SYKKPRA45B Public Health Course description

After completing the course, students will acquired the learning outcomes defined in knowledge, skills and general competence:

Knowledge

Students have specialized insight into:

• How social preferences and social context alter economic outcomes and policies (Fairness, reciprocity, altruism and social norms)
• How heuristic decision making can lead to cognitive biases and choices that are not in one's best interest (mental accounting, availability heuristic, recency bias, conjunction fallacy, etc.).
• How inconsistent preferences can arise and how they challenge policymaking (time-inconsistency, self-control, loss aversion, etc.).
• How the context in which a decision is made can influence preferences and choices (framing, prospect theory, etc.).

Skills

The students can:

• Analyze empirical evidence, often from experiments, for behavior that does not adhere to "economic rationality".
• Model behavioral preferences and decision processes to analyze economic policies.
• Analyze various economic policy options when behavior is not economically rational.
• Deal critically with the pitfalls of behavioral economics in making policy recommendations, such as excessive paternalism or the lack of a clear welfare criterion.

The course consists of a combination of lectures, group work, labs and homework.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• can describe and explain factors that affect disease, health and quality of life in groups or the population as a whole **
• can describe the epidemiological and demographical foundation for public health work **
• can describe social inequality in relation to health, and is familiar with the national and global consequences of inequality **
• can describe the purpose, organisation and coordination of health and social care services **
• is familiar with relevant laws and regulations relating to the health and social care services **
• can describe the relationship between work, education, social participation, inclusion and the experience of health **
• can describe the goals for sustainable development and their significance for public health **
• can explain how the patient’s health competence is significant for life style changes and shared decision-making
• can reflect on health promoting and preventive work at the individual-, group- and society level with focus on healthy, vulnerable and marginalised groups
• can describe conditions that influence children and adolescent’s formative environment and how activity and well-being are significant for health, welfare and the prevention of disease for all groups of the population
• can describe key issues related to women’s health
• can describe key issues related to sexual health and sexually transmitted diseases
• can describe how migration, refugee and judicial status can affect each person’s health
• has knowledge about the importance of appreciative communication with children, adolescents and their parents/guardians*
• can explain children and adolescents’ right to participation in decisions that concern them*
• can explain the importance of explorative approaches in cooperation with children and adolescents*

Skills

The student is capable of

• discussing ethical challenges related to public health work that aims to change behaviours **
• describing the UN Sustainable Development Goals regarding poverty **
• reflecting on how and why the status of Sami as indigenous peoples affects the development of the health and social care services**
• exploring how social health determinants are significant to public health and work inclusion at the individual and group level
• using knowledge of pregnancy, birth and the post-partum period
• applying professional knowledge and scientific methods to elucidate a delimited issue and implement a project in health promotion and preventive work
• carry out a conversation about everyday life with children and adolescents*
• have appreciative communication with parents/guardians*

Competence

The student is capable of

• discussing the connection between social health determinants and the UN Sustainable Development Goals
• reflecting on the health risks of people who live with demanding caregiving tasks, drug addictions in the family, and people who have experienced neglect or domestic violence
• can reflect on their own role in explorative conversation with children, adolescents and their parent/guardians*
• understands the importance of interprofessional cooperation with children, adolescents and their parents/guardians

One dictionary (Native language-English/English-native language or English-English).

Calculator (as specified in regulations for use of calculator).

Letter grading A-F.

An internal and an external examiner will grade the exam.

A selection of at least 25% of the exam papers will be assessed by two examiners. The grades awarded to exam papers assessed by the external and internal examiner will be used to determine the level of all exam papers.

The written examination is assessed by an internal and an external examiner. The external examiner grades a random sample consisting of approx. 25 per cent of the written exams. The grades given for this sample provide a basis for internal examiners who will be grading the other exams.

Pass/fail. One overall grade is awarded for the whole group.

Two examiners assess the exams. At least 10% of the exam papers will be assessed by an external examiner. The external examiner’s assessment shall benefit all students.

SYKKPRA45 and B, and SYKPPRA45 and B overlap 100 %.

5 ECTS overlap with xx1050 Public Health and Health Management, 5 ESTC

5 ECTS overlap with SYKK/SYKPPRA40 and B Promotion of Health and Prevention of Illness, 5 ECTS