Social Studies of Health
- be able to use a variety of theoretical models to identify factors in various health-related phenomena
- be able to select methods for measuring the events of interest in the context of the health, and identify and overcome the associated limitations for these estimates
- know the basic principles for developing health interventions on the individual, community, or group level
- synthesize and evaluate the quality of published research papers on the topic, assess their applicability and limitations
- communicate the health-related data taking into account the specifics of the potential audience
- Understanding and measuring healthHealth models and their evolution. Biomedical model of health. Biopsychosocial model. WHO model and its critique. Determining determinant importance Selected health behavior models. Ecological models. Health belief model. Theory of planned behavior. Diffusion of innovations model. Transtheoretical model. Stress models. Health measurement. Epidemiological approach. Incidence. Prevalence. Different sources of health-related data and it’s limitations. EMA approach. Research with hard-to reach and hidden populations. Respondent-driven sampling. Time-location sampling. Methods for hidden populations size estimation.
- Modifying health: health-related interventionsPrevention: primary, secondary, tertiary. Taxonomies of interventions. Complementary and alternative medicine. Project management approach to health interventions Taxonomies and examples of behavior change techniques Framing in health messaging. Emotions in health messages. Stigma reduction and language interventions
- Measuring the interventions efficacyEvidence-based medicine pyramid. Evidence-based prevention Other approaches to measurement. N-of-1 trials. Economical efficacy.
- Seminar participationEach seminar students get a grade for seminar participation. Depending on the seminar content, one of three grading methods are used: 1. Short test on assigned readings or seminar content (50%) + in-class participation (50%). 2. Presentation (50%) + in-class participation (50%). 3. In-class participation (100%). The two seminars with the minimum grades would be excluded from the calculation of the accumulated in-class participation grades.
- Group projects
- Exam testThe exam test conducted in a computer-based format (in person). Distant testing is not provided. The test consists of 40 multiple-choice questions evaluated equally with one or multiple correct answers. It is forbidden to use any reference materials or class notes during the examination.
- Interim assessment (2 module)0.3 * Exam test + 0.3 * Group projects + 0.4 * Seminar participation
- Carr, S., Pless-Mulloli, T., & Unwin, N. (2007). An Introduction to Public Health and Epidemiology (Vol. 2nd ed). Maidenhead: McGraw-Hill Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=234613
- Stroebe, W. (2011). Social Psychology and Health (Vol. 3rd ed). Maidenhead: McGraw-Hill Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=375112
- Berkman, L. F., Kawachi, I., & Glymour, M. M. (2014). Social Epidemiology (Vol. Second edition). Oxford: Oxford University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1070426
- Bonita, R., Kjellström, T., Beaglehole, R., & World Health Organization. (2006). Basic Epidemiology (Vol. 2nd ed). Geneva: WHO. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=227212