Course Objectives:
At the end of the course, the students are expected to:
1. (D17-3)Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health
2. (GH-2)Apply ethical approaches in global health research and practice
3. (GH-6)Display critical self-reflection, cultural humility, and ongoing learning in global health
4. (DGH-1)Exemplify proficient skills to contribute to public health scholarship and engage community partners and stakeholders to conduct own research and form collaborations based on high ethical standards
5. (DGH-2)Scrutinise and apply qualitative and quantitative methods to provide evidence-based solutions to global health problems considering cultural safety and diversity
6. (DGH-3)Design, implement, and evaluate theory-informed and evidence-based research programs in an academia or practice setting
Course Requirements:
The course introduces the qualitative methodology and diverse research methods – including their research design, data collection and analysis, and epistemological and ethical considerations. Therefore, active participation in discussing and presenting reading tasks is required for all students. Upon completing this course, students should identify a specific health-related research topic and use the knowledge and skills learned to present a feasible research design.
Thus, in addition to the workshop activities, the students are expected to be equipped to undertake a theoretically-informed research project (considering relevant political, ethical, and epistemological accounts), critically appreciate others’ works, and engage in sophisticated methodological debates through:
- Mid-term submission: All students should submit a draft research proposal for a qualitative study, which includes at least a research title, research question, and literature review (focusing on the theoretical aspect of the research topic and how such an aspect informs their research design and critical reflections).
- End-of-term presentation: In the last session, using slides or other supportive material, all students should present their research proposals about how the theoretical framework informs their methodological decisions and ethical accounts and policy implications (if any).
- End-of-term feedback: Along with the presentation, every student is required to complete feedback forms for everyone else’s presentations.
CEPH Competencies Met:
Accreditation Criteria for Foundational Knowledge
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D17-1 |
Explain public health history, philosophy and values |
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D17-2 |
Identify the core functions of public health and the 10 Essential Services* |
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D17-3 |
Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health |
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D17-4 |
List major causes and trends of morbidity and mortality in the US or other community relevant to the school or program |
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D17-5 |
Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc. |
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D17-6 |
Explain the critical importance of evidence in advancing public health knowledge |
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D17-7 |
Explain effects of environmental factors on a population’s health |
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D17-8 |
Explain biological and genetic factors that affect a population’s health |
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D17-9 |
Explain behavioral and psychological factors that affect a population’s health |
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D17-10 |
Explain the social, political and economic determinants of health and how they contribute to population health and health inequities |
| D17-11 |
Explain how globalization affects global burdens of disease |
| D17-12 |
Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g. One Health) |
Global Health Concentration Competencies
| GH-1 |
Analyze the roles, relationships, and resources of the entities influencing global health |
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GH-2 |
Apply ethical approaches in global health research and practice |
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GH-3 |
Apply monitoring and evaluation techniques to global health programs, policies, and outcomes |
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GH-4 |
Propose sustainable and evidence-based multi-sectoral interventions, considering the social determinants of health specific to the local area |
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GH-5 |
Design sustainable workforce development strategies for resource-limited settings |
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GH-6 |
Display critical self-reflection, cultural humility, and ongoing learning in global health |
Doctoral Core Competencies in Global Health
| DGH-1 |
Exemplify proficient skills to contribute to public health scholarship and engage community partners and stakeholders to conduct own research and form collaborations based on high ethical standards |
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DGH-2 |
Scrutinize and apply qualitative and quantitative methods to provide evidence-based solutions to global health problems considering cultural safety and diversity |
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DGH-3 |
Design, implement, and evaluate theory-informed and evidence-based research programs in an academia or practice setting |
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DGH-4 |
Recognize and analytically evaluate socioeconomic, environmental, behavioral, and biological determinants of population health |