MPH Non Core Units

1. MPH Non Core Units An overview of units offered in the coming year by The Post Graduate Programmes in Public health and Primary Care and the School of Dentistry Part 1, 15th September, 2011

2. Health Economics Professor Linda Davies HOW DO WE MAKE CHOICES? Car ACar B Cost: £6995 Cost: £11300 Engine: 2 litre 16v Engine: 2 litre 16v MPG: 32.8 MPG: 32.1 BHP: 136 BHP: 137 MPH: 129 MPH: 125 0-60: 9.2 seconds 0-60: 8.6 seconds

3. HOW DO WE MAKE CHOICES? Car A Car B Year: 2000 Year: 2001 Mileage: 12000 Mileage: 8000 Make: Ford Make: Hyundai Model: Mondeo Model: Coupe

4. HOW DO WE MAKE CHOICES? • Identify what we know • Benefits • What aspects do we value • What aspects don’t we value • Costs and constraints • Likelihood of benefits and costs • What is the risk of something going wrong • Balance of price, costs, value and budget

5. Health Promotion Modules • Module Teaching Team • Judith Clegg – Module Leader • Andrew Rogers – Course Tutor • Three modules • Health Promotion Theory and Methods (sem. 1) • (Core for Specialist MPH Health Promotion pathway) • Health Promotion Practice (sem. 2) • (HPTM is a pre-requisite) • Working with Communities (sem. 2)

6. What’s the difference between the modules? • All Health Promotion modules reflect a wide bio-psychosocial model of health. • Health Promotion Theory and Methods is a foundation module and covers nuts and bolts of health promotion – history, underlying theory, key models and some basic tools. • Health Promotion Practice is a focussed on how you do health promotion in a practical sense, offering a deeper understanding of decision-making through the use of a reflective approach. This module offers the practitioner the opportunity to ‘try out’ health promotion in practice situations and get feedback and support to improve planning, delivery and evaluation. • Working with Communities is for students who do work or are interested in working at a community level on health promotion interventions. It covers some theory, but offers the opportunity to look at strategies, tools that are available to improve planning, delivery and evaluation.

7. What do students’ enjoy? • The eclectic nature of the subject • The interest in the relationship between personal values and professional practice and a chance to reflect on that. • Thought provoking discussions about things we ‘take for granted’ and also the influence of culture and location and health promotion work. • The knowledge from topics covered is useful in many different working situations and therefore has longevity in value.

8. Management 1: Leadership and Teams Management 2: Quality and Managing Services Dr David Allen

10. Advanced Epidemiology • consolidating the principles in the introductory course; • taking the principles further; • an emphasis on the practical application of the principles to study design; • the aim of enabling students to embark on epidemiological enquiry albeit with a mentor in the first instance. • Dr Selwyn St.Leger

11. Learning resources • extensive in-house course material; • directed reading from course textbook and elsewhere; • optional further reading; • self-tests; • discussion tasks; • ready access to course tutor; • feedback on assessments.

12. Assessment • mid-semester (30%) and final (70%); • scenario based i.e. knowledge applied to design of a specific study set in a realistic context; • some student collaboration allowed via discussion board; • credit awarded on application of knowledge to scenario rather than vague generalities; • assessments part of learning process.

13. Communicable Disease control Prof Aneez Esmail Dr Katie Reed

14. This unit aims for students to gain an understanding of the principles of infectious disease control in a range of contexts. • Demonstrate an understanding of the determinants, scope and control of infectious disease. • Demonstrate an understanding of the role and importance of national and international regulatory systems • Apply epidemiological principles to interpret communicable disease related evidence.

15. How ? • Reading • Researching • Self reflections with feedback from experts • Outbreak investigation • Modelling • Group work • Discussion board activities

16. Emergency Planning for Health Professionals

17. AIMS The overall aim of this module is to equip individuals with the skills, tools, competence and confidence to be able to develop, critically assess and test health emergency plans and procedures for use in their operational contexts and with multiple stakeholders.

18. An Introduction to Emergency Planning • Risk and Major Incident Management • Integrated Emergency Management • Risk Theory • Resilience and Business Continuity • Managing Low-Intensity Crises • Command and Control of Major Public Gatherings & Urban Area Evacuation • Risk Communication • Case Studies

19. Malaria, HIV/AIDS, & TB management; health service challenges Dr. Katie Reed

20. Why aren’t we meeting the millennium development goals? Gulu, Northern Uganda

21. The key to this unit is how health services work in the developing world, which we explore using MHAT as exemplars. It is; • Developing country focused – but accessible to other interested students • Promotes sharing of experiences and ideas (through discussion boards and small group working) • Application; participants are challenged to apply theory and new skills to current situations

22. Cultural Psychiatry Nasim Chaudhry Consultant Psychiatrist Honorary Lecturer Dr Nusrat Husain Senior Lecturer Honorary Consultant Psychiatrist “ìt is our ethnicand cultural diversity-our differences in language, customsand beliefs-that provide the strength, resiliency andcreativity of our species” Isabel Allende

23. 2001 census much higher in 2011 similar demographics in other countries in the west

24. Culture & Mental Health • Ethnic differences in mental health are controversial. • BME (Afrocarribeans) patients are more likely to receive a diagnosis of mental illness (Psychosis) than the White British. • Prevalence of mental illness in the community shows higher rates of depression in British Pakistani and Indian women. • There is evidence of ethnic differences in risk factors such as discrimination, social exclusion and urban living. • Evidence of differences in treatment. e.g Black Caribbean and African people are more likely to enter psychiatric care through the criminal justice system than through contact with the health services.