Master of Public Health MPH

This module develops students’ skills and knowledge in epidemiological research and statistical methods, covering key concepts and all the main types of epidemiological study designs. This includes descriptive statistics, tests of association and hypothesis tests. Students gain a critical knowledge of a wide range of study designs and the ability to apply the fundamental principles of robust epidemiological research methods.
Students learn through a combination of interactive tutorials focused on understanding and apply key epidemiological concepts and statistical techniques through structured exercises. These tutorials are combined with data lab sessions in which students develop skills in using the statistical analysis packages to develop skills in public health data analysis.
Weekly formative assessments are built into the module, and students are formally assessed through a 2 hour exam, which test skills in interpreting and evaluating epidemiological studies, and the production of a short report on the epidemiology of an illness or health issue using data on mortality and/or morbidity.

The module will introduce students to social science and sociological theories and concepts. Students will explore the application of these theories and approaches to health and public health. The sessions will be led by active health researchers who will discuss how they have employed theoretical thinking in their own health and health-related research.  Students will have the chance to explore a public health problem of their choice and apply different sociological theories to the problem in order to develop their understanding of the issue.

Lectures will be delivered via 12 weekly seminar sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on Blackboard one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

For the assessment of this module students need to carry out a critical analysis of a public health problem from the perspective of different social science theories or concepts. ​  ​

This module introduces students to theories and concepts in health improvement. Health Improvement is central to the theory and practice of the ‘new public health’ and is essential for anyone working in public health. Students will have an opportunity to ​​​trace the development and evolution of health improvement, and will be able to develop their own health improvement knowledge and skills with an awareness of a broad range of issues surrounding the topic.

Lectures will be delivered via 12 weekly seminar sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on Blackboard one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

For the assessment of this module, students will be expected to devise a health improvement strategy to achieve positive health outcomes for a population in a chosen area of health and then develop an evaluation framework for that strategy.  ​

To provide an in-depth knowledge of current and historical influences on the development of health systems, including the role played by social, economic, political and ethical values.

To critcally assess and evaluate key management theories and concepts underpinning the functions and roles of management in the delivery of health services.

To foster a critical understanding of the relationship between management theory and practice and public health theory and practice.

This module covers all aspects of qualitative research including qualitative research design, qualitative methodologies and methods, and analysis of qualitative data. During the module students will be introduced to the key theories and concepts of qualitative research; gain an in-depth understanding of the philosophy of qualitative research, and how it differs from quantitative research.

They will also develop an essential understanding of the ethics of carrying out qualitative research. 

Students will develop their knowledge and experience of the skills needed in qualitative research by designing their own piece of qualitative research which they will then carry out. 

Students will also gain a theoretical and practical understanding of the different methods used in qualitative research including interviews, focus groups and participant observation before looking at the various different ways of analysing qualitative data. They will also develop the skills to critically appraise published qualitative research. 

Lectures will be delivered via 12 weekly seminar sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on Blackboard one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.

For the assessment of this module, students will be expected to conduct a small research project which will allow them to try out the skills involved in conducting Qualitative Research. It will also provide them with the opportunity to participate in another research project so they can experience what it is like to be a research participant and then reflect on that experience. 

1. To develop an in-depth knowledge of the social determinants of health inequalities both historically and in the contemporary world.

2. To provide a comprehensive overview of the knowledge and skills needed for public health practitioners to develop and implement policies to reduce health inequalities.

This module will consider the role of epidemiological research and thinking in the development of public health policy, including prevention strategies and screening programmes as well as the application of different epidemiological study designs to answer a variety of research questions.

This module will develop students’ abilities to crtically evaluate the application of epidemiological evidence to the development and evaluation of public health policies and interventions. Students will develop advanced knowledge and skills in the use of statistical techniques in public health research that can be aplied in their professional lives.

Students learn through a combination of interactive tutorials focused on understanding and apply key epidemiological concepts and statistical techniques through structured exercises. These tutorials are combined with data lab sessions in which students develop skills in using the analysis package R to develop skills in public health data analysis.

The module will deliver a comprehensive understanding of the core principles of health protection; the theoretical basis for the practice of health protection focused mainly on the United Kingdom; protection from infectious diseases; prevention from harm from hazards involving chemicals , poisons or radiation occur; and preparation for new and emerging threats, such as a bio-terrorist attack or virulent new strains of diseases.

The module will also provide students with some practical insight into the work of the UK Health Security Agency, and into the roles of a range of other professionals who are responsible for or contribute to Health Protection. The Module will be delivered by staff working mainly in the UK Health Security Agency.  

Assessing the evidence behind healthcare interventions, programmes and services is one of the core competences identified by the UK Faculty of Public Health. The module has been designed to provide students with an in-depth knowledge and understanding of the opportunities and challenges in creating a credible evidence base to guide public health decision making. During the module, we will explore the historical development of evidence-based public health, discover who the main players are, and discuss some of the contemporary debates surrounding its relevance to international public health today.

The module will be delivered through lecture delivery, problem-based learning, small group learning, and self-directed learning, while assessment will consist of two individual assignments; a 2500 word systematic review (worth 50% of the total module mark) and a 2500-word critical appraisal assignment (worth 50%). The module will also highlight how evidence from a wide range of sources can be identified, synthesised, and translated into initiatives aiming to improve health and reduce health inequalities. The module will draw on the work of key public health organisations, namely the National Institute for Health and Clinical Excellence in England, the Centers for Disease Control and Prevention (CDC) in the US and the World Health Organization. The module will also provide an opportunity for students to transfer their learning from other modules such as ‘Epidemiology and Statistics for Public Health 1’ and it is expected that students will complete the assigned pre-reading before each teaching session. This reading will be available via the VLE in advance of the module and the VLE will also be used to provide general module information (e.g. module guide and learning outcomes), communicate with students regarding module-specific issues, and provide the platform to submit their two summative assignments.

Aim:     To conduct and write up a piece of original research of relevance to public health.

The purpose of the dissertation is for students to develop and demonstrate broad public health knowledge and skills relevant to the MPH programme.  Students must synthesise and integrate across subjects, selecting material and approaches appropriate to their specific area of study.  Full-time students are normally expected to submit within one year of starting their studies.  Part-time students are normally expected to submit within one academic year of completing the taught component of the programme.