The rationale for this module relates to the societal necessity to intervene and minimise morbidity and mortality during a threat to Public Health. The purpose of this module is to equip students with the knowledge and skills needed to develop public health interventions. These interventions use evidence-based approaches to improve mental and physical health in individuals, communities and populations. The module will introduce multiple approaches, theories, models, frameworks, tools and metrics in order to design, implement and evaluate Public Health interventions.

The syllabus includes content in the following areas; Biology of Public Health, Disease Prevention, Health Promotion, Health Protection and Regulation, Health Risk Assessment and Public Health Intervention Development. This module will integrate education, capacity building, partnerships, social marketing and policy to improve population health issues such as; Ageing, Communicable Disease, Environment, Maternal and Child Health, Mental Health, Nutrition, Non-Communicable Disease and Occupational Health.

On successful completion of this module, students will be able to: • Propose evidence-based strategies for planning interventions to improve public health and reduce health inequity • Prioritise health needs in a community and make appropriate policy recommendations • Identify relevant indicators to effectively and efficiently evaluate health interventions • Prepare a funding proposal for a public health intervention with a detailed budget and justification

On successful completion of this module, students will be able to: • Identify the importance of different communication strategies when developing public health interventions • Reflect on own experiences and the importance of problem-solving for implementation of public health interventions

Not applicable

The module will be taught on-campus through a combination of lectures, tutorials, case-studies, workshops, group projects and individual assignments. Students will engage with fellow learners and teachers in classroom-based activities which will be technology-enhanced to provide a flexible learning experience. Faculty will draw from their research expertise to guide students in applying lecture concepts to real-life case studies linked to the Sustainable Development Goals (SDG). Students will learn from each other and peer-feedback will be actively facilitated and supported in the classroom. The inclusive participatory approach will enable the implementation of an active teaching and learning strategy. The international, intercultural and interdisciplinary backgrounds of faculty and students will ensure a transformative learning environment. Universal Design for Learning (UDL) principles will be applied throughout the module. A major focus will be placed on the provision of specific feedback to identify areas of strength or where improvement might be needed. Competency development will be prioritised in the following areas; communication, strategic thinking, critical analysis, reflection and evidence-based practice. Research findings will be incorporated into the syllabus through enquiry-based learning as case studies based on real-world problems in Public Health. Faculty will draw from own research expertise to provide theory-practice examples developed from best evidence in the field. • Agile: An explorative approach is facilitated through case-based learning to develop critical thinking skills. Emphasis is placed on the ability to analyse and interpret information, in order to develop innovative evidence-based solutions to effect change at population level. • Articulate: Individual and group activities offer students diverse opportunities to develop a range of communication skills. Multiple modes of assessment (oral presentations and written assignments) reinforce these competencies. • Courageous: Students are encouraged to share individual opinions and experiences respectfully during class discussions and to advocate for their decisions supported by appropriate evidence. • Curious: Reference materials are provided to encourage independent learning and an online discussion forum is available to support learning and provide feedback throughout the module. • Responsible: The classroom is modelled as a safe, inclusive and culturally sensitive environment. During interactive discussions students are encouraged to self-reflect and to practice providing peer feedback to each other in a professional manner.