Programme Learning Outcomes
The overall aim of the course is to equip students with the analytical and methodological skills to address the multifaceted challenges of global health whether they are in high-income or low-income countries. On successful completion of this programme graduates will be able to:
- Propose viable solutions through the knowledge of current perspectives and insights from a range of health and social sciences and understanding of the broader and interconnecting causes of the world's health problems
- Apply a range of analytical and methodological skills to address the multifaceted challenges of global health in an ethically responsible manner and to contribute on a broader scale to the design, implementation and evaluation of health programmes
- Apply knowledge, handle complexity and exercise best judgements, individually and in groups, when faced with inevitable health challenges created by diverse settings by utilising leadership and other key skills
- Effectively communicate through appropriate media and audiences, and efficiently take responsibility to complete complex health-related activities individually and in groups
- Demonstrate the essential knowledge, skills and capacity for self-directed learning to advance professionally in the field of global health through further study or work in countries at any level of development
- Independently plan and conduct a global health-related research project in a domestic or international setting and disseminate research findings accordingly
Teaching and Learning Strategies
The programme adopts the following methods to facilitate teaching and learning among participants:
- Teaching based on evidence from current research
- A learning methodology that stresses active participation of students and acknowledgement and utilization of the varied experience that each participant brings to the course
- Team based learning and teaching that reflects the reality in which people work in the global health arena
- An assessment strategy that allows students to direct both individual assignments and dissertations to their own career interests and professional development
- An assessment strategy which encourages students to develop critical appraisal, analytical and methodological capabilities to address the challenges of global health
- A range of strategies that encourages self directed learning and individual ownership and utilization of learning opportunities.
Students are expected to be active in charting the direction of their learning and utilization of available learning opportunities. Based on the above, the teaching and learning methods include:
Self-directed study is a major component of the course. With this method, participants are encouraged to utilize the wide range of learning resources at their disposal, some of which are introduced at the beginning of the course. Students are advised to set aside study time each week, ideally on Thursday and Fridays which are lecture-free days during Term 1. As the assessment is ongoing throughout the year, students need to be disciplined in organising time for writing assignments. Some study time has been scheduled into the timetable. This is primarily to allow students to source material in the libraries and work in study groups.
These facilitate orientation to topics and issues and presentation of relevant updated information and specialized knowledge in an organized manner. At the Masters level, lectures provide useful background information that aid critical assessment of module materials and self directed learning.
Interactive Lectures and Discussions
This is a situation where the module coordinator or a member of the class leads in the discussion of issues, which were raised during presentations. Participants are encouraged to interact and share their knowledge with others in the group. This provides an opportunity to explore the varied experience of participants within the group.
Seminars and Presentations
Seminars and presentations give participants the opportunity to investigate topics and present their findings to the rest of the group. They are useful in that they enable participants acquire investigatory experience, the sharing of knowledge gained and the justification to others of the conclusions reached.
This encourages participatory learning exercises where students are allocated to small groups to share knowledge and experiences and attempt to resolve problems arising from lectures and self directed study.
Detailed case studies may be used as a teaching method to comprehensively describe a number of global health issues. Using real-life situations will help students consider a number of important lessons and appreciate the complexity of global health.