physiotherapy, speech therapy and dieticians)with techniques to improve their clinical decision-making skills. It will also be suitablefor medical students who are intercalating and want to learn more about choicesrelated to diagnosis and treatment.

The course is optional but students are advised to have completed the compulsoryunit on Evidence-Based Practice before embarking on this course.

2. AIMS

To understand the fundamentals and applications of Clinical Epidemiology as adiscipline underpinning clinical practice.

Learning outcomes

On completion of this unit, successful students will be able to:

Understand how the concepts of validity (internal and external) apply toclinical observations, and how to determine the relevance of a test ortreatment for their own patients.

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Understand how randomised controlled trials can contribute to clinicalpractice and the importance of measures of absolute risk to clinical practiceas well as the population impact of risks and benefits.Understand the principles of diagnostic test evaluation, sensitivity, specificitylikelihood ratio and pre and post-test probabilities; how to use ROC curves;

and Fagans nomogram.Understand and apply the principles of decision analysis.


Introduction to clinical epidemiology: why clinical epidemiology? What isclinical epidemiology? Asking answerable clinical questions.Therapy:

o Assessing the validity of clinical trials: what is a clinical trial? Therandomized controlled trial; block randomization and stratification; biasand error.

o Communicating the benefits and harms of treatments: risk; absolute

risk reduction and number needed to treat; adverse events associatedwith treatment.

Diagnostic testso Sensitivity, specificity and. likelihood ratioso Pre- and post-test probabilities and predictive values.o Appraising articles on diagnostic tests.

The application of clinical epidemiology at the bedside: resources to helpassess the validity of the clinical examination.Decision analysis

o Making clinical decisions: the diagnostic process; different approachesto diagnosis.

o The process of clinical decision making: structuring decision trees withpractical examples of using decision trees in diagnoses and treatment.

o Probabilities and clinical decisions: probabilities and decision trees;techniques for analysis and interpretation of decision trees; limitationsof decision analysis.


Clinical epidemiology draws on the key disciplines of epidemiology and statistics butcrucially links this in with day to day clinical practice and most importantly to anindividual patient. Many of the analytical and numeric skills that you have alreadylearned or are learning in epidemiology, statistics and Evidence Based Practice will

be used in this unit. This unit is very practical and clinically based so it is unlikelythat you will find this it useful unless you are actively engaged in some form of clinicalpractice.

5. ASSESSMENT




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6. READING LIST

Clinical Epidemiology. The Essentials. Robert H. Fletcher and Suzanne W.Fletcher. (2005) Lippincott Williams and Wilkins (Baltimore) ( Required reading )

Last updated: June 2010

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9/59

Title Cultural Psychiatry

Unit code TBA

Credit rating 15


Pre-requisite units


Course tutor Nusrat Husain



Summary

The goal of this unit is to prepare students to care for patients from diverse culturalbackgrounds, and to recognize and appropriately address racial and cultural biases inmental health care delivery.The understanding of cultural dimensions associated with a patient's health beliefsand behaviours is critical to the provision of quality mental health care. Despite thediversity of cultures in the UK, health professionals are not trained to address thechallenges of providing culturally competent mental health care to the black andethnic minority population.

The knowledge, attitude and skills learned through this course will help promote crosscultural communication and improve the clinical assessment and management. Aftercompleting this unit the health professionals will develop a better understanding ofindividual patients cultural dimensions rather than only knowing the presumedcharacteristics of certain ethnic groups.


This course will be of interest for anyone whose work in health and social care bringsthem into contact with ethnic minorities. This will be of particular interest topsychiatrists, psychologists, social workers, general practitioners and primary care

mental health workers. It will help them understand cultural factors associate with theaetiology and treatment of different mental disorders.The course will aim to examine practical as well as conceptual aspects of cultureparticularly in relation to mental health. The course will provide an overview and caseexamples on which the students may draw to enhance their understanding ofpatients coming from diverse cultural backgrounds.

2. AIMS

1) To address the current gap in training of health professionals working inmulticultural, multiethnic and multilinguistic populations.2) To provide an environment in which different aspects about race, culture and

ethnicity and its relationship with the management of mental illness can be explored

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to advance knowledge in order to enhance the quality of mental health care to blackand ethnic minority groups.3) Promote critical thinking about research on mental health issues of black andethnic minority groups, and to develop new research methodologies for delivery ofhigh quality research outputs in this area.


1. Students will develop an awareness of cultural factors that have an impact onthe patients, the clinicians and the delivery of mental health care.

2. An understanding of the clinicians responsibility to take into account thecultural dimensions of psychiatric illness as an important task in the mentalhealth care of all patients.

3. An understanding of the diversity that exists within and across ethnic groupsand the importance of avoiding overgeneralization.

4. Knowledge and understanding of clinicians own personal biases towardsindividuals from different ethnic and cultural backgrounds.

5. Knowledge of ethnic differences in pathways to mental health care.6. To define race, ethnicity and culture and explore the advantages and

disadvantages of using these concepts in mental healthcare and in research.

7. Understanding of the core concepts that are essential for the provision ofculturally competence mental health care.


The unit will be delivered online, through Blackboard. This will include, course notes,readings, discussion boards, small group working, audio and video lectures.

This will enable students to participate in develop skills in cultural state examination,needs assessment, patient focussed interviewing, feedback on responses to verbaland non verbal communication and use of the family and the community to develop abetter cultural understanding.

All students will receive written feedback for their mid term and final assignments

5. ASSESSMENT


Mid semester assignment 1,500 30%

End of semester assignment

Case presentation (Powerpoint)

2,500

Power pointpresenation

50%

20%

6. READING LISTNo Set text book

UPDATED 19.6.2010BACK TO TOP


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Complex EmergenciesConflict MedicineThe roles of governments, international organisations, non governmentorganisations and the military in humanitarian crisesThe psychological and social consequences of humanitarian crises


Background and overviewBenefits and drawbacks of emergency humanitarian assistanceCurrent needs and future threatsMigration and HealthHealth needs in the TropicsPublic Health issuesPandemics An exercise in managing a responseThe role of NGOsThe role and impact of the Media

The Role of the MilitaryThe Role of the UNThe role of GovernmentsImplementing the CrispSpecial InfectionsCivilians in war zones, Sarajevo A case study


The new face to face unit will combine lectures, seminars and practical sessions, basedat the University of Manchester. This five day intensive course will be supported with

online materials available through Blackboard for the rest of the semester. The onlineenvironment will enable students to continue discussion with tutors and guest speakersas they work on their assignments.

