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 Part 2, 16th September, 2011

2. Primary Health Care Dr Stephan Campbell • 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: in England there are 300 million primary care consultations a year! • Evidence is clear: more primary care orientated systems  better care, better outcomes, more efficient • 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?

3. Overview of Primary Health Care course unit • Historical context for the development of primary care • Definitions of primary care and role in differing systems • Different models for the organisation/workforce of primary care • Developing / applying frameworks for evaluating primary care • Applying ideas to a changing primary care landscapes • YOU select a country and apply course to it throughout (UK, US, Australia, Nigeria, Pakistan, Uganda etc) • Suitable for healthcare administrators, managers, health service researchers and public health specialists; who want to find out how primary care can and should be applied in practice in different countries and contexts. • MREs or MPH  Prelude to a PhD???

4. 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. • Formative teaching process • Weekly discussion boards, including 2 marked discussion boards (5% each). • Building towards mid-term and final assignments • Weekly podcast and summary of material • 2-3 on-line seminars/discussions “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)

5. Research Methods Anne-Marie Glenny Aims to: - produce students who are competent in issues related to the design, execution and interpretation of clinical and clinically-related research. - provide students with critical appraisal skills so that on a life-long basis they will be able to apply these skills to assess any research evidence that comes before them

6. TOPICS COVERED • Library skills • Dissertation skills • Designing a study • Epidemiology • Critical appraisal • Ethics, research governance and data protection • Evidence based practice and systematic reviews

7. Mix of • web-based reading, audio presentations, online discussions, tutor feedback, interactive exercises, self-assessment through MCQs and self-reflection • Assessment • mid-semester (40%) and final (60%)

8. Emergency Humanitarian Assistance (EHA) Dr. Rubina Jasani (Course Convener) Rebecca Whitehead ( HCRI Institute Manager)

9. Course USP • International Faculty • Exposure to teaching from expert practitioners, policy makers and academics, who work in the area of world conflicts and disaster • Examines the social, political and economic aspects to emergency medical response • Brings together the academic and policy world

10. Course Objectives • To introduce students to the range of political, economic, social and health factors that are present at the time of emergencies and that influence the international response • To develop an inclusive understanding of complex health issues in times of emergencies • To understand the limitations and possibilities of emergency humanitarian medical assistance

11. Teaching Methods and Evaluation • 4 full face to face teaching days (mandatory) • Teaching format: two lectures in the morning, followed by tutorials in the afternoon • Assessments – Discussion Boards sessions (15 %) and 3,000 – 5,000 word essay (85%) • Topics will be pre-circulated and the course convener will be available for consultation

12. Broad Topics Covered • History of Humanitarianism • Charting out the Humanitarian Space: NGOs after Conflict and Disasters • Medical Response to Conflict and Disasters • Psychosocial Aspects of Forced Migration • The Epidemiology and Sociology of post-traumatic stress disorder (PTSD) • The Politics of Actions on Aids Website: www.hcri.ac.uk Email:rubina.jasani@manchester.ac.uk

13. Understanding Drug Misuse: Context, Extent and Response Course Tutors: Andrew Jones, Dr Michael Donmall, Dr Tim Millar

14. Understanding Drug Misuse Historical context Extent Responses

15. Drug Myths Pure heroin causes little if any organic damage to the body, even if used over a long period of time. True. Heroin is relatively non-toxic, compared to drugs like alcohol or amphetamines. No major organs are threatened by even a lifetime of heroin addiction. The vast majority of drug-related crime is committed in order to ‘feed’ a drug habit. False. Although estimates vary, a study in the US suggests that most drug-related homicides (90%) were related to drugs markets rather than to fund a habit (8%). The proportional differences for acquisitive crime would be similar, though not as pronounced.

16. Evidence Based Public Health • Module Teaching Team • Centre for Public Health Excellence Team from NICE. • Main issues • The major challenges in global heath and health inequalities. • The WHO Commission on the Social Determinants of Health. • NICE’s work on producing evidence based cost effective guidance on public health.

17. Course structure • The public health challenges of the twenty first century. • The Commission on the Social Determinants of Health. • Health equity, health inequalities and social justice. • The patterning of disease and the causal pathways to the patterns. • Taking an evidence based approach to solutions. • The challenges of the public health evidence base. • The experience of the National Institute for Health and Clinical Excellence (NICE). • Case studies from the NICE portfolio. • Limitations of the evidence based approach. • The politics of the evidence based approach

18. What will students enjoy? • Up to date links with politics and practice. • Being taught be a team who produce guidance and who worked on the Commission on the Social Determinants of Health. • Leading edge science and methods.

19. From the School of Dentistry Semester 1 Oral health & disease in populations Semester 2 Implementing strategy in dental services Dr Rebecca Craven

20. Why bother with dentistry? • Common & costly problems • Mostly preventable • Changing approaches • Impact on quality of life

21. 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?

22. Qualitative Research Methods Dr. Caroline Sanders

23. “Reaching the parts other methods cannot reach” (Pope & Mays, 1995) • The course introduces theory and methods of QR • Who? • Better able to understand QR • Planning qualitative research • Already using QR, wish to brush up on theory • General interest • On completion, students should be able to understand and appreciate qualitative research and undertake basic research.

24. Data collection • Focus groups • In-depth interviews • Observation • Methodological approaches • Grounded theory • Narrative Analysis • Ethnography