MPH Non Core Units

1. MPH Non Core Units An overview of units offered in the coming year by The Post Graduate Programmes in Public health and Primary Care and the School of Dentistry

2. Health Economics Professor Linda Davies HOW DO WE MAKE CHOICES? Car ACar B Cost: £6995 Cost: £11300 Engine: 2 litre 16v Engine: 2 litre 16v MPG: 32.8 MPG: 32.1 BHP: 136 BHP: 137 MPH: 129 MPH: 125 0-60: 9.2 seconds 0-60: 8.6 seconds

3. HOW DO WE MAKE CHOICES? Car A Car B Year: 2000 Year: 2001 Mileage: 12000 Mileage: 8000 Make: Ford Make: Hyundai Model: Mondeo Model: Coupe

4. HOW DO WE MAKE CHOICES? • Identify what we know • Benefits • What aspects do we value • What aspects don’t we value • Costs and constraints • Likelihood of benefits and costs • What is the risk of something going wrong • Balance of price, costs, value and budget

5. Health Care Policy

6. Why does policy matter? • All health care takes place within the context of a particular policy environment • Those working to improve health care must do so within a particular political, economic and social context • Usually led by government, but in the developing world donors, NGOs and charities may be significant policy actors • Understanding those contexts, and the factors that influence them is a vital tool

7. Health Care Policy • 150 hours • 15 credits • Aims: • To acquire a critical understanding of the principles, methods and theoretical approaches to looking at policy development. • To apply learning to developing, planning and evaluating (health) policy and programmes in the student’s professional role or workplace. • To provide critical awareness of and engagement with the public policy process, its global trends and local contexts. • Assessment – 2 assignments, mid term and final. Essay-style questions relating to policy Dr. Kath Checkland

8. Emergency Humanitarian Assistance Dr. Simon Mardell 14-15th October Manchester (face to face) 1st – 3rd December

9. Course unit AimsTo introduce students to the range of political, economic, social and health factors that impact on Emergency Humanitarian Medical Assistance and its effectiveness. RALSTON/AFP/Getty Images

10. Learning outcomes • The common causes of disease in displaced populations and their prevention and treatment • How to carry out basic health surveillance and health needs assessment • The food, water and sanitation requirements of populations • Medicine and Surgery in low resource settings • The special needs of women and children • The common consequences of “natural” and man made disasters • Complex Emergencies • Conflict Medicine • The roles of governments, international organisations, non government organisations and the military in humanitarian crises • The psychological and social consequences of humanitarian crises

11. Health Promotion Modules Module Teaching Team • Judith Clegg • Andrew Rogers Three modules • Health Promotion Theory and Methods (sem. 1) (Core for Specialist MPH Health Promotion pathway) • Health Promotion Practice (sem. 2) (HPTM is a pre-requisite) • Working with Communities (sem. 1)

12. What’s the difference between the modules? • All Health Promotion modules reflect a bio-psychosocial model of health. • Health Promotion Theory and Methods is a foundation module and covers nuts and bolts of health promotion – history, underlying theory, key models and some basic tools. • Health Promotion Practice is a focussed on how you do health promotion in a practical sense, offering a deeper understanding of decision-making through the use of a reflective approach. This module offers the practitioner the opportunity to ‘try out’ health promotion in practice situations and get feedback and support to improve planning, delivery and evaluation. • Working with Communities is for students who do work or are interested in working at a community level on health promotion interventions. It covers some theory, but offers the opportunity to look at strategies, tools that are available to improve planning, delivery and evaluation.

13. What do students’ enjoy? • The eclectic nature of the subject • The interest in the relationship between personal values and professional practice and a chance to reflect on that. • Thought provoking discussions about things we ‘take for granted’ and also the influence of culture and location and health promotion work. • The knowledge from topics covered is useful in many different working situations and therefore has longevity in value.

14. Management 1: Leadership and Teams Management 2: Quality and Managing Services Dr David Allen

15. Management 1: Leadership and Teams • What do managers do? • What does effectiveness mean? • Self-management • Leadership • Values and Vision • Teams work • Delegation • Motivation • Negotiation • Decision making and creativity

16. Management 2: Quality and Managing Services • “Customers” What do they want and need? • Understanding the environment • Engaging with service users and managing outcomes • Managing processes • Budgeting • Service planning, project and risk management • What does “quality” mean in your situation? • Working with Standards • Management Control • Managing change

17. Master of Dental Public Health New course units: Semester 1 Oral health & disease in populations Semester 2 Implementing strategy in dental services Dr Rebecca Craven & Professor Martin Tickle

18. Why bother with dentistry? • Common costly problems • Mostly preventable • Shortage of workforce • Impact on quality of life

19. Some questions answered • How big a problem is oral cancer? • Why not screen for dental problems? • How to assess need for dental care? • Is water fluoridation harmful to general health? • How to plan services and workforce? • What does a quality dental service look like? • Dentistry in the NHS – impact of reforms?