5. ASSESSMENT

The majority of the assessment of the unit will be in the form of written assignmentssubmitted through Blackboard. The first counts for 20% of the marks, the final one for70%. The remaining 10% will be divided equally between assed discussion boardexercises and assessed presentations during the residential week.



Assignment mid term

Final assignment

Presentation and assesseddiscussion boards

1,000 words

3,000 words

20%

70%

10%

6. READING LIST

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ABC of Conflict and Disaster Medicine (2005) Redmond, Mahoney and Ryan, BMJBooks Publisher: WileyBlackwell (3 Nov 2005) ISBN-10: 0727917269 ISBN-13: 978-0727917263 (Required reading )


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14/59

Title Emergency Planning

Unit code MEDN62001


Pre-requisite units


Course tutor Simon Mardel



Summary

The unit will enable students to study the evidence base underpinning major incidentand emergency management, reviewing actual responses, in order to develop acritical view of resilience and capacity management. The course will providestudents with an ability to create, develop and review major incident plans andexplore some of the specialist incident types that require dedicated response.Students will review the UK legislative framework surrounding major incidentplanning and resilience as a basis to discuss regional, national and internationalresponses to multiple casualty events.


The course is designed to provide a theoretical grounding in incident managementfor health care professionals with a responsibility for emergency planning andresilience. This may include those working in Emergency Medicine, Primary andPre-Hospital Care, Public Health, Health Capacity Management and thoseresponsible for organisational, Regional or National Business Continuity Planning inthe Health Sector. It will have relevance for both UK and international students.

2. AIMS

On completion of this unit, successful students will be able to:Understand the principles of medical incident management, healthemergency planning and resilience in relation to an event resulting in multiplecasualties and discuss the evidence supporting successful incidentmanagement.Apply the principles of medical incident management, health emergencyplanning and resilience to critically review reports of responses to multiplecasualty incidents.Review existing major medical incident and health emergency plans for out-

of-hospital and in-hospital environments.

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Apply the principles of health emergency planning to specialist incidentsincluding those involving chemical, biological, and radiological casualties.Develop an all risks emergency or major incident plan.


Introduction to Structured Health Emergency Planning and Major IncidentManagement.

Managing an Incident from a pre-hospital perspective.

Managing an Incident from a hospital perspective.

Managing Specialist Incidents

o Transport Incidents

o Severe Weather

o Mass Gatherings

o Chemical, Biological and Radiological Incidents

Managing Public Health Emergencies

Environmental Pollution and Decontamination

Resilience and Business Continuity in the Health Sector

UK Legal Framework [as a primer for discussing alternative legal frameworks and to meet with the UK Public Health training requirements]


The unit will be delivered online in Blackboard. This will include coursematerials, digital book chapters, links to online journals and websites.Students will work individually and in groups. In addition the unit will utilisevirtual scenarios to both teach and formatively assess understanding alongwith moderated discussion board activities. Familiarity with major incidentplanning is not a pre-requisite of the course but students will be required todraw on and share personal experiences and use their normal workingenvironment as a basis for discussions.


5. ASSESSMENT


Mid semester assignment 1,500 30%

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End of semester assignment

Online activity

2,500 60%

10%

6. READING LISTNo set text book

UPDATED 19.6.2010

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Title Evidence Based Practice

Unit code MEDN60041

Credit rating 15


Pre-requisite units


Course tutor Roger Harrison



Summary

This course will provide practical skills and theoretical understanding to help you developevidence-informed practice. The first part of the course will develop your skills inidentifying your requirements for evidence and how and where to find existing sources ofevidence to inform your professional practice. The second part of the course aims toexpand thinking beyond previous applications of evidence-based practice, including a re-assessment of the hierarchy of evidence and the application of problem-based practice.


All of us are responsible for our continuing professional development and trying toimprove the quality of care we provide, either directly as healthcare practitioners or aspart of health care policy making. Increasingly we are encouraged to use an evidencebase to inform our work. All professionals need to be able to confidently and competentlyaccess, appraise and apply difference types of evidence to inform the decision makingprocess. This unit will provide practical skills and theoretical understanding to help you dothis.

2. AIMS

To develop practical skills in searching for and appraising different sources of evidenceand a theoretical understanding of perspectives on evidence-based or evidence-informedpractice.

Learning outcomes


Find existing sources of evidence relevant to clinical and non-clinical healthquestions.Be able to critically appraise common research designs and assess the publishedliterature.Understand how to apply evidence to inform professional practice and decisionmaking.Understand the strengths and limitations of traditional concepts of evidence-

based practice and how these relate to their own work or profession.

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Understand and apply more contemporary approaches to maximise the potentialbenefit from scientific enquiry, to improve the way in which health care isprovided.


Introduction to evidence based practiceDefining the research questionFinding the evidenceAppraising the evidenceRevisiting approaches to evidence based practiceCritical perspectives on evidence based practiceEvidence based practice in actionHow to incorporate the ideals of evidence based practice into contemporary waysof working


This course involves working through the course notes provided online, linked referencesand other online sources of information. You will be encouraged to use self-reflection tohelp you think about the ideas discussed, and take part in discussion board activities.You will be required to develop skills in searching for published literature using electronicdatabases as part of the course. You should work through the unit in a logical sequence.The calendar in Blackboard will guide you as to what you should be doing and when. It isessential you follow this guidance so that you are doing the same topic at the same timeas your fellow students. Participation in the discussion boards is greatly encouraged, andgenerally those students who do participate regularly get better marks.

5. ASSESSMENT

There will be two written assignments, which are briefly summarised in the table below.These will test students practical application of principles taught throughout the course,and their ability to think critically and apply the theoretical concepts covered in thiscourse. The two assignments will assess the full range of topics covered in the course.To pass the course students will need to demonstrate both practical skills and theoreticalunderstanding and an ability to apply these to a healthcare setting.





