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Course Information
Fall Quarter
GHS 201A Principles of Global Health
GHS 201B Social, Cultural, and Economic Determinants of Health
EPI 203 Epidemiologic Methods
BIOSTAT 200 Introduction to Statistical Analysis
GHS 203A Global Health Practice Seminar
Winter Quarter
GHS 202A Communicable Diseases of Global Importance
GHS 202B Non Communicable Diseases of Global Importance
BIOSTAT 208 Biostatistical Methods for Clinical Research II
EPI 213 Decision and Cost Effectiveness Analysis
GHS 203B Global Health Practice Seminar
Spring Quarter
GHS 204 Global Health Fieldwork
Summer Quarter
GHS 205 Measurement and Policy in Global health
GHS 203C Global Health Practice Seminar
Note: Because
the Masters Degree in Global Health
Sciences is in its inaugural year,
the course content listed below is
subject to modification by the course
directors as the curriculum is developed.
To the extent possible, courses will
attempt to conform to the needs and
goals of the matriculating class
while covering a broad array of representative
subject matter and skill sets relating
to global health. As the content
listed below is extensive, course
directors will select the critical
topic areas and case studies, which
in their opinion constitute essential
knowledge for mastery in global health
sciences.
Courses taught by the Department
of Epidemiology and Biostatistics
are listed in the UCSF course catalogue,
and three (EPI 203, BIOSTAT 200,
BIOSTAT 208) are required for the
Masters Degree in Clinical Research.
Global Health Sciences will cover
the tuition fees for these courses.
One or more of these courses may
be waived and electives offered for
students who demonstrate graduate
level proficiency in these subjects.
Course Co-Directors:
George Rutherford, M.D., M.P.H. and Amy Levi Ph.D.
This course will describe the principles
and scope of global health, and provide
the essential background for the other
core courses. Students will learn about
the emergence of global health, the
key players and their agendas, and
international legal frameworks and
treaties. The course will compare and
contrast health systems internationally
and assess the health workforce crisis
in developing countries. Students will
be exposed to examples of major public
health challenges and learn key strategies
for responding to them.
Health policy development is driven
by evidence-based knowledge. A recurring
theme will explore the quantitative
and qualitative methods for estimating
disease incidence, risk, treatment
results and control. This will be accomplished
both in formal courses and in case
based seminars mapped to course content.
Throughout the course students will
be made aware of the ethical issues
that underlie the global health work.
4 Units Credit over one quarter
- Two hours of lecture per week
- Three hours of seminar plus three
hours of independent study per week
Upon completion of this course students
will be able to:
- Describe the principles and scope
of global health
- Identify and appreciate the key
players, institutions, political
bodies, and non-governmental organizations
that contribute to health promotion
and policies
- List and explain the rationale
for the Millennium Development Goals
- Compare and contrast different
international health systems, policies
and frameworks
- Recognize major global health
threats and challenges and critically
appraise public health strategies
to respond to them
- Appreciate the complexity of global
health work and promote a sound ethical
approach
Context of global health
- Emergence of global health: definitions,
scope and principles;
- Global health as it applies in
developing and developed countries.
- Development context for global
health: health and poverty; health
as a component of development; health
related development strategies and
targets, dynamics of international
aid
- Poverty Reduction and Millennium
Development Goals
- Globalization: global governance
structures; global markets, mobility
and cross-cultural interaction; environmental
impacts on health
- Principles of public health and
its importance globally: primary
health care; international disease
prevention and control; prevention
strategies
- Applying the principles to major
public health challenges in developing
countries: maternal and child health;
reproductive health and contraceptive
technology; communicable and non-communicable
conditions; water and sanitation
- Preparing for and dealing with
major global public health threats:
population movement; humanitarian
emergencies
Architecture of global health and
strategies for working in global health:
- Global health governance: key
players, their agendas, roles and
responsibilities
- Legal framework and health-related
international treaties and agendas:
human rights, IPR, tobacco, drug
development, distribution of essential
drugs, brain drain, human trafficking
- International collaboration: priorities;
types of international projects;
management of projects, principals
and ethics; evaluation; sustainability
and potential for scaling-up.
