SCL Statistics

The main topic of the SCL Statistics is ‘Questionnaire Analysis’. Students will learn how to assess and interpret psychometric properties of a measurement tool, i.e., the reliability and validity of a questionnaire. Several activities for the SCL statistics are scheduled. These include two lectures (two lectures of 2 hours), two SPSS practical sessions (2 hours each), and two feedback lectures (1 hours each). In addition, students need to work in small groups of 3-4 students on a take-home assignment that will be graded on a scale between 1 and 10. 

SCL Policy Advocacy

The SCL Policy Advocacy in this course will focus on policy advocacy as a tool for agenda setting. How can you help set the agenda for policy innovation and development as a health professional? Also, we will examine a case study on policy advocacy from the United States using the work of Dean Ornish which led to funding for lifestyle change interventions within the national medical insurance program Medicare. 

Expert

-      organize and apply health definitions within the context of health interventions, policies, and research;

-      produce comparative analyses of health status and inequalities using a basic public health toolkit;

-      analyse real-world data on health status and inequalities;

-      describe and compare health-relevant public policies at Member State and EU levels;

-      inventory and describe specific examples of public health and health care systems.

Investigator 

-      match and apply intermediate-level statistical analyses to research data;

-      distinguish among various categories (i.e. types) of public health interventions at community, organization and policy levels;

-      apply critical academic thinking tools to dilemmas in public health policy, practice, and scientific research;

-      test principles of research ethics and integrity against case studies from practice;

-      identify and contrast differing targets (aims) and methods of implementing, financing and applying public health research projects;

-      apply a life-long learning concept to one’s own professional planning.

Communicator 

-      write academic material at English Level C1;

-      defend findings and academic reflections upon findings with academic staff;

-      discuss topics and findings at English Level C1;

-      provide constructive and insightful feedback to peers on selected assignments and group processes;

-      summarize health impacts of diversity in Europe, including socio-economic health inequities.

Professional

-      co-lead structured project groups;

-      engage feedback from staff and students actively;

-      behave in a respectful, professional and reliable manner in tutor groups, practicals, and group work;

-      identify personal bias and prejudices related to professional responsibilities and act responsibly to address them;

-      ask critical questions and test commonly-held assumptions in forming views on health issues;

-      contribute actively and positively within tutor groups and training groups;

-      contribute actively and positively within autonomous project teams and ‘new’ teams in the minor.