6. READING LIST

There is not set text book

Last updated: June 2010BACK TO TOP


19/59

Title Evidence for Population Health

Unit code MEDN60122


Pre-requisite units


Course tutor Roger Harrison



Summary

Evidence for Population Health brings a population focus to the material covered inEvidence-Based Practice. The module examines different ways to obtain andappraise information/data/evidence for population needs, and how to assess theeffect of specific interventions. It covers fundamental concepts for effectivepopulation health/public health practice, acknowledging the limitations of approachesused in evidence-based medicine/practice when the objective is to improve thehealth of a population.


Students completing this topic often comment that it expands their way of thinkingand practice, and introduces important ideas that are not covered in other parts ofthis course, and in other courses in general. Evidence for Population Health isdesigned for current or future public health professionals who are likely to be involvedin making decisions about the need for and the effectiveness of policies andinterventions. Having said this, feedback received is that the course is valuable toclinicians and others working at a more individual level.

2. AIMS

To enable participants to develop the skills to use an evidence base in the practice ofpublic health.

Learning outcomes


Explain and critically discuss the principal methods by which the populationimpact of diseases and interventions can be assessed.Compare and contrast the way evidence may be collected and used in clinical

and public health practice.

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Identify important data sources that can be used to build an evidence base forpublic health practice.Compare the effect of interventions for a specific population and how thatmight differ to its effect in other populations.


Individual versus area level impact of disease and interventions.Measuring the population impact of disease and interventions.Different approaches to shifting the distribution of disease at a populationlevel.Health needs and health impact assessment.Evaluating population interventions.Understanding perceptions of risk for policy makers and the public.Sources of data that can be utilised for building an evidence base.

Applying evidence to inform public health practice and health policy decisionmaking.Using evidence to identify priorities for population health.


Each topic is designed to be taken one week at a time. Each topic will include one ormore activities, such as reading an article, posting to the Discussion Board,commenting on postings from your classmates, and reflective learning. To make themost from this course, you are encouraged to complete all of these different tasks

and work through topics in the presented sequence. The Discussion Boards are anessential component of on-line learning. Remember that we have students from allover the world studying this course, some of whom are likely to be in your classroom.What a fantastic opportunity this is to broaden thinking and experience for healthimprovement.

5. ASSESSMENT

This includes two written assignments and discussion boards. The assignmentsassess your ability to apply and communicate the concepts covered on the course toa given scenario.

Assessment task Length Weighting within unit (if relevant)Mid-semester assignment Approx. 1500 words 35%

End of semesterassignment

Approx. 2500 wordsDiscussion boards

60%5%

All students will receive written feedback following the mid and final assignments.This will include generic and individual feedback and where possible will be directlypresented using Grademark.

6. READING LIST

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(Additional reading) Evidence for Population Health, Heller D, ISBN: 0198529740,2005, Oxford University Press

Last updated: May 2010

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22/59

Title Fundamentals of Epidemiology

Unit code MEDN60991

Credit rating 15

Study time 150 hoursPre-requisite units


Course tutor Dr Isla Gemmell



Summary

In this course students will learn about the history of the discipline of epidemiology,as well as its uses in medical research and in informing health policy. Students willbe introduced to common types of observational study designs, including descriptive,case-control and cohort study designs, and the appropriate methods of measuringand comparing risk in each type of study. Students will also learn about thelimitations of epidemiological studies and how to minimise systematic errors whenconducting their own investigations.

Vocational RelevanceEpidemiology is the core scientific skill for the practice of public health, and also beenadopted by clinicians as the scientific basis on which evidence-based practice is built.This course is therefore relevant to current or future professionals involved with eitherconducting health-related research or interpreting the findings of research studies.

2. AIMS

The aim of this course is for students to acquire an understanding of basicepidemiological methods for the purpose of participating in the design of

epidemiological studies and critically appraising the medical literature.

Learning Outcomes:

On completion of this unit successful students will be able to:Summarise the uses of epidemiology in research and practiceKnow about different measures of risk, how to calculate them and how thisrelates to understanding disease causationCalculate incidence and prevalence rates of diseases within a populationOutline the advantages and disadvantages of cross-sectional surveys, case-control studies, cohort studies and intervention studiesExplain the meaning of bias, confounding and effect modificationBe able to perform age standardisation

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Know about the uses of routine data, screening and epidemiologicalsurveillance


Uses of epidemiology, including studying causation, historical aspects anduse for health policyVarious measures of morbidity, including incidence and prevalenceMeasures of risk and use for understanding causationStudy designs, advantages and disadvantages of the different study designsPractical issues in conducting epidemiological studiesCollection of information in epidemiological studiesBias, confounding and effect modification in epidemiological studies


The Fundamentals of Epidemiology course involves working through the coursenotes provided online and related material provided by online links. The courseconsists of 10 topics which will each take a week to complete. Within some topics inthe course there are short self-test exercises, which allow students to check theirknowledge and understanding of the material. There are also tasks that requirestudents to participate in group discussions - these discussions will be conducted onthe online discussion board. At the end of most topics there is a self test whichprovides a more in-depth test of students understanding of the course material and aguide to the type of question that can be expected in the marked assignment.

5. ASSESSMENTAssessment will be in the form of two marked assignments, which students will haveat least two weeks to complete. The full range of subjects covered in the course willbe examined in these two assignments, in addition, the first assignment will usuallyinvolve answering questions on a published study and the final assignment willinvolve designing a study to answer a research question. All students will receivewritten feedback following the mid and final assignments.

Assessment task Length Weighting within unit (if relevant)Mid semester N/A 30%

End semester N/A 70%


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24/59

Title Health Care Policy

Unit code MEDN62161

Credit rating 15


Pre-requisite units


Course tutor Kath Checkland



Summary

The course will enable students to gain an understanding of how and why policy ismade in a health care context. It will explore why some issues reach the policyagenda (while others do not); how issues are defined as problems that require asolution, how solutions to the problems are conceptualised and implemented; andhow people might evaluate the results of such policy. Students will be provided withreal examples of policy making and be asked to draw on their own experiences, inrelation to policy development, within their own settings.