- Global public-private partnerships
Ethical issues working in global
health
- Technology transfer, sustainable
interventions, health information
access
- Distributive justice, rationing
scarce resources; health disparities
- Intellectual property rights
- Health activism, drug access and
cost
- Health research ethics
Course Co-directors:
Vincanne Adams, Ph.D. and James G. Kahn, Ph.D.
This course recognizes the interconnection
between the culture and wealth of societies
in relation to health. It is designed
as a basic introduction to the roles
played by social, cultural, and economic
factors in global health sciences both
in high-income societies (immigrant
and cross-cultural medicine) and in
low- and middle-income countries. It
reviews the history of health systems
development (organization, financing)
and maps out a broad set of questions
about the achievements and failures
of health development efforts in relation
to social and economic factors. The
course will emphasize the themes of
disease prevention and treatment throughout.
Qualitative research methodologies
will be presented as critical tools
of global health practice. The course
aims to provide students with the fundamentals
needed to understand the economic and
demographic influences on global health
policy. We will examine the effects
of the economy on health, and the effects
of health on the economy. The course
will expose students to the health
consequences of fertility, migration,
birth rates and mortality rates and
the specific tools to study these metrics.
The course will rely heavily on actual
health measurements in varied social
and cultural contexts, including application
of cost-effectiveness analysis.
: 4
Units Credit over one quarter
- Two hours of lecture per week
- Three hours of seminar plus three
hours of independent study per week
Upon completion of this course students
will be able to:
- Explain the interrelationships
between culture, society and health,
citing examples in different geographic
regions
- Describe the development of varied
health delivery systems with special
emphasis on low and middle-income
countries
- List and explain the cultural,
social and geopolitical bases for
different health systems, using examples
from different regions of the world
- Contrast examples of different
cultural influences on health-seeking
behavior giving specific examples
- Describe the social and cultural
determinants of health from an anthropological
perspective, including issues of:
ethnic identity and race; family
and kinship; gender; religion and
belief systems; and shamanism/traditional
healers
- Explain how cultural and social
determinants are both obstacles and
resources for health development,
citing examples
- Apply anthropological field methods
to health policies and interventions
at the global and community levels.
- Cite specific examples of policies
and interventions that worked or
failed using anthropological research
- Learn the metrics used by economists
to assess the burden of disease,
and measurement of cost effectiveness,
and cost benefit of health interventions
- Describe the economic and historical
determinants that influence variations
in global health by contrasting two
geographic region
Health systems development
- Pre-war, post war, de-colonization,
globalization
- Models: transitions from vertical
to integrated 'horizontal' health
programs
- From primary health care to
social marketing
- People-centered development
to neo-liberal development
- Health development to Global
Health Sciences
- Post cold-war health and development
in newly emerging economies
- Impact of religion on health and development
- Role of health economics and econometrics
in health systems, including: cost
of care; system financing (patient,
government, international); role of
insurance, economic incentives, cost-control,
non-medical costs of illness
- Macroeconomics and human development
- Econometrics, cost-benefit, cost-effectiveness
analysis, DALYs, QALYs
- Comparative health systems: manpower,
infrastructure and leadership
- Health system performance frameworks:
stewardship, resources, delivery and
financing; equity in access and outcome;
health sector reform; comparative analyses
of different systems
- Human resources for health: analysis
of the crisis and critique of approaches
to resolving it; the role of international
health professionals
Society, culture, and health
- Politics and history
- Identity, language, and race/ethnic
relations
- Kinship and social structure
- Informal markets, local healers,
and health seeking behavior
- Religion and belief systems
Culture and health: translating cultural
competence
- Social determinants/culture as
obstacle vs. resource for health
- Social determinants/culture as
obstacle vs. resource for healthcare
utilization
- Lessons from History:
- Risks of ignoring culture/social
issues
- Risks of incorporating culture/social
issues
Anthropology field studies
- Quantitative approaches and the
translation of knowledge to action
(epidemiological methods in anthropology)
- Methods of qualitative research:
interviews, oral histories, focus
groups, data collection, research
assistants
- How best to communicate research
results to policy makers and the
public when both anthropological
and quantitative descriptions are
used
- Bridging conceptual and experimental
work (e.g. the merging of epidemiological
and ethnographic information useful
in design of health systems)
- Case examples of this in action
- Informed consent procedures and
cross-cultural ethics
- Collaboration and Inclusion of
local research scientists (teaching
scientific method across cultures)
- Tailoring research protocols to
local/national needs
- Collaborative pedagogy -partnerships
and exchange programs
- Integrated intervention efforts
(combining local and imported models
for intervention)
- Health Diplomacy: political tool
to stabilize conflict and pursue
equity
- Stigmatization, politicization
of health, and the resentment of
foreign aid
A course reader with articles and
chapters from ethnographies will serve
as a basis for student participation
in weekly discussions. Bi-weekly short
papers will focus on a specific global
health problem, written as a 'letter
of Intent' for a research project.
