Course syllabus for Global public health
Global folkhälsa
Essential data
Specific entry requirements
120 credits in health care or medicine.
To participate in the second part of the course the student must have fulfilled the course requirements for part one.
Outcomes
The overall aim of the course is for students to gain an understanding of the concept of global public health, the factors that determine the health status of a population, how population health can be improved, and the role of society and the health system in this regard.
Learning objectives
Learning outcomes for knowledge and understanding are categorised by level according to the SOLO taxonomy (S2–S5), and learning outcomes for skills and abilities are categorised according to Miller’s pyramid (M3–M4).
Knowledge and Understanding
To pass the course, the student must be able to:
- describe the history and development of global health over the last century, from colonialism to today’s global health policies (S3)
- describe the global burden of disease, how it varies with a country’s income level, and the ongoing epidemiological transition (S3)
- discuss how economic, political and social factors, as well as environmental factors such as climate change, affect health and access to healthcare in a population (S4)
- describe different types of healthcare systems globally and their funding, how this affects the health of the population, the meaning of “Universal Health Coverage”, and be able to relate this to the Swedish healthcare system (S3)
- reflect on global health challenges and opportunities based on international frameworks such as human rights, current global goals from the UN and other international actors, as well as on the opportunities, limitations and ethical issues surrounding health aid and international health initiatives (S4)
- reflect on their own and fellow students’ attitudes when travelling to a country with limited resources (S5)
Competence and Skills
To pass the course, students must be able to:
- locate and critically evaluate data from established sources of global and national health statistics, (M3)
- recommend different priorities for improving a population’s health, based on both cost-effectiveness and ethical considerations (M3)
Judgement and Approach
To pass the course, students must be able to
- interact with patients, relatives, fellow students from different study programs, teachers and staff, both in Sweden and in the host country, in a respectful, empathetic and professional manner
Content
The course integrates and expands on key theoretical aspects of previous training relating to i) determinants of health, ii) early preventive interventions, iii) health systems, economics, resources and policy instruments, and iv) intercultural and anthropological issues. The roles of various stakeholders at the system level and in an interprofessional context are discussed. The course covers various types of sustainability issues, including trade-offs between public health interventions and individual care, as well as ethical considerations.
The second part of the course includes practice-integrated learning in the form of a study trip to a country with a different income level to Sweden, to provide an opportunity for an experiential understanding of public health work and/or a different healthcare system, including the roles and working conditions of various professional groups. Meeting healthcare staff and health workers in both urban and rural settings provides new perspectives on healthcare work within health systems with a different disease burden and resource levels than in Sweden. The combination of learning to understand and interpret global public health in theory and through personal experience is an important incentive to move away from old perceptions of the world and adopt an evidence-based, up-to-date world view.
Scientific approach
The course teaches a scientific approach and equips students with the tools to interpret global data and statistics. The focus is on understanding quality aspects of data collection, including the challenges of collecting high-quality data in different contexts. The importance of an interdisciplinary perspective for understanding health in a broad sense is emphasised. Decision-making based on available, contextual and optimal evidence is discussed.
Professional approach
The course emphasises the importance of the roles played by different professions in maintaining the highest possible quality of healthcare, including ‘task shifting’ when available resources require this. The moral stress that can arise when theory does not match reality, and tools for managing this, are discussed. The need for intercultural competence is highlighted.
A global perspective
The course covers a number of concepts essential to a global perspective, including healthcare priorities based on resource availability and considerations regarding the prioritisation of individual clinical care versus public health initiatives.
Health Promotion Approach
The course focuses on the determinants of health and the value of preventive measures in combating ill health across different income levels.
Teaching methods
The course comprises lectures, seminars, group work and role-play, as well as, in the latter part of the course, experiential learning in a low- or middle-income country. The course is taught by lecturers from a variety of professional backgrounds with extensive international experience.
Compulsory participation
During the first part of the course, lectures providing specific information to prepare students for their stay in the host country are compulsory, as it is difficult to acquire the necessary knowledge regarding social norms, values and expected behaviour by any other means. Seminars and role-plays are compulsory.