Vocational Relevance

This course is designed to provide current and future professionals within the healthcare arena with a broad introduction to the concepts of policy making,implementation and evaluation. Theories and concepts will be applicable to studentscurrent and future occupational roles and contexts. The course will encouragestudents to critically evaluate and reflect constructively on real situations ofrelevance to themselves and their work. In addition, it is intended that the course willequip students to work in roles relating to policy development, implementation orevaluation, providing a foundation of theoretical concepts that can be applied topractical policy problems either at national or local level.

The course is optional within the MPH, but links well with modules on Primary HealthCare and Qualitative Research Methods.

2. AIMS

To acquire a critical understanding of the principles, methods and theoreticalapproaches to looking at policy development.To apply learning to developing, planning and evaluating (health) policy andprogrammes in the students professional role or workplace.To provide critical awareness of and engagement with the public policy process,its global trends and local contexts.

Learning Outcomes:

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Demonstrate a critical awareness of the role of concepts and theoriesapplicable to the study of public policy making.Apply relevant concepts and theories to case material drawn from publicpolicy within their home country.Reflect constructively on their own experiences and perceptions and use the

course ideas to understand experiences of policy and the challengesinvolved.


Identification of the main theoretical ideas that shape the nature of policy andpolicy making.Demographic, economic, social and political contexts of policyThe role of international, national and regional/local context on policyWhy policy is madeReasons why policies do or do not reach the public policy agendaHow policy may be transferredConditions which help / hinder policy transferThe growth in concern with implementation as part of the policy process andthe different theoretical ways in which (health) policy can be implemented(top-down, bottom-up and two-way models).Evaluation of policy including evaluation research, focusing on the mainbenefits and limitations. Theoretical as well as empirical questions regardinginterpretive and positivistic evaluations will be examined. Appreciate thecomplexity of policy making and policy analysis.Understand that policy making, implementation and analysis are all

underpinned by implicit models of (or underlying assumptions about) howsociety works and of human behaviour, and that judgements of success orfailure will depend upon these underlying models.Be able to think critically about particular policy interventions, identifying someof the underlying assumptions at work.


This course involves working through the course notes provided online, reading allreferences marked required, looking at additional readings suggested whereappropriate, using self reflections to help you think about the ideas discussed andparticipating in weekly discussion boards with fellow students and tutors.Participation in the discussion boards is not formally assessed however it is greatlyencouraged and generally those students who do participate get better marks.

5. ASSESSMENT

Assessment will occur through two written assignments which are briefly summarisedin the table below. These will test the students ability to think critically and applytheoretical concepts covered in this course to policy development related to their ownexperiences and contexts. Over the two assignments the full range of topics coveredin the course will be examined.

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Mid semester assignment Approx 1000 words 30%

End of semester assignment Approx 3000 words 70%

6. READING LIST

Core text : Parsons, D.W. (1995) Public policy: an introduction to the theory andpractice of policy analysis, Aldershot : Edward Elgar.


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27/59

Title Health Economics

Unit code MEDN60092

Credit rating 15


Pre-requisite units


Course tutor Linda Davies



Summary

The demand for healthcare is rising all the time for many reasons, and generallyoutstrips supply. This scarcity leads to uncomfortable choices having to be madeabout how to allocate resources to health care programmes. One response to thisscarcity would be to treat patients on a first-come first-served basis until the moneyruns out. This mechanism is used, but is not planned, and not likely to be the mostsocially beneficial use of limited healthcare resources. Health economics provides aframework for allocating resources such that efficiency of that health system can beimproved and maximal benefit is obtained from the resources available. This unitcovers the basic concepts in health economics and provides you with essentialinformation to allow you to understand how and why economic evaluation isconducted in health care. The course unit shows you how to manipulate the differenttypes of information you need to complete an economic analysis and how to evaluatethe quality of a piece of published economic analysis.


This unit will benefit anyone with an interest in planning or managing health servicesor involved in health service research.

2. AIMS

To enable participants to understand the principles of health economics, to structurean economic evaluation and to appraise and apply economic evaluation evidence todecision-making in practice.

Learning Outcomes:

On completion of this unit successful students will be able to:Appraise the relevance of health economics to health care and the reasonsfor increased spending on health careExplain the principal components of economic evaluationsAnalyse cost and outcome data in order to complete an economic analysisApply the use of decision analysis to the design of economic evaluations

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Produce a focused and answerable economic question that can be addressedusing primary or secondary data sourcesApply guidelines to published economic evaluations and appraise the validityand relevance of that researchAppraise the reasons for the existence of rationing and the mechanisms of

rationingInterpret published economic evaluations and assess their role in decision-making, and barriers to their use


The context of economic appraisal in health care and why it is neededThe nature and assessment of cost in health careMeasuring patient outcomes for use in economic evaluationsCost minimisation analysis and cost effectiveness analysisCost utility analysis and cost benefit analysisThe use of decision analysis in economic evaluationGuidelines for assessment of economic evaluationsRationing: reasons for and mechanismsApplication of economic analyses to decision-making


This is a very practical unit. Students work independently through each topic. At theend of most topics there are self assessment exercises to check that you haveassimilated the core aspects of that topics material. There is also a regular on-line

discussion group with your fellow students and which will be e-moderated by themodule leader

5. ASSESSMENT

This unit is assessed through first asking students to design an economic evaluationof an intervention in their own area of practice (1000 words 20%). Then in a finalassignment to assess the quality of a published economic evaluation and theapplication of that research (3000 words 80%)


Mid semester assignment 1000 words 20%


6. READING LIST

Elementary Economic Evaluation in Health Care* (Required reading)Jefferson T, Demicheli V, Mugford M, ISBN 0727914782, 2000, BMJ Publishing

Group * Now available online at the University Library

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Methods for the Economic Evaluation of Health Care Programmes (Additionalreading - more advanced)Drummond M, O'Brien B, Stoddart G, Torrance G, ISBN 0192627732, 1997Oxford University Press


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Title Health Promotion Practice

Unit code MEDN60032

Credit rating 15


Pre-requisite units Health Promotion theory and Methods (Sem 1)unless taking as a CPD unit.