At the completion of courses EPI
203, BIOSTAT 200, and BIOSTAT 208,
listed below the student will be able
to:
- Describe the array of study designs
available in clinical and epidemiological
research
- Explain the importance of measurement,
estimation of effect, and sources
of error, in epidemiological research
- Describe the basis for estimating
sample sizes and the importance of
randomization to mitigate bias
- Learn the main statistical descriptors
such as mean, median, standard deviation
and demonstrate how to apply them
- Describe two study designs to
estimate risk-disease associations
- Describe the main parametric and
non parametric statistical tests
and give examples of their appropriate
application to specific study designs
- List techniques appropriate for
handling a single outcome variable
and multiple predictors.
- Demonstrate some methodological
approaches to minimize inferential
error such as biases, confounding
and chance.
- Describe how to assess, design,
monitor and evaluate a public health
intervention, clinical trial, policy
or health promotion project in a
developing country
- Apply anthropological and/or other
qualitative field methods to design
a sample intervention at the community
level.
- Demonstrate the ability to design
and conduct a global health project
using appropriate quantitative and
qualitative tools
- Outline data limitations and their
consequences
- Using STATA software, demonstrate
the ability to conduct descriptive
analyses and make statistical inferences
from case control, cohort, and intervention
studies.
Course Director: Jeffrey Martin, M.D., M.P.H.
:
3 units over one quarter
This course will cover instruction in clinical
research study design; measures of disease
occurrence and disease association; the
different mechanisms of bias in clinical
research (selection, measurement, and
confounding); and a conceptual approach
to multivariable analysis.
The objectives of this course are
to provide a detailed understanding
of the basic principles of epidemiology
including:
- Diverse array of study designs
available in clinical research
- Importance of measurement
- Different types of measures of
disease occurrence;
- Methods to measure risk factor
- disease association;
- Approaches to identify and minimize
selection, measurement and confounding
bias
- Conceptual motivation for multivariable
regression analysis, a common tool
in epidemiologic analyses
All clinical research regardless if
classified as patient-oriented, translational,
epidemiologic, behavioral, outcomes,
or health services research has individual
human beings or groups of human beings
as its unit of observation. As such,
principles of epidemiology serve as
the basic scientific methodology of
all clinical research.
For more information see: Epidemiology & Biostatistics Teaching
Course Director: Brian Jersky, PhD
3 units over one quarter
This course is an introduction to
the study of biostatistics. We cover
types of data, their summarization,
exploration and explanation. Also,
we look at concepts of probability
and their role in explaining uncertainty.
We end with coverage of inference applied
to means, proportions, regression coefficients
and contingency tables. Throughout
the course, the software program STATA
will be used
Principles of
Biostatistics by
M. Pagano and K. Gauvreau. Duxbury.
2nd edition. ISBN 0534229026.
Grades in the course will be assigned
as follows: class participation 10%;
homework 40%; and final examination
50%
For more information see: Epidemiology & Biostatistics Teaching
Course Co-Directors:
Philip J. Rosenthal M.D., and Monica Gandhi M.D., M.P.H.
This course approaches the global
burden of communicable disease from
the perspectives of epidemiology, medicine,
and economic analysis. It will broadly
cover the basic principles of infection
and immunity, the pathogenesis and
major types of communicable infections,
and the public health control of major
communicable diseases. The costs and
benefits of interventions will be discussed
from an economic, political and medical
perspective. Using selected case studies
the course will address observational
investigations and surveillance as
well as drug, vaccine, diagnostic and
intervention trials in the developing
world.
