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GLBH 564

FUNDAMENTALS OF GLOBAL HEALTH & DEVELOPMENT (3 units)
FALL, 2020

Course Meeting

September 28 - December 14, 2020

Tuesdays, 1:00 to 4:50 PM

Location: Hybrid/Nichol Hall 2011
 
Description 

Courses: Fundamentals of Global Health and Development I, II, & III, GLBH 564, 566, & 568

The Global Health and Development (GHD) series is designed and focused on the knowledge foundation necessary for global public health practitioners to design, implement, monitor, and evaluate health programs serving vulnerable populations in resource-scarce communities worldwide. At LLUSPH, our focus is on global health as integral to transformational global development. Thus, the three courses incorporate global development issues, resources, organizations, and strategies.

In GLBH 564, students analyze the burden of disease at national, regional and global levels, including the assessment and examination of cultural, social, economic, environmental and other determinants of health; infectious diseases, non- communicable diseases, reproductive, maternal, newborn and child health (RMNCH), nutrition, mental health, violence and complex emergencies and other issues, applying their skills to studying one low- or middle-income country throughout the year.

Course Instructors and Contact Information

Walt Johnson, MD, MBA, MPH, Course Co-Instructor

Professor, Surgery, Neurosurgery and Global Health 

Email: wjohnson@llu.edu

Office Location: Rm 1403 Nichol Hall

Meeting hours by appointment. Please contact instructor

LLU Faculty from SPH and other Schools as guest lecturers.

Course Learning Outcomes
By the end of this course, in addition to the overall Masters in Public Health degree competencies, Global Health MPH graduates will be able to:
Objective 1  Describe the socio-cultural, religious, political, environmental and economic development determinants of health and health status at the global, regional, national and sub-national levels; FALL and SPRING

Objective 2 Assess the burden of disease on health, service utilization, and development, and the importance of prevention; FALL

Objective 3 Analyze prevailing health systems in high, medium and low-income countries, comparing health system coverage, utilization, equity, policies, organization, delivery and financing of those systems; and define the rationale for health systems' reforms; WINTER

Objective 4 Appraise the role of cultural, social, religious, environmental, and economic factors that contribute to the incidence of disease. FALL

Objective 5 Determine and design ethical and culturally appropriate technology/ interventions when addressing public health problems and prevention at the global, national and community levels; and SPRING

Objective 6 Propose methodologies for the evaluation of public health programs and interventions. SPRING

 

Global Health MPH Program Learning Outcomes addressed in this course:

PLO 1. Analytical / Assessment Skills

  1. Describe the health status of global, regional, national, sub-national, and/or community populations,
  2. Describe the factors influencing the health of that population.
  3. Demonstrate an understanding of global health within the context of global development. FALL, WINTER, SPRING

PLO 2. Program Planning, Management & Evaluation

  1. Design, implement, evaluate, and improve community health programs and services.  SPRING

PLO 3. Cultural Competency

  1. Describe the diversity of populations and individuals and how it influences policies, programs, services, and the health of a population.

FALL, WINTER, SPRING

PLO 4. Community Dimensions of Practice Skills

  1. Conducts community health assessments
  2. Collaborates with community partners to improve health in a community

PLO 5.  Systems Thinking

  1. Analyzes health systems in high, medium and low-income countries. WINTER, SPRING

PLO 6.  Leadership and Teamwork

  1. Team leadership reflects self-awareness and concern for the welfare of the team and the team members, and the population served INTERVENTIONS
  2. Demonstrates leadership, teamwork, and professionalism. ALL YEAR, all courses


LLU Institutional Learning Outcomes addressed in this course:

Loma Linda University’s institutional learning outcomes (ILOs) for students are assessed throughout the degree programs within the University appropriate for the discipline and degree.  This course addresses all ILOs.

  • Critical thinking: Students demonstrate critical thinking through examination of ideas and evidence before formulating an opinion or conclusion. 
  • Information literacy: Students demonstrate the ability to identify, locate, evaluate, utilize, and share information.
  • Oral communication: Students demonstrate effective oral communication skills in English.
  • Quantitative reasoning: Students demonstrate the ability to reason and develop evidence-based decisions using numerical information.
  • Written communication: Students demonstrate effective written communication skills in English.

Mission-focused learning outcomes

Loma Linda University’s three mission-focused learning outcomes (MFLOs) are firmly rooted in its mission, vision, and values.

  • Wholeness: Students apply the University's philosophy of wholeness into their personal and professional lives. Wholeness involves all aspects of one’s existence unified through a loving relationship with God, resulting in inner rest that is expressed by: integrating mind/body/spirit, strengthening relationships, caring for creation, and healing the nations.
  • Wellness: Students facilitate healthy lifestyles in self and others.
  • Values: Students integrate LLU’s Christ-centered values in their personal and professional lives. LLU Core Values

 
COURSE MATERIALS

Course participants are expected to participate in all course discussions and have read/completed all of the assigned materials before class in order to receive full credit.

Required Textbook and Material:

Recommended Textbook(s) and Material(s):

  • Rosling, H., Rosling, O., & Rönnlund, A. R. (2018). Factfulness: Ten reasons we're wrong about the world - and why things are better than you think.  Publisher: Sceptre. ISBN-10: 147363749X  ISBN-13: 978-1473637498

  • Reimagining Global Health: An Introduction  Edited by Paul Farmer, Arthur Kleinman, Jim Kim, Matthew Basilico 
University of California Press, September 2013, ISBN: 9780520271999 

Supplemental Materials:

Journals:

Follow these!:

Lancet Global Health.  Open source, online journal http://www.thelancet.com/journals/langlo/latestcontent

Lancet Global Health Series: http://www.thelancet.com/global-health-series

New England Journal of Medicine Global Health Series: http://www.nejm.org/page/global-health

Global Health Science and Practice. Open source, online. http://www.ghspjournal.org

Bulletin of the World Health Organization. Bull WHO

Other articles and other materials are listed in each module.

Books:

Taylor-Ide, D., & Taylor, C. E. (2002). Just and lasting change: When communities own their futures. Baltimore: Johns Hopkins University Press, in association with Future Generations

Supplemental:

Media:

Videos

Hans Rosling video. http://www.ted.com/speakers/hans_rosling. 

Gapminder.org 

http://www.rockhopper.tv/films/topic/health

Websites:

http://who.int 

http://kff.org/global-health-policy/

http://millionssaved.cgdev.org 

https://www.cgdev.org 

http://www.theguardian.com/global-development/interactive/2012/dec/20/geography-game-how-well-know-world

http://www.healthdata.org/gbd

https://www.usaid.gov/what-we-do/global-health

 

Subscribe to Blogs and listserves:

UNDP Our Perspective Blog;

http://globalhealth.thelancet.com ;

USAID Impact Blog;

Devex Newswire;  

CGD Global Health Policy Blog

GatesNotes and more

Sign up for a CORE Group working group listserv: http://www.coregroup.org/get-involved/listserv-sign-up

CORE Group Listservs and Monthly Newsletter.  The various CORE Group listservs facilitate communication and exchange of new tools, documents, resources and events that improve knowledge of community-focused public health practices used by NGOs working in health globally.  The CORE Group Community Listserv is a moderated listserv for sharing and disseminating new tools, documents, resources and events that improve knowledge of community-focused public health practices with a spotlight on women and children.  The Working and Interest Groups listservs are for sharing information on specific topic areas, like malaria, immunization, nutrition, community child health and more.  If you prefer to only receive a monthly update, sign up for the CORE Group Monthly Newsletter.  LLUSPH is an Associate Member of the CORE Group, so all students have membership benefits.

CREATE A LINKEDIN PAGE!

Technical Requirements: 

  • Internet Browser
    • Latest version/update of Firefox internet browser required
    • Download here: http://www.mozilla.org/en-US/firefox/new/

 

  • Microsoft Office 365
    • Students must submit assignments with MS Word, Excel, and Power Point.
    • Students may sign up for MS Office 365 for free which is the cloud version of office.
    • Contact Paul Medema at pmedema@llu.eduto create an account under the LLUH license.
    • It can also be downloaded to multiple devices once student has established an account.

Technical Support

Attendance Policy

Attendance & Participation

Regular, on-time attendance in class is required beginning with the first day of each term. A pattern of absence, excused and unexcused, will be referred to the school's designated academic authority for consideration and action.

Excused absences are defined as follows:

  • Illness, verified by a physician's statement or official statement from Student Health Service submitted to the school's designated academic authority;
  • Participation in an institution-sponsored activity (verified by a written statement from a faculty sponsor);
  • Recognizable emergency approved by the school's designated academic authority.

Not only is tardiness is disruptive, distracting, and inconsistent with professional behavior, the class misses out on your contribution.  Students who arrive after the beginning of class may be counted absent.

Absences in excess of 15 percent of the course may be sufficient cause for the recording of a failing or unsatisfactory grade (School of Public Health Academic Handbook, p. 202). If you must miss class, you must first get written consent from the course coordinator and instructor(s) for the days that you will be missing prior to the days you are absent. In the case of sudden and unforeseeable circumstances, contact the course coordinator as soon as possible and be prepared to submit documentation supporting your absence.

Specific Expectations for Written Work

Process/Logistics:

  • Number pages for all papers more than two pages in length.  Papers will be returned unread if they do not have page numbers.
  • Use “APA style” for citations and reference list.  All papers with citations should include a reference list (i.e. bibliography). The rules of APA Style, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. Tutorial:  (http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx (Links to an external site.))
  • Write for a general professional audience. 
  • Use file labeling ....Place your name, date, name of this course, and title of paper at the top of first page. (see modules for guidance)
  • Proofread or have a friend proofread for oversights and mechanical errors.
  • If you need editing or writing help (beyond simple proofreading), seek it out before turning in your paper. LLUSPH Writing Center will help you!
  • Turn in all papers in electronic form by the start of class on the due date.   Please note that we may request a hard copy in some cases.  Due to the nature of the work in the global health field, late assignments will be severely penalized. Global health, community health and development functions with strict deadlines for much of the