Master of Public Health (Global Pathway) MPH

Tackling the health challenges we face requires an understanding of public health that takes into account global dynamics. Global Public Health offers a critical, in-depth overview of public health challenges beyond national boundaries, including their epidemiological, socio-economic, cultural, and political determinants. It provides conceptual and applied skills to critically analyse and evaluate the interconnectedness of global public health issues. As such, it offers learners of the Master in Public Health the possibility to expand the scope of their studies to the global arena.

Case studies of global public health interventions will be discussed throughout the module. Students will develop critical thinking and applied skills to evaluate the effectiveness, feasibility, and ethical implications of various global health interventions. They will examine diverse approaches, policies, and strategies aimed at addressing global public health problems, and assess their impact on different populations and regions, with particular emphasis on cultural and historical context.

Furthermore, students will learn to appraise and analyse health policies at global, national, and local levels, understanding their implications on public health outcomes.

The module will be delivered through lectures, seminars, and self-directed learning. A formative assessment in the form of an individual, 15′ presentation will take place on the last session of the module; the summative assessment will consist of a 3000-word report.

This module introduces students to theories and concepts in health improvement. Health Improvement is central to the theory and practice of the ‘new public health’ and is essential for anyone working in public health. Students will have an opportunity to ​​​trace the development and evolution of health improvement, and will be able to develop their own health improvement knowledge and skills with an awareness of a broad range of issues surrounding the topic.

Lectures will be delivered via weekly lecture/workshop sessions which will involve a lecture element, in-class discussions and in-class group work. Students will also conduct a field trip to a local health improvement organisation. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on the VLE one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

This module covers all aspects of qualitative research including qualitative research design, qualitative methodologies and methods, and analysis of qualitative data. During the module students will be introduced to the key theories and concepts of qualitative research; gain an in-depth understanding of the philosophy of qualitative research, and how it differs from quantitative research.

They will also develop an essential understanding of the ethics of carrying out qualitative research.

Students will develop their knowledge and experience of the skills needed in qualitative research by designing their own piece of qualitative research which they will then carry out.

Students will also gain a theoretical and practical understanding of the different methods used in qualitative research including interviews, focus groups, photovoice and participant observation before looking at the various different ways of analysing qualitative data. They will also develop the skills to critically appraise published qualitative research.

Lectures will be delivered via weekly sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on the VLE one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

For the summative assessment of this module, students will be expected to conduct a micro, in-class research project which will allow them to try out the skills involved in conducting Qualitative Research. It will also provide them with the opportunity to participate in another research project so they can experience what it is like to be a research participant and then reflect on that experience.

Social policy, health economics, and the organisation and management of health and health care programmes are among the core competencies identified by the UK Faculty of Public Health. The module has been designed to provide students with an in-depth knowledge and understanding of these. Health policy defines what ‘we’ want a health system to do. We will reflect on how policy is made, implemented and reviewed, looking at how public health advocates can seek an impact on policymaking. We also look at the governance (organisation and management) of health systems, paying particular attention to how these are defined, organised and funded. Attention is also given to how the performance of health systems is measured and assessed. This includes international comparisons and consideration of public, private and mixed economy models. We consider the measurement of effectiveness, and how to allocate resources, linking this to the health economics component, in which we introduce students to its key concepts, and particularly its application to public health. We will cover the evaluation of programmes and interventions, and ways to think about cost effectiveness (‘value for money’). The aim is to allow students to understand what health economics does, and to think critically about how it can be useful to public health, as well as its possible pitfalls. By studying these three components the module looks at how health (and social care) services are planned, managed, and held to account, and how change and service improvements are implemented and led, both nationally and within local organisations.

The module will be delivered through lecture delivery, problem-based learning, small group learning, and self-directed learning, while assessment will consist of two assignments; a group exercise producing a presentation examining evidence from other countries about possible solutions to a public health challenge, and an individual assignment in which a policy brief is produced. The module will also provide an opportunity for students to transfer their learning from other modules such as ‘Health Improvement’ and it is expected that students will complete self-directed learning via the assigned pre-reading before each teaching session. This reading will be available via the virtual learning environment (VLE) in advance of the module and the VLE will also be used to provide general module information (e.g. module guide and learning outcomes), communicate with students regarding module-specific issues, and provide the platform to submit their two summative assignments.