4
units credit over one quarter
- Two hours of lecture per week
- Three hours of seminar plus three
hours of independent study per week
Learn the common communicable diseases
of global health importance
- Enumerate the major infectious
diseases of global health importance
and their control, including disease
burden, clinical features, diagnosis
and treatment
- Explain the principals of infection,
immunity, microbial ecology and pathogenesis
- List the major communicable diseases
of global importance and their geographical
distribution
- Describe the principles of communicable
disease control including vectors,
environmental modification, and vaccines
- Cite examples of effective communicable
disease interventions including vector
control, vaccination, quarantine,
and public health measures
- Analyze selected disease interventions
from a biological, cultural and economic
vantage, considering the major actors
involved, the decision-making process,
outcome, and cost-benefit analysis
- Describe the major historical
milestones of the HIV epidemic and
the essential obstacles to infection
control
- List the common but neglected
tropical diseases, their burden,
and cite examples of control in developing
countries (e.g. trachoma, river blindness,
Guinea worm)
- Enumerate the major emerging infections
and describe the mechanisms by which
they arise and spread, citing examples
Basic concepts in communicable diseases
- Ecology and life cycle of microorganisms
- Host-parasite interactions
- Pathogenesis - host factors,
parasite factors, basic immunology
- Microbial replication and dissemination
Pathogens of major medical importance
- HIV and sexually transmitted infections
- Malaria
- Tuberculosis and leprosy
- Childhood vaccine preventable
diseases and Expanded Programme on
Immunizations
- Acute respiratory infections and
influenza
- Enteric infections
- Viral hepatitis
- Major zoonoses including hemorrhagic
fevers
- Emerging infections as a result
of travel and environmental change
(e.g. Lyme disease, SARS, mad cow
disease, West Nile fever)
Disease control and interventions
- Disease prevention: primary, secondary,
tertiary
- Principles of health promotion
- vaccinology
- Outbreak investigations:
- Biomedical prevention: vaccines,
drugs, and devices
- Behavioral, social and policy
interventions
Course Co-Directors:
James Seward, M.D., M.P.P., M.M.M. and
Stephanie Taché M.D., M.P.H.
This course will cover the global
burden of major non-communicable diseases
(NCDs). It will emphasize the health
consequences of environmental degradation, 'Westernization',
under nutrition, and migration. maternal
and childcare, and common or emerging
chronic diseases. The course will also
cover the environmental determinants
of ill health on various scales - global;
regional; and community. It will explore
(1) the health consequences of climatic
change such as global warming, drought,
floods, and natural disasters; (2)
man-made environmental degradation
and the health consequences of conflict,
migration, energy demand, air pollution,
and deforestation; and (3) the relevance
of biodiversity, ecology and pest control
for the sustainability of food supply.
Using case studies and selected interventions,
students will learn how different countries
cope with chronic illness, scarce resources,
and disease control at the national,
community and individual levels.