During the second part of the programme – the placement abroad – all visits, lectures, seminars and meetings are compulsory, as these contribute in a unique way to the students’ understanding of how to carry out public health work and provide healthcare in that specific country and context.
Code of Conduct: Students travelling abroad are required to sign Karolinska Institutet’s (KI’s) Code of Conduct before commencing the second part of the course. According to the Code, the student must:
- follow the advice and instructions provided regarding personal safety, thereby avoiding putting themselves, fellow travellers or their host at risk.
- follow the instructions provided prior to departure and during their stay abroad, as well as the rules applicable at foreign educational institutions, hospitals, workplaces or similar venues.
- act with respect for the host country’s culture and traditions, social structure and religion, and observe the dress and conduct codes applicable in the country in question.
- show respect for other students, teachers, patients and families, as well as for healthcare staff.
- be a good role model for other students and not jeopardise KI’s relationships with its partners.
- follow the agreed course programme and respect the educational traditions and teaching methods of the host institution.
- take active responsibility for their own learning and follow the agreed course programme and safety instructions.
If a student breaches the code of conduct, this may result in them failing the course. The examiner may also terminate a student’s study abroad (or equivalent) programme with immediate effect if the student demonstrates such serious shortcomings in knowledge, skills or attitude that the safety or trust of other students, KI and our collaboration with local partners is jeopardised. If the practical placement is terminated, the student’s degree programme will be informed and the student may be required to return home early.
Examination
- Written summative assessment (S3–5)
- Group oral assessment (S4 and M3) (seminar and role-play)
- Written assessment in the form of a reflective assignment (S5)
Assessment of professional conduct
The objectives relating to professional conduct are assessed on an ongoing basis, in accordance with assessment criteria, in all contexts where the student acts in their role as a student or in connection with the university’s or healthcare sector’s activities within the programme, in communication and via digital media. In the event of failure to meet the objectives, the examiner shall fail the student on the course. In such cases, an action plan shall be drawn up. A re-assessment shall then be carried out during a subsequent course specified in the action plan. When assessed on professional conduct, students are entitled to two assessment opportunities.
The examiner may suspend a student’s studies with immediate effect if the student’s conduct has demonstrated such serious shortcomings in their attitude that public confidence in the healthcare system or the university is jeopardised, or where patients, teachers, other staff or fellow students have been subjected to threats or danger. In such cases, an individual action plan must be drawn up, setting out the activities and knowledge assessments required before the student is permitted to resume their studies. In the event of such a suspension, the student fails the PFAL module and one examination attempt is thereby forfeited.
The examiner assesses if, and how, absence from compulsory educational elements can be compensated for. Before the student has participated in the compulsory educational elements or compensated the absence in accordance with the examiner's instructions, the final course results will not be reported.
Absence from a compulsory educational component may mean that the student cannot compensate for the missed compulsory educational element until the next time the course is given.
Students who have not passed the regular examination are entitled to participate in five more examinations. If the student has failed six examinations/tests, no additional examination or new admission is provided. The number of times that the student has participated in one and the same examination is regarded as an examination session. Submission of a blank examination is regarded as an examination. An examination for which the student registered but not participated in will not be counted as an examination.
If there are special grounds, or a need for adaptation for a student with a disability, the examiner may decide to deviate from the syllabus's regulations on the examination form, the number of examination opportunities, the possibility of supplementation or exemptions from the compulsory section/s of the course etc. Content and learning outcomes as well as the level of expected skills, knowledge and abilities may not be changed, removed or reduced.
Other directives
Language of instruction
The language of instruction is English, but some teaching may be conducted in Swedish. Both Swedish and English literature may be used in the course.
Learning portfolio
Evidence of the student’s development in various areas of competence is collected on an ongoing basis throughout the programme in the student’s individual learning portfolio. The department responsible for the course provides information on which documents are to be saved for that course.
Course evaluation
Course evaluation is carried out in accordance with Karolinska Institutet’s guidelines.
Literature and other teaching aids
Mandatory literature
Current scientific articles and compendiums.
#### **Recommended literature**
Introduction to Global Health
Kathryn H. Jacobsen
ISBN: 978-1284234930