Course tutor Judith Clegg



Summary

The Health Promotion Practice module seeks to develop and extend skills ofstudents who are working in the field of preventative health, health promotion orhealth improvement. It builds on the theoretical and conceptual work undertaken inthe course unit Health Promotion Theory and Methods, to enable students to applytheir learning in depth and to reflect and improve their own practice using a range ofmodels and frameworks that are commonly used in the field.Students taking the unit as a CPD do not have to have taken Health Promotion,Theory and Methods but do have to have practical experience of working the in thefield of health promotion and may have to do additional reading in order tounderstand some of the theory.


This module is relevant to a range of jobs within health and social care services,professions allied to medicine and students who work within the voluntary sector willalso find the module helpful, not just because of the health promotion theory, but alsobecause of the many transferable elements of skill and knowledge that can beutilised across other subject areas, e.g. working with teams, quality and evaluation.There are many public health roles and responsibilities and many of these require

students to be able to develop and implement health promotion interventions. Thismodule is appropriate for students who wish to improve their practice and deliverevidence based effective interventions.

2. AIMS

To further develop a critical understanding of theory related to health promotion andbe able to identify who is the appropriate person, what is the measure and whoshould be involved in applying accepted principles, methods and practice, utilisingcommon models and frameworks in health promotion.

Learning outcomes


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Explain and critically discuss the principles and methods used to develop andimplement health promotion interventions drawing on commonly used modelsand frameworksTopics such as smoking, obesity, alcohol, HIV/AIDS/ will be used to as

exemplars but students will be able to draw on topics that are relevant to theirpractice in order to apply theory to practice. The purpose of the module is forstudents to gain skills and experience of applying models to the whole rangeof topics that are relevant to health promotion..

Compare and contrast the context and the way in which health promotioninterventions are developed and delivered, drawing on their own experience

Critically reflect on personal health promotion practice and apply learning totheir own practice

Work collaboratively to explore, reflect on and improve practice.


This module will introduce a series of common models in the first couple of weeks,which are seen in health promotion practice. These models will then be used on aconsistent basis throughout the rest of the module in order for students to gain depthof knowledge of the models, have opportunities to critique and adapt them and toexperience applying them in practical ways. These models will be used in variousways to examine:

What does it mean to be a reflective health promotion practitioner?

Who can do health promotion?What are the drivers of public health and health promotion practice, includingtheory, evidence , context and policy;Strategies in health promotion and the evidence base for what works and whythat might be;Priorities for health promotion practice and justification for action.


This unit has a high degree of self-directed learning including exercises andassignments which involve active reading, appraising and applying evidence tohealth promotion problems and scenarios. This unit has built in opportunities and astructure, for developing reflective practice and this is an essential part of themodule. Throughout the module, all participants are encouraged to link the coursematerials to their experiences in every day practice and will be expected to usereflection in collaborative on line activities such as when contributing to WIKIs,discussion boards and also in their mid and final graded assignments.

Formative feedback is given in a variety of ways including self assessment activities,peer comments as well as tutor comments via the discussion board and collaborativeactivities. All students will receive written individual feedback following the mid andfinal summative assignments.

5. ASSESSMENT

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Mid-semester assignment will be a mix of utilisingindividual reflection andcollaborative work to inform

an individual piece of work.

Approx. 1000 words 30%

End of semesterassignment will be anindividual piece of work.

Approx. 3000 words 70%

6. ESSENTIAL COURSE READER

Naidoo, J. ,Wills J. (2010) Developing Practice for Public Health and HealthPromotion. BAILLIERE TINDALL . ( Due to be published in July 2010)

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Title Health Promotion Theory & Methods

Unit code MEDN60021

Credit rating 15



Course tutor Judith Clegg



Summary

This module provides a good grounding in the basic theory and practice of healthpromotion and is complementary to a number of modules on the MPH and MRes. Inparticular it is relevant to Working with Communities, Epidemiology, CommunicableDisease Control, Leadership and Teams, Health Service Management and is a pre-requisite for the Health Promotion Practice Module in semester 2.


This module is relevant to a range of jobs within healthcare services and professions

allied to medicine, and in particular staff with a medical background find that thematerials have a beneficial effect on their reflection on practice. Students who workwithin the voluntary sector also find the module helpful, not just because of the healthpromotion theory, but also because of the many transferable elements of skill andknowledge that can be utilised across other subject areas, e.g. working with teams,quality and evaluation.

2. AIMS

To acquire a critical understanding of the principles, methods and theoreticalapproaches to the promotion of health and the prevention of ill-health, and theplanning and evaluation of health promotion programmes.

To be able to apply learning to developing, planning and evaluating health promotioninterventions and programmes in response to health promotion issues in students'professional roles or working lives.

Learning outcomes

On completion of this unit, successful course members will be able to:

Define health and ill-health, and explain and critically discuss theprincipal methods and theoretical approaches to the promotion of health andthe prevention of ill health.

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Explain and critically discuss the principal methods and theoreticalapproaches to the evaluation and assessment of evidence for effectiveness ofhealth promotion programmes and interventions.

Apply their learning about theories and methods of health promotion,

programme planning and evaluation to relevant health promotion issueswithin their professional roles or workplaces.


Core concepts, principles, approaches and models: concepts of illnessand health and their determinants, including the role of the broaderenvironment, and social and economic factors. Values and principles ofhealth promotion approaches. Approaches and theoretical models of healthpromotion. Historical review of development of health promotion theory andpractice.

Health education: models of the determinants of health-related andrisk-taking behaviour and approaches to influencing behaviour (e.g.communication theory, behaviour change psychology, health education andmass media approaches).

Healthy public policy: role in health promotion, public health advocacyand issues in implementing healthy public policy. The preventive paradox andthe high risk and population approaches to prevention.

Evidence-based health promotion: issues in identifying and appraisingevidence and performing evaluations of health promotion interventions and

programmes. Sources of evidence. Community development and participatory approaches: definition,

philosophy and place in health promotion; approaches and examples; levelsof participation; community profiling and social capacity; evaluation issues.

Settings approaches: definition and historical context; appraisal ofapproach and evidence base for settings approach; specific settings -workplace, schools, hospitals.

Environmental aspects of health promotion: definitions; environmentalprinciples in health promotion; sustainability and healthy communities;Agenda 21; examples and applications of approach.