4
Units Credit over one quarter
- Two hours of lecture per week
- Four hours of seminar plus two
hours of independent study per week
At the conclusion of the course the
student should be able to:
- Cite examples of environmental
causes of chronic disease and their
mitigation
- Describe the burden of mental
illness on a global scale
- Describe the global burden of
cancer and name some common malignancies
linked to infectious causes
- Describe the tobacco framework
and list successful initiatives in
tobacco control
- Enumerate how injuries and trauma
be mitigated in resource poor countries
- Demonstrate knowledge of environmental,
life style and genetic risk factors
for common chronic diseases such
as cancer, heart disease, diabetes,
pulmonary disease, arthritis, and
osteoporosis
- Explain the 'epidemiological
transition' and describe ways
to measure the effect of urbanization
and modernization on health
- Describe the growing obesity epidemic
and explain its effect on health
- Explain how maternal and child
health is measured including definitions
such as U5M (under 5 mortality) and
cite measures to improve maternal-child
health outcomes
- Explain how child mortality can
be reduced
- Describe the roles of food, water,
and energy use in chronic disease
- Describe how poverty affects health,
and how can the cycle be broken
- Describe the global scope and
burden of major non-communicable
diseases (NCDs)
- Explain how environmental factors
contribute to NCDs and examine proposals
to mitigate environmental degradation
as it relates to global health
- Explain the interconnection between
NCDs and development and the role
of international organizations, governments,
NGOs and communities in NCD control
- Be able to integrate knowledge
of NCDs into a larger picture of
global health and disease control
Basic concepts in non-communicable
diseases
- Epidemiology and global burden
of disease for key NCDs
- Behavioral risk factors for NCDs
- Genetic, environmental, social,
and other risk factors for NCDs
- Concepts of NCD prevention: primary,
secondary, and tertiary
- The impact of globalization
Public health approaches to non-communicable
diseases
- Disease surveillance and estimating
the burden of disease
- Behavioral, social and policy
interventions
- National initiatives (focusing
on non-US programs)
- Biomedical prevention: drugs and
devices
- Engineering interventions
- Global Health Initiatives (WHO,
UNICEF, World Bank, Oxford Health
Alliance)
- Media and advocacy approaches
Understanding disease burden in
the context of developing countries
- Cancers in the Developing World
- Infectious and non-infectious
origins of cancer
- Cardiovascular and chronic pulmonary
diseases
- Injuries, accidents, and trauma
- Global burden of mental illness
- Women's and reproductive
health
- Child health and under 5 mortality
- The global obesity epidemic
Understanding key lifestyle and
environmental risk factors and control
paradigms for NCDs
- Tobacco and alcohol
- Overweight, diet, nutrition
- Obesity, over-nutrition, and physical
activity
- Unsafe roads, vehicles and drivers
- Urbanization
- Environment, climate change and
human health
- Clean water and sanitation
- Food security
- Appropriate use of fuel
- Effects of conflict and migration
on environmental health
Course Director: David Glidden, Ph.D.
3
units over one quarter
(see
above)
This is a second course in statistics,
covering multi-predictor methods, including
exploratory data analysis and multiple
regression (linear and logistic). Emphasis
is on the practical and proper use
of statistical methodology and its
interpretation. The statistics package
STATA will be used throughout the course.
At the end of the course, students
will be able to:
- Describe the roles of descriptive
versus inferential statistics.
- Identify characteristics of the
problem to help choose the appropriate
analytic technique.
- Describe techniques appropriate
for handling a single outcome variable
and multiple predictors.
- Outline data limitations and their
consequences
TEXTBOOK: Regression
Methods in Biostatistics by Vittinghoff,
Glidden, McCulloch, and Shiboski.
Springer, 2005.
The statistical software package Stata (Stata
Corporation, College Station, Texas)
is used in the program.
Grades will be based on five homework
assignments (70%) and a final exam
(30%). The exam will be distributed
on 3/11/08 and due on 3/21/08.
Course Director: James G. Kahn, Ph.D.
2
units over one quarter
At the conclusion of this course
the sudent should be able to:
- Understand the principles of decision
analysis (DA) including decision
trees to portray action options and
their consequences
- Understand the principles of cost-effectiveness
analysis (CEA), including health
and cost inputs and cost-effectiveness
ratios
- Understand disease state (Markov)
modeling and its uses
- Understand and experience steps
in conducting DA/CEA
- Use a computer spreadsheet to
do DA/CEA computations
- Design a DA/CEA in an area of
expertise
- Know how to critique published
DA/CEAs including structure, inputs
and findings
Instruction in creating decision trees
and other analytic models; obtaining
appropriate probabilities, utilities
and costs; and completing analyses using
customized software.
For more information see: Epidemiology & Biostatistics Teaching
Seminar Coordinator:
John L. Ziegler, M.D., M.Sc. (Co-director TBN)
The seminar will be tailored as primarily
a case-based approach to learning about
global health interventions on subjects
of interest to the students. There
are three sections to the seminar (fall,
winter, and summer), and each quarterly
section will have individual content
developed by the Seminar Coordinator
and the students collaboratively to
assure that the specific needs of students
in the practical application of competencies
are met. To the extent possible, seminar
content will map to the courses being
taught in the given quarter and to
current events so that new curricular
material will be relevant to seminar
topics. It is in the seminar that scholarly
project plans will be developed during
fall and winter quarters before the
outcomes are presented in oral form
during the summer quarter.
