BSc Public Health (on campus)

This unit will explore what is meant by global health and the underlying influences on global health inequalities . We will explore the difference between global and international health including the history and theories that underpin health policies and practice. We will explore alternative approaches to maximise the potential benefit from scientific enquiry, to improve the way in which health care is provided. We will introduce The 2030 Agenda for Sustainable Development to develop a critical appreciation of where we are now and our progress towards peace and prosperity for people and the planet.

Develop the students’ knowledge and understanding of global health and its key principles in improving population health and achieving health equity . It will explore the history of global health and introduce The 2030 Agenda for Sustainable Development to develop a critical appreciation of where we are now and our progress towards peace and prosperity for people and the planet.

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. 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 you timetabled activities. 

• A1 Outline the history of global health theories, policy and practice 
• A2 Demonstrate the difference between global and international health
• A3 Define and differentiate between healthcare and public health systems internationally
• A4 Demonstrate knowledge and critical appreciation of the inequalities in health, internationally and the underlying causes.
• A5 Demonstrate an understanding of the Sustainable development goals, their origins and progress made.
   

• B1 Identify and evaluate the evidence required for health policy and practice
• B2 Interpret the Sustainable Development Goals through a public health lens
• B3 Evaluate the principles for improving health of global populations
   

• C1 Find existing sources of evidence relevant to clinical and non-clinical health questions

• D1 Reflect on global health principles and applications
• D2 Develop communication skills to implement global health interventions 
   

Assessment task	Length	Weighting
Formative: Written assignment	500 words	0%
Summative: Written assignment on a global health topic	2500 words maximum	100%

 

• Students will be provided with personalised feedback on their written assignment (2500 words max) on a global health topic. 
• Further opportunities for formative feedback (on non-assessed work) will also be provided during the course unit. 

• Arcaya MC, Arcaya AL, &Subramanian SV (2015). Inequalities in health: definitions, concepts, and theories. Global Health Action. [Online]
• Beaglehole, R., & Bonita, R. (2010). What is global health? Global health action, 3:5142 [Online]
• Boar, Palau Pinyana, E., & Oliveras-Villanueva, M. (2022). Alternatives to solve SDG trade-offs and to enforce SDG synergies: a systematic literature review. Management of Environmental Quality, 33(2), 478–493. [Online]
• Brown, T. M. et al. (2006). The World Health Organization and the transition from "international" to "global" public health. American journal of public health, 96(1), 62–72. [Online]
• Campbell, F. (2008), DHN Democratic Health Network, Independent Intelligent Information. [Online]
• Cookson, Doran, T., Asaria, M., Gupta, I., & Mujica, F. P. (2021). The inverse care law re-examined: a global perspective. The Lancet (British Edition), 397(10276), 828–838. [Online]
• Dahlgren G., Whitehead, M. (2021) The Dahlgren-Whitehead model of health determinants: 30 years on and still chasing rainbows. Public Health, Vol 199, Pages 20-24. [Online]
• Durrheim, D. (2021). Thwarting the inverse care law through immunisations. The Lancet. 397:10286. pp. 1708. [Online]
• Evans, T. (2001) Challenging Inequalities in Health: From Ethics to Action. Oxford University Press. [Online]
• Frenk, J., Moon, S. (2013). Governance Challenges in Global Health. New England Journal of Medicine. 368: 936-942. [Online]
• Hyden, G (2008), After the Paris Declaration: Taking on the Issue of Power. Development Policy Review 26:3, 259-274 [Online]
• Johnstone, P. (2019). A case study of new approaches to address health inequalities: Due North five years on, British Medical Bulletin. [Online]
• Koplan, J.P., et al. (2009) Towards a common definition of global health. Lancet, vol. 373, no., 9679, pp. 1993-1995 [Online]
• Marmot M. (2010) Fair Society, Healthy Lives: The Marmot Review: Executive Summary. London:

Tuition fees for home students commencing their studies in September 2027 will be £10,050 per annum. Tuition fees for international students will be £30,300 per annum.

For general information please see the undergraduate finance pages.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

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