Health promotion strategies and inequalities: attitudes to poverty andinequalities; extent and determinants of health inequalities; health promotionand approaches to reducing health inequalities; national policies andinequalities; effectiveness evidence; partnership working in health strategies -evidence base.

Integration and health programme planning: importance of planning; planningmodels; health needs assessment; principles and values; choice ofapproaches; quality control; evaluation; project management.


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This unit has a high degree of self-directed learning including exercises andassignments which involve active reading, appraising and applying information tohealth promotion problems and scenarios. Throughout the unit, all participants areencouraged to link the course materials to their experiences in every day practice.Formative feedback is given in a variety of ways including self tests, peer commentsas well as tutor comments via the discussion board activities. This kind of feedbackis not allocated marks but is an integral and very important part of the learningprocess.

All students will receive written feedback following the mid and final summativeassignments.

5. ASSESSMENT


Mid-semester assignment Approx. 1000 words 30%

End of semester assignment Approx. 3000 words 70%

6. READING LIST

Foundations for Health Promotion- Third Edition (Required reading from thestart of the module )Naidoo J, Wills J, ISBN: 978-0-7020-2965-3, 2009, Edinburgh

Health Promotion: Planning and Strategies (Additional reading)Tones K, Green J, ISBN: 0761974490, 2004, London

Promoting Health: A Practical Guide 5th edition (Additional reading only)Ewles L, Simnett I, ISBN: 0702026638, 2002, Edinburgh

The Challenge of Promoting Health: Exploration and Action (Additional readingonly)Jones L, Sidell M, ISBN: 0333949315, 2002, Palgrave Macmillan

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Title Implementing strategy in dental services

Unit code dent76072


Pre-requisite units

School responsible School of Dentistry

Course tutor Dr Rebecca Craven/Prof Martin Tickle



Summary

This course unit is for people who want to explore how to get the best from a systemfor providing oral health care - both treatment and prevention. It is about putting intoaction our plans for a service. We aim to enable the student to understand thesystem within which dental services are planned and delivered, to identify theopportunities for improvement and to anticipate and address the barriers to change.Throughout there is an emphasis on preventing oral health problems and on reducinginequalities. It is not assumed that students have taken any other course units priorto starting Implementing strategy in dental services.


This unit is designed to equip students for planning the delivery of dental services.Tutors will work with students to apply this within their own context and health caresystem. Students may be: clinicians; managers; commissioners; providers; orresearchers. The unit is also aimed at specialist registrars training for the specialty ofDental Public Health and, it is envisaged that it will be acknowledged as preparationfor the Diploma in Dental Health of the Royal College of Surgeons.

International students are welcome. No prior detailed knowledge of dentistry, theNHS or service planning is assumed. Additional support will ensure that studentswithout this experience will not be disadvantaged in their ability to take and pass theunit.

2. AIMS

To explore the practical implementation of strategy into delivery of appropriateand effective dental services.

Learning Outcomes:

To understand the potential for preventing oral disease and morbidity atindividual and population level.

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To understand the potential models for financing, remuneration and workforcefor dental care.To understand the principles of planning dental services at system and locallevel including care for groups with additional needs.To understand how quality and value for money may be ensured within a

delivery system for dental care.


1. Introduction to dental services aims, methods of addressing oral healthproblems, models of delivery.

2. Systems for financing & remuneration and impact on delivery of dental care.3. Quality in dental care systems how it may be defined, assessed and

achieved.4. Planning services for population needs at system and local level.5. Planning workforce to match population needs.

6. How dental care systems may be changed with the case study of the newNHS dental contract.7. How dental care may be delivered for groups with additional needs and those

who are hard to reach.8. How oral health problems may be prevented at practice & population level.9. The role and impact of regulations and legislation in dental health care

systems.10. Methods to ensure appropriate service delivery with examples in

commissioning & contracting in the NHS.


Teaching will be web-based with a high degree of student-led learning throughinteractive exercises to test understanding built into the web-based teachingmaterials, and exercises and assignments involving seeking out, retrieving andreflecting upon information from a range of mainly web-based resources.

There will be opportunities for student-student and studenttutor interaction throughdedicated e-mail discussion groups. Students will be encouraged to share theirexperiences and examples from their own practice. Material will be made as relevantas possible to the professional and organisational backgrounds of students

5. ASSESSMENT

Assessment task Length Weighting within unit (ifrelevant)

Mid semester

End semester

Assessed discussion boards

1,500

2,500

N/A

25%

65%

10%

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6. READING LIST

Pine, C. & Harris, R. (2007) Community Oral Health, London: Quintessence.(Required reading )

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Title Malaria, HIV/AIDS, TB management, healthsystem challenges

Unit code MEDN62212


Pre-requisite units


Course tutor Dr Katie Reed



Summary

Malaria, HIV/AIDS and TB are the cause of immense mortality and morbidity in theworld today, though for all of these conditions there are well proven strategies forprevention, treatment and management. This unit will examine some of thesestrategies and consider what are recognised as being the main challenges orconstraints to their implementation. We will focus on the constraints mainly at thelevel of the health system. Most of these issues are complex, so within this unit wewill only be able to examine the main debates and examples of current good practice.Students will be encouraged to draw on examples from their own experience.


It is envisaged that this unit will be of most interest and relevance to students workingin health care in low income countries. It will be applicable to clinicians, managers,and researchers. A pre-existing detailed knowledge of MHAT will not be necessary,but an understanding of challenges to health care delivery in low income countrieswill be helpful. That being said it is recognised that this unit may also be of interest tostudents planning to work in low income countries. Clearly they will not have thesame experiences to draw on, but this should not affect their ability to take and passthe unit.

2. AIMS

To understand and explore the role of health systems and other players in themanagement and control of Malaria, HIV/AIDS and TB in low income countries

Learning Outcomes:

To review current prevention, detection, and management strategies forMalaria, HIV/AIDS and TB

To understand the roles of health systems and other stakeholders in themanagement of Malaria, HIV/AIDS and TB

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To explore the constraints to effective management of these conditions.


1. Malaria, HIV/AIDS and TB (MHAT); review of these conditions and theirimpact at an individual, country and global level.