Health inequalities are population level differences in health outcomes that are socially produced, systematic and unfair. This module draws on the internationally renowned health inequalities expertise within the Department of Public Health, Policy, and Systems at the University of Liverpool. This module is taught by members of the Department and leading experts from other organisations, who are at the forefront of contemporary health inequalities research, policy, and practice. Students will develop a critical and in-depth theoretical and empirical understanding of the causes (and the “causes of the causes”) of health inequalities, and how these can be addressed through policies and interventions. Students will examine of the historical context of health inequalities, covering the triggers for public, political and professional interest in health inequalities at different points in time since 1800. Critically engaging the theoretical models of health inequalities, including material, psychosocial, and life course models, students will explore the impacts on population level health inequalities of differential exposures. Students will investigate the measurement of health inequalities and how evidence on health inequalities and their causes can be translated into positive action to reduce health inequalities and improve population health. Assessment will be through both groupwork and individual coursework which will test students’ abilities to evaluate and apply theory and evidence to health inequality scenarios.

The module will introduce students to social science and sociological theories and concepts. Students will explore the application of these theories and approaches to public health, and in so doing they will develop their in-depth critical understanding of health and illness. The sessions will be led by active health researchers who will discuss how they have employed theoretical thinking in their own health-related research. Students will have the chance to explore a public health problem of their choice and apply different sociological theories to the problem in order to develop their understanding of the issue.

Lectures will be delivered via 12 weekly seminar sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on the VLE one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

For the assessment of this module students need to carry out a critical analysis of a public health problem from the perspective of a social science theory or concept of their choice.

The module will deliver a comprehensive understanding of the core principles of health protection; the theoretical basis for the practice of health protection focused mainly on the United Kingdom; protection from infectious diseases; prevention from harm from hazards involving chemicals , poisons or radiation occur; and preparation for new and emerging threats, such as a bio-terrorist attack or virulent new strains of diseases.

The module will also provide students with some practical insight into the work of the UK Health Security Agency, and into the roles of a range of other professionals who are responsible for or contribute to Health Protection. The Module will be delivered by staff working mainly in the UK Health Security Agency.  

This module will consider the role of epidemiological research and thinking in the development of public health policy, including prevention strategies and screening programmes as well as the application of different epidemiological study designs to answer a variety of research questions.

This module will develop students’ abilities to crtically evaluate the application of epidemiological evidence to the development and evaluation of public health policies and interventions. Students will develop advanced knowledge and skills in the use of statistical techniques in public health research that can be aplied in their professional lives.

Students learn through a combination of interactive tutorials focused on understanding and apply key epidemiological concepts and statistical techniques through structured exercises. These tutorials are combined with data lab sessions in which students develop skills in using the analysis package R to develop skills in public health data analysis.

Assessing the evidence behind healthcare interventions, programmes and services is one of the core competences identified by the UK Faculty of Public Health. The module has been designed to provide students with an in-depth knowledge and understanding of the opportunities and challenges in creating a credible evidence base to guide public health decision making. During the module, we will explore the historical development of evidence-based public health, discover who the main players are, and discuss some of the contemporary debates surrounding its relevance to international public health today.

The module will be delivered through lecture delivery, problem-based learning, small group learning, and self-directed learning, while assessment will consist of two individual assignments; a 2500 word systematic review (worth 50% of the total module mark) and a 2500-word critical appraisal assignment (worth 50%). The module will also highlight how evidence from a wide range of sources can be identified, synthesised, and translated into initiatives aiming to improve health and reduce health inequalities. The module will draw on the work of key public health organisations, namely the National Institute for Health and Clinical Excellence in England, the Centers for Disease Control and Prevention (CDC) in the US and the World Health Organization. The module will also provide an opportunity for students to transfer their learning from other modules such as ‘Epidemiology and Statistics for Public Health 1’ and it is expected that students will complete the assigned pre-reading before each teaching session. This reading will be available via the VLE in advance of the module and the VLE will also be used to provide general module information (e.g. module guide and learning outcomes), communicate with students regarding module-specific issues, and provide the platform to submit their two summative assignments.

As a cornerstone of the MPH curriculum, the Dissertation enables students to leverage their acquired knowledge and skills, giving them the opportunity to make impactful contributions to the realm of public health.

In this module students formulate a research question and develop a research proposal, including a clear research strategy. Students will work independently, with appropriate supervision, to conduct original, primary or secondary, public health research aimed at answering a research question, applying methodological principles and research techniques. The 10,000-word, final dissertation requires students to creatively apply public health theory and knowledge relevant to the research question to generate new knowledge about the selected issue which is synthesised and reported in a clear and systematic way.