In BMED 271, Global and Population Health, emphasis will be placed on population health, instead of the health of individuals. Population and global health prioritize partnerships and resource sharing, instead of unilateral relationships, and focuses on advocacy.
Minimum 2nd year (Level 2) standing or permission of the instructor.
After completing BMED 271, students will be able to:
- Recognize health as a human right in order to identify opportunities to demonstrate social responsibility and service.
- Integrate social and physical determinants of health to assess the unique needs of special populations.
- Draw on examples of successful interventions and best practices to assess the community’s access to resources and design a well-informed health advocacy plan.
- Identify and engage the appropriate stakeholders to develop consensus on the rationale and execution of a health advocacy plan.
All assessments will be graded using marking rubrics.
Assessment 1 – Population Background Essay (10%)
Students will be assigned a population for which to advocate, and this population will be used for the remainder of their assignments. Each population has a particular health issue that needs to be addressed. Students will explore their assigned population and its health concerns, and apply the definitions of global health and health as a human right. Students will write a 350 word essay which will answer the following questions:
- What are the key features of the chosen population and its primary health issue?
- How does the population’s health issue qualify as a global health issue?
- How does the population’s health issue relate to health as a human right?
Assessment 2 – Needs Assessment (20%)
For this assignment, students will be required to write a 700 word report in order to address the needs and possible interventions targeted towards their assigned population. Students will quantify the level of need in regards to their population’s health issue. This will be done by estimating the “ideal state” with respect to the health issue, and identifying the gap between the current and ideal states. Students will be required to justify their choice of “ideal state.” Students will then identify numerous causes related to their assigned population, and propose an intervention to address a single chosen cause, with justification. Finally, students will identify barriers and enablers to addressing their chosen cause.
Assessment 3 – Intervention Plan (20%)
For this assignment, students will design an intervention plan to address the chosen cause identified in assessment 2. The intervention should be tailored to the identified cause and include an effective justification of how and why it will address that cause. Students should extract “best practices” from previously deployed interventions to strengthen and legitimize their proposal, while using the identified barriers and enablers from assessment 2 to inform their intervention plan. In addition to describing their intervention, students should make predictions about the effects it will have. This may include estimating how much their intervention could reduce the need of the population, and anticipating any unintended outcomes.
Assessment 4 – Stakeholder Feedback (20%)
Working in groups, students will provide feedback to each other, acting as a different stakeholder for each other member of the group. Members of each group will have a similar health issue but will each cover a different population. Students will provide their feedback during a facilitated online session. Individually, students will write a 350-word report that addresses the major concerns of each stakeholder, as discussed in the online session.
Assessment 5 – Final Exam (30%)
The final exam will consist of well-designed short answer questions, which will address all topics covered in the course.
9–10 hours a week in study (108–120 hours per term).
Textbooks and Materials
Learning modules, course notes and select readings will be made available as needed by the instructor.