The major evaluation will be through
the self-learning tool (ePortfolio),
which will be developed and modified
collaboratively by the seminar director
and the students. A formal evaluation
will be required at the completion
of the winter and summer quarters.
2
units per quarter (fall winter) and
4 units (summer)
- Three hours in-class plus three
hours independent portfolio work
per week. Student presentations will
take place during the summer quarter
seminar.
Upon completion of this course, students
will be able to:
GHS 203A (fall quarter)
- Understand the application of
epidemiologic, anthropologic, economic,
and qualitative assessment tools
to the study of major global health
problems
- Explain the trans-disciplinary
approach to global health problems
and give examples
- Incorporate an ethical approach
to planning global health interventions
- Incorporate material from the
content courses into development
of a field work project to be conducted
in the spring quarter
- Identify and establish a local
field site mentor and arrange in
advance the elements of the field
experience, learning objectives,
and evaluation of performance
- Plan and design a scientifically
sound research protocol, developing
background, specific aims and methods
GHS 203B (winter quarter)
- Write a finished research protocol
including background, specific aims,
methods, anticipated problems and
their solution, data collection and
management, sample size, ethical
concerns, informed consent (if appropriate),
analytic techniques, comprehensive
bibliography, and budget
- Review and write down with a mentor
the specific aims, goals and learning
objectives for fieldwork
- Present, justify and defend the
protocol before a review panel of
peers and faculty
- Submit the protocol to the appropriate
IRBs for approval
- Correspond with collaborators
in the field project, describing
the protocol, the aims of the study,
logistical measures, budgets, and
practicalities of accomplishing the
work in a 10-week period to establish
connections and expectations well
in advance
- As appropriate, draft a formal
letter of agreement with the host
country mentor or organization, stating
the purpose and duration of research,
the bilateral benefits expected,
and the outcomes, including any publications
and authorship
- Arrange any formalities and paperwork
with the host country in advance
regarding visa status, clinical privileges,
paperwork, registration, or licensure
GHS 203C (summer quarter)
- Work effectively in a resource-constrained
environment
- Demonstrate cultural and ethical
sensitivity in designing a health
research project or intervention
in a developing country
- Deliver a professional presentation
on the outcomes and potential applications
of field work project and demonstrate
proficiency in oral communication
- In a cross-cultural role-play,
provide constructive feedback to
both a subordinate and a superior
- Comprehend practical limitations
of, risks to, and opportunities for
collaborative work in global health
research, service, or policy work
- Demonstrate the attitudes and
skills appropriate to leadership
and mastery of global health problems
and their solutions
- Show how to solve a problem that
obstructs a research plan (e.g. ethical
concerns, logistical difficulties,
personnel difficulties)
- Organize and chair a committee
('charette') to meet
on a policy statement; set the agenda,
use break-out groups, provide evidence
and data, and come to a conclusion
in one hour
- Describe the leadership skills
necessary for a career in global
health, including how to acquire
these skills and how they can be
practiced in the global health environment
- Write a clear, compelling health
policy statement, such as a Lancet commentary
- Give a lecture on a global health
topic to peers, using PowerPoint
- Development of leadership skills
- Oral and written communication
- Critical analysis and problem-solving
skills
- Appropriate use and evaluation
of learning resources
- Integrating knowledge, research
and policy
- Designing research, programs,
and policy projects
- Project analysis, write-up, and
presentation
Course Director:
John L. Ziegler, M.D., M.Sc. (Co-Directors TBN)
Students will enroll in this course
while completing their independent
project in an international setting.
They will be based within a partner
institution to complete the project
developed over the previous two quarters.
Students will be responsible for continually
assessing their own progress and discussing
with their mentors their progress and
the application of their didactic learning
to their particular setting. They will
spend at least two months abroad.