2. Overview of Malaria, HIV/AIDS and TB, prevention, treatment andmanagement strategies. This will lead to a review of the relative effectivenessof these strategies.

3. Introduction to Health Systems and other players in the provision of healthcare in low income countries.

4. The role and regulation of pharmaceuticals and the management of MHAT.5. Human resource management, challenges to provision of health care in low

income countries6. The role of regulation of health services in the managements of MHAT. This

topic will concentrate on the role of government in the regulation of the privatehealth sector, using examples from MHAT7. Information and decision making. This topic will look at the challenges of

gathering health related data, looking at examples when large scale systemshave worked.


The majority of the course material to be covered is provided through the writtencourse unit, links to journal articles, web sites and digital book chapters. Some weeksthe students will work on an exercise individually or in a group towards assessed

discussion boards. We anticipate that most students will have experience of one ormore of malaria, HIV/AIDS or TB through their work. This unit will encouragestudents to share their experiences and use examples from their own practice as abasis for their assignments.


5. ASSESSMENT


Mid semester

End semester


1,500

2,500

N/A

25%

65%

10%


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Title Management 2: Quality And Managing Services

Unit code MEDN

Credit rating 15



Course tutor David Allen



Summary

In an uncertain world, where many significant factors are changing, this course focuseson helping health service and other staff who are responsible for delivering a qualityservice to clearly define what they want to achieve and to identify the best ways toprovide it. The course will review how to check what is provided is the best possible andcontinues to meet the required standards. Then identify when it is necessary takecorrective action and manage change. All while managing within a budget.


The course is aimed at doctors, nurses, researchers, health promotion officers and otherhealth service staff in management positions who are responsible for providing and

maintaining a high quality service.This course will give students a framework to analyse how to decide what they want toachieve, how to do it, what people and facilities are needed, and also, where necessary,how to manage change, all within a budget and while coping with uncertainty andadjusting to changes in social, economic and scientific conditions.

HOW MANAGEMENT 1 AND MANAGEMENT 2 ARE LINKED

Management 1 and Management 2 complement each other and cover most of whatmanagement theory has to offer health service staff to assist them with theirmanagement tasks.

Management 2: Quality and Managing Processes complements Management 1 byexplaining how to assess what your patients/customers want, what defines quality foryour service, and then how to deliver and maintain a quality service.

Management 1: Leadership and Teams helps health service and other staff develop theirleadership skills for specifying what they want to achieve, selecting their team,communicating their vision of what is wanted to their team, and helping and motivatingtheir team to deliver the vision. M2 turns the vision into a service.

2. AIMS

For all organisations, uncertainty and social and financial pressures make it difficult toprovide and consistently maintain a high quality service. This course aims to help healthstaff do that.

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The aim of the course is to prepare health service staff, from all disciplines, toprovide and maintain, within financial and resource constraints, a high qualityservice, responsive both to the full range of needs of all their patients/customersand to uncertainty and changes in scientific, economic, political and socialconditions.

To acquire a critical understanding of the strengths and weaknesses of theprincipal management theories and skills relevant to managing quality andprocesses.

Students are required to test their understanding of the material by applying it totheir managerial roles to develop their effectiveness in managing processes andimproving the quality of their services.

Learning outcomes

The material in the course should provide students with a conceptual basis fordeveloping a quality service and managing processes.


Explain and critically discuss the principal management theories and techniquesrelevant to managing quality and processes.Understand skills relevant to the quality and process management component oftheir work.Appreciate the strengths and weaknesses of quality and process managementtheories and skills when applied to practical problems.To begin to effectively apply their learning to their work and improve theireffectiveness as managers to determine, improve and maintain a high quality of

service.


Which service that you receive is the best? Why? Do you provide a good service? Howdo you know? What is the best way to improve your service? These are the types ofquestions this course aims to help you answer.

The unit explores how management theories of quality and managing processes can helphealth service staff make a difference to the work and organisation of the provision of thehealth services by developing the skills necessary to contribute to delivering a service,

improving quality and managing processes.There are 10 topics:

Topic 1: What do your service users want? Who are they? How can they be classified?What do they want and what do they need? How can you get feedback from serviceusers? How can you become more responsive to their needs and wants? How to handlecomplaints.

Topic 2: The purpose of this unit is to help you understand the environment in whichyou work, how and why the environment can change, and how it may affect your work.The topic helps you identify who are your stakeholders and how to effectively manageyour relationships with them stakeholders.

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Topic 3: Engaging with service users and managing outcomes . The topic helps youto become more responsive to your customers by looking at the purpose of yourorganisation and shows how you can better collaborate with other agencies. The unitshows you how to identify the information necessary to design the appropriateinvestigations to collect the required evidence to support decision-making to manageoutcomes for service users.

Topic 4: Is working harder the only way to improve your service? Managing processes The unit shows how to analyse activities, map processes to remove waste, and identifyopportunities for improvements.

Topic 5: How can you get the money and resources you need to improve your service?Budgeting . The methods of setting a budget. How to work within a budget. How todevelop a business case

Topic 6: Why are local authorities so worried about hanging baskets and being sued?

Service planning risk and project management . What are the frameworks withinwhich plans have to be implemented and accountability maintained? How shouldmanagers deal with uncertainty? How are risks to plans identified, assessed, reducedand managed? Also: Why do we have to wait so long for our appointment or our testresults? Project management provides an Introduction to some of the techniquesavailable to organise and plan projects so that you can be completed within the timescaleand resources available.

Topic 7: Do you provide a good service? How do you know? Quality management. What does quality mean in your situation? The unit examines how to determine qualityand improve quality.

Topic 8: Why do so many people complain about the service they receive from their bank / railway / school / plumber / supermarket? Working with standards . What arestandards? Why should they be used? How can standards be set and action taken tocontrol and improve quality?

Topic 9: Why does Britain have no motorbike manufacturers and hardly any carmanufacturers? Management Control . What is management control? This unit showshow to control the performance of the organisation by monitoring its performance againststandards and taking action where necessary to correct and improve quality.

Topic 10: Why are there so many problems all round us, but no one does anything aboutthem? Managing change . This unit examines the change process and the skills neededto manage change successfully to diagnose problems and plan change. Then showshow you can apply these techniques to plan and implement change in your work.