20. Primary Health Care Why take the Primary Health Care course unit? • Every person has a right to high quality health care • 90% of contacts are with primary care in UK • However, the role, structure, workforce and crucially the integration of primary care are not the same in every country. They are also changing within many countries. • What is the conceptual basis and evidence for primary care orientated systems? Do they deliver better health care? Stephan Campbell

21. Overview of Primary Health Care course unit • Understanding the historical context for the development of primary care • Developing a definition of primary care and understanding its role in differing healthcare systems • Understanding different models for the organisation of primary care including human resources • Developing a framework for the evaluation of primary care and examining how such frameworks are used • Applying ideas to a changing primary care landscape (UK, US, Australia etc)

22. Aim: To enable participants to understand the concept of primary care, how it integrates into current models of healthcare delivery, and how it can be evaluated. Students focus on a country of their choice throughout the unit; building towards mid-term and final assignments, as well as 2 marked discussion boards (5% each). “Health is a basic human right…we have a powerful approach for operationalizing these values, strategies, and policies. This is, of course, primary health care” Dr Margaret Chan, Director-General of the World Health Organization (2009)

23. Emergency Planning Dr Simon Mardell

24. Aims • Understand the principles of medical incident management, health emergency planning and resilience in relation to an event resulting in multiple casualties and discuss the evidence supporting successful incident management. • Apply the principles of medical incident management, health emergency planning and resilience to critically review reports of responses to multiple casualty incidents. • Review existing major medical incident and health emergency plans for out-of-hospital and in-hospital environments. • Apply the principles of health emergency planning to specialist incidents including those involving chemical, biological, and radiological casualties. • Develop an all risks emergency or major incident plan.

25. Who for? • Emergency Medicine • Primary and Pre-Hospital Care • Public Health • Health Capacity Management and those responsible for organisational, Regional or National Business • Continuity Planning in the Health Sector It will have relevance for both UK and international students, hi and low income countries

26. Understanding Drug Misuse: Context, Extent and Response New 2010! Course Tutors: Samantha Weston Dr Michael Donmall Dr Tim Millar

27. National Drug Evidence Centre Health Sciences Research Group School of Community Based Medicine University of Manchester

28. National Drug Evidence Centre Dr Tim Millar Senior Research Fellow & Deputy Director Andrew Jones Research Fellow Samantha Weston Research Associate Dr Karen Hayhurst Research Associate Dr Ann Gledson Senior Data Analyst Chris Garwood Data Analyst Giuseppe Demichele Web Developer Jim McGrath Web Applications Julie Chadwick PA/Administrator Rebecca Fenwick Admin Support Adele Moores DIP Prison Data Quality Officer Tracey Middleton Project Officer Bob Williamson Project Officer

29. National Drug Evidence Centre Work NDEC carries out epidemiological, evaluative and policy related research in the field of drug misuse, within the areas of health and criminal justice www.medicine.manchester.ac.uk/ndec/

30. National Drug Evidence Centre Work • National Treatment Agency • Epidemiological surveillance – NTA • Home Office • Drug Treatment Outcomes Research Study (DTORS) • Prevalence of Problem Drug Use • Drug Interventions Programme • European Monitoring Centre on Drugs and Drug Addiction (EMCDDA) • United Nations • Medical Research Council

31. National Drug Evidence Centre Thanks for your attention! www.medicine.manchester.ac.uk/ndec/ www.medicine.manchester.ac.uk/postgraduate/taught/mph/ structure/AllCourseUnits.pdf

32. Qualitative Research Methods Dr. Katie Reed

33. Stoke PCT website Methodologies • Focus groups • In-depth interviews • Life histories Analysis • Grounded theory • Content analysis • Constant comparative technique

34. This unit is designed to introduce people to the theory behind qualitative research. It will also introduce students to a number of research methods. On completion, students should be able to understand and appreciate qualitative research and undertake basic research. Who? • Better able to understand QR • Planning qualitative research • Already using QR, wish to brush up on theory • General interest

35. Advanced Epidemiology • consolidating the principles in the introductory course; • taking the principles further; • an emphasis on the practical application of the principles to study design; • the aim of enabling students to embark on epidemiological enquiry albeit with a mentor in the first instance. Dr Selwyn St.Leger

36. Learning resources • extensive in-house course material; • directed reading from course textbook and elsewhere; • optional further reading; • self-tests; • discussion tasks; • ready access to course tutor; • feedback on assessments.

37. Assessment • mid-semester (30%) and final (70%); • scenario based i.e. knowledge applied to design of a specific study set in a realistic context; • some student collaboration allowed via discussion board; • credit awarded on application of knowledge to scenario rather than vague generalities; • assessments part of learning process.

38. Clinical Epidemiology Prof. Aneez Esmail

39. Objectives • To enable clinical professionals to apply epidemiological principles to clinical problems encountered in day to day clinical practice: how to ask the right questions and how to find and interpret relevant information • how to use and interpret diagnostic tests • how to asses whether a treatment is suitable • how to use of clinical decision analysis • Students will be encouraged to apply their learning to problems that they encounter during their clinical practice

40. Methodology • Evidence Based Practice as a requisite • Web based materials for reading and learning • Clinical Epidemiology. The Essentials. Robert H Fletcher and Suzanne W. Fletcher. (2005) • Discussion boards • Unit Tutor • Mid-term and End-term Assessments feedbacks

41. Malaria, HIV/AIDS, & TB management; health service challenges Dr. Katie Reed

42. Why aren’t we meeting the millennium development goals? Gulu, Northern Uganda

43. The key to this unit is how health services work in the developing world, which we explore using MHAT as exemplars. It is; • Developing country focused – but accessible to other interested students • Promotes sharing of experiences and ideas (through discussion boards and small group working) • Application; participants are challenged to apply theory and new skills to current situations