- Six units over the course of one
quarter
- Minimum 180 hours independent
field work
Upon completion of this course, students
will be able to:
- Complete an independent project
of their own design in a global health
setting
- Demonstrate the target knowledge,
behaviors and attitudes as applied
to field work
- Assess their role in a global
health institution and determine
potential career opportunities based
on this role
- Keep a diary or log portfolio
of fieldwork experiences, assessments,
reflections, and learning during
the project. Share these with the
local mentor and the UCSF faculty
advisor on a regular basis for constructive
feedback and assessment
- Demonstrate sensitivity to local
customs and arrange introductory
meetings with the Dean, Head of Hospital
or Head of Department as appropriate
- Be prepared to encounter obstacles
to the research program and outline
a plan to mitigate the problem or
suggest alternatives to solve the
problem
- Demonstrate cultural and ethical
sensitivity in designing a health
research project or intervention
in a developing country
- Show how to solve a problem that
obstructs a research plan (e.g. ethical
concerns, logistical difficulties,
personnel difficulties)
- Give examples of ethical problems
in designing a health intervention
at the community level
- Demonstrate leadership and diplomatic
skills in a low resource setting
- Execution of independent project
of student's devising within
the context of an existing collaborative
project
- Self-evaluation throughout the
course of the project
Course Directors:
Steve Morin, Ph.D., Sarah Macfarlane, Ph.D.
This summer quarter will integrate
and consolidate students' experiential
learning within the framework of global
health practice by focusing on program
impact and evaluation. Utilizing tools
of measurement and assessment, students
will evaluate the impact, cost-benefit,
and cost-effectiveness of interventions
ranging from disease control to eradication
while including biomedical, behavioral,
and environmental interventions. Students
will situate their own projects and
experience within this framework, considering
the policy implications of research
findings and the role of organizations
involved in global health (academic,
philanthropy, industry, and national
and multilateral agencies) in linking
the production, assessment, and application
of global health knowledge.
Four
units over the course of one quarter
- Two hours of lecture per week
- Three hours of seminar plus three
hours of portfolio work and independent
study per week
Upon completion of this course, students
will be able to:
- Cite specific examples of analyses
needed for interventions that mitigate
illness
- Describe surveillance systems
and databases used in global health;
be able to access these data bases
for secondary analysis and studies
- Apply quantitative approaches
to program evaluation and monitoring
- Conduct detailed quantitative
measurement projects using epidemiologic,
economic, and ethnographic data
- Cite specific examples of policy
change and interventions that mitigate
ill health
- Describe the policy process, including
identification of policy issues,
policy stakeholders and decision-makers,
processes to make and implement policy,
current major health policies, and
the role of formal policy analysis
- Characterize for several specific
settings and health issues how economic,
demographic, and policy issues affect
the formulation and resolution of
resource allocation problems
- Analyze the policy and economic
aspects of health interventions
- Assess the progression of global
health knowledge from research to
intervention, and the integration
of economic and political considerations
in this process
- Describe job access points in
global health in a variety of different
settings
- Situate an independent project
within the scope of global health
practice
- Devise a global health scenario
intervention for colleagues to solve
(e.g. arsenic contamination of water
in Bangladesh; use of alternative
energy sources for home cooking;
innovative methods to store food
and avoid fungal contamination)
Health economics
- Healthcare costs and financing:
global patterns in levels and types
of expenditures and in financing
sources and mechanisms. Cost-control
mechanisms and economic incentives.
Key data and methods
- Econometric techniques as applied
to global health problems
- Resource allocation: context in
which resource allocation problems
occur, theories and tools to assess
and resolve
Interactions of economics, demographics,
and policy
- Case examples: AIDS, birth control,
tobacco control,
- Resource allocation example: improving
perinatal services and outcomes
- Characterize the challenges of
scaling up of global health programs,
citing specific examples of successes
and failures and taking into account
logistical, cultural, political,
and economic incentives and barriers
- Culturally sensitive reporting
on program effectiveness: presenting
results for maximum impact.
- Definition and scope of health
policy
- Policy processes: identification
of issues, participants and stakeholders,
deliberation and decision, implementation,
refinement
- Review of selected major global
health policies: AIDS, malaria, tobacco,
drug licensing
- Formal policy analysis: quantitative
and qualitative, description and
examples
Career tracks in Global Health Sciences
- Understand the major career opportunities
in Global Health (NGO, governmental,
philanthropy, etc.)
- Develop scenarios by which policy-makers
can be persuaded to create change
- Demonstrate how evidence based
knowledge can be translated into
policy with specific examples
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