Besides completing the assignments, there will be online discussion to aidunderstanding. Students are not required to participate in the discussions, but if you donot you will miss hearing about others' ideas and questions and getting feedback on yourown ideas. In addition, where marks are marginal fails, discussion board participation isconsidered.

5. ASSESSMENT

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Assessment will occur through discussion board assignments during the semester andtwo written assignments, which are briefly summarised in the table below. These will teststudents' ability to think critically and apply the concepts covered in this course to yourmanagement development related to your own experiences and contexts. Over theassignments the full range of topics covered in the course will be examined.



Discussion board and endsemester assignment 2800 words 70%

6. READING LIST

Managing in Health and Social Care (Required reading )Martin V, Charlesworth R and Henderson E, ISBN10:0 -415-493897, (pbk), 2010,London ISBN10:0-203-85693-7 (ebk)


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Title Oral Health & Disease in Populations

Unit code dent76061

Credit rating 15


Pre-requisite units

School responsible School of Dentistry

Course tutor Dr Rebecca Craven/Prof Martin Tickle



Summary

Dental problems continue to cause much morbidity and incur large treatment costsdespite effective preventive management being possible for most of these problems.In high income economies historical patterns and complex vested interests haveconstrained change. This course unit aims to give a broad understanding of dentalhealth issues, how they may be prevented or managed at a service and populationlevel. It will enable the student to assess needs for oral health care and plan aservice to meet them.

It is not assumed that students have taken any other course units prior to startingOral Health & Disease in Populations.


This unit is designed to equip students for a strategic approach to tacking dentalhealth problems for populations. Tutors will work with students to apply this withintheir own context and health care system. These may be: clinicians; managers;commissioners; providers; or researchers. The unit is also aimed at specialistregistrars training for the specialty of Dental Public Health and, it is envisaged that itwill be acknowledged as preparation for the Diploma in Dental Health of the RoyalCollege of Surgeons.

International students are welcome. No prior detailed knowledge of dentistry, theNHS or service planning is assumed. Additional support will ensure that studentswithout this experience will not be disadvantaged in their ability to take and pass theunit.

2. AIMS

To develop a strategic approach to dental health problems in populations.

Learning Outcomes:

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To understand the principles of the main dental diseases, how they maybe prevented and managed.To understand how population oral health needs may be assessed.To understand how policy and strategy are formulatedTo understand the principles of managing performance and evaluating

outcomes


The main dental diseases, prevention and management, and impact on health. The role of dental public health in the management of health, disease and theworkforce engaged in its prevention and treatment. How to measure dental disease in populations. How to identify inequalities in dental disease and their determinants. The impact of dental disease on quality of life. Assessing demand, supply and utilisation of dental services.

The role of screening, whole population and risk approaches Options for how health care policy is formulated and can be influenced An ethical framework for deciding priorities Theories of rationing in oral health care Theoretical background of strategy development and delivery The political, organisations, legal and resource constraints to developing strategy How to translate the outcomes of oral health needs assessment into a coherent oral

health strategy for different populations. Project planning methods and change management. Implementation of strategy into action Potential approaches to reviewing performance in oral health care systems andsupporting improvement Principles of evaluation Methods for evaluation of health technologies, health care systems, patientexperience and health care process data Economic appraisal methods


Teaching will be web-based with a high degree of student-led learning throughinteractive exercises to test understanding built into the web-based teachingmaterials, and exercises and assignments involving seeking out, retrieving andreflecting upon information from a range of mainly web-based resources.

There will be opportunities for student-student and studenttutor interaction throughdedicated e-mail discussion groups. Students will be encouraged to share theirexperiences and examples from their own practice. Material will be made as relevantas possible to the professional and organisational backgrounds of students

5. ASSESSMENT

Assessment task Length Weighting within unit (ifrelevant)

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Mid semester

End semester


1,500

2,500

N/A

25%

65%

10%

6. READING LIST

Pine, C. & Harris, R. (2007) Community Oral Health, London: Quintessence(Required reading )

Last updated May 2010

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Title Primary Health Care Development, Organisationand Evaluation

Unit code MEDN63111


Pre-requisite units


Course tutor Dr Stephen Campbell / Professor Aneez Esmail



Summary

All people have a right to good quality health care. Most people in the world accesshealth care through primary health care or family/general practice. This courseenables students to gain an understanding of the concepts, meaning and importanceof primary health care; the ways in which it is organised throughout the world;workforce issues; and methods of assessing the quality of primary health systemsand providers. Students are asked to share and draw on their own experiences.Students also apply their learning by focusing upon one countrys primary healthcaresystem throughout the module.


Medn63111 is designed for those currently involved in the delivery of primary healthcare or those with an interest in it. It is also suitable for healthcare administrators,managers, health service researchers and public health specialists who want to findout more about primary health care. Medn63111 is designed to encourage studentsto learn about the academic principles of primary health care but equally to thinkabout how they can and should be applied in practice in different countries andcontexts. The module is an optional component on our MPH or MRes. This modulelinks well with health policy, as both courses encourage students to think about andapply what they are learning in practice.

2. AIMS

To enable participants to understand the concept of primary care, how it integratesinto current models of health care delivery, and how it can be evaluated.

Learning outcomes


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Explain and critically discuss differing definitions of primary care and whetherprimary-care-oriented health systems are better than those based onspecialty care.Compare and contrast differing models of primary care, drawing oninternational comparisons of healthcare systems.

Develop a framework for evaluating primary care.


The historical context for the development of primary care using the USA andUK as exemplars.Understanding the differing definitions of primary care and the roles andfunctions of primary care in relation to the patterns of health and disease inthe community.Assessing the effectiveness of primary care through the evaluation of firstcontact care, longitudinality, comprehensiveness and co-ordination.International comparisons.Evaluation of developments in the UK.


This unit provides students with a number of theoretical frameworks to help themunderstand aspects of primary care. Students are then encouraged to apply theseframeworks to their own settings, in different countries and in different positionswithin a health service. This formative teaching process is reinforced by markeddiscussion boards where students are encouraged to apply their learning to aselected country of their choice.

5. ASSE

All Course Units

Documents

Transcript of All Course Units