BSc Public Health (on campus) / Course details

This unit deepens students’ understanding of population health and well-being research by critically exploring the application of a range of epidemiological and qualitative study designs used in public health. It equips learners with the skills to appraise, apply, and communicate research findings and publicly available data effectively in diverse professional and policy contexts.

The aim of this unit builds on the students’ understanding of measuring the health and well-being of populations and study design. Students will be able to apply and synthesise population health and well-being research to construct evidence-based arguments relating to  public health policy and practice.

On-campus students only

Academic engagement includes lectures, seminars, workshops and other face to face activities.  To achieve the intended learning outcomes for this course unit, we have created a range of activities.  Your course unit leads and teaching team will support you including access to the Student Development Programme including peer-support (PASS) and the Programme Director Seminars Series.  We will consult with students to identify any additional needs and further academic engagement activities will be provided.  Assessments, preparation for assessments, reading time and independent study are also included within your timetabled activities.

Distance/blended learning students only

Students on this mode of study will have the opportunity to study synchronously with the on-campus students and asynchronously via recorded sessions and online resources.

A1. Critically appraise a range of epidemiological and qualitative study designs used to inform public health practice and decision-making.

A2. Apply understanding of the strengths, limitations, and contextual relevance of each study design to public health practice.

A3. Synthesize insights into the opportunities and constraints of implementing population health and well-being research across diverse public health settings.

A4. Evaluate the role and impact of population health and well-being research in shaping health policy, service delivery, and inclusive research.

B1. Identify, compare, and evaluate appropriate study designs and analytical approaches in relation to specific public health questions and population health and well-being needs utilising publicly available data.

B2. Justify the selection and application of study designs and analytical approaches for specific health research scenarios based on methodological, ethical, and practical considerations.

B3. Critically assess the limitations and challenges of population health and well-being research in real-world contexts.

C1. Be able to critically appraise common research designs and assess the published literature and publicly available data.

C2. Apply analytical approaches and tools to present epidemiological data about a health condition or disease 

D1. Reflect on the principles, challenges, and ethical dimensions of implementing population health and well-being research in diverse public health environments.

D2. Communicate research findings and publicly available data effectively to varied audiences, including professionals, policymakers, and communities.

D3. Articulate the limitations and uncertainties of population health and well-being research in ways that support informed decision-making.

D4. Demonstrate advanced skills in critical appraisal, synthesis of evidence and publicly available data, and communication of complex research findings.

Seminars and Discussion boards will provide consolidation exercises to provide feedback for the ILOs and the summative assessment.

Rychetnik, L. et al. (2002). Criteria for evaluating evidence on public health interventions. Journal of epidemiology and community health (1979), 56(2), pp.119–127.

Kemm, J. (2006). The limitations of ‘evidence-based’ public health. Journal of evaluation in clinical practice, 12(3), pp.319–324.

Coggon, D. (David), Rose, G. and Barker, D.J.P. (David J.P. (2003). Epidemiology for the uninitiated. London: BMJ.

Muir Gray, J.A. (2000). Evidence‐based Public Health. In Evidence-based Practice: A Critical Appraisal. Oxford, UK: Blackwell Science Ltd, pp. 89–110. (Book Chapter)

Rychetnik, L. et al. (2004). A glossary for evidence based public health. Journal of epidemiology and community health (1979), 58(7), pp.538–545.

NICE (2018). Principles for putting evidence-based guidance into practice.

Critical Appraisal Skills Programme (CASP)

Titler MG. (2008). The Evidence for Evidence-Based Practice Implementation. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); Chapter 7.

Trisha M. Greenhalgh, Paul Dijkstra. How to Read a Paper : The Basics of Evidence-Based Healthcare. Vol Seventh edition. Wiley-Blackwell; 2025.
 

For every 20 course unit credits we expect students to work for around 200 hours.  This amount is only a guidance and individual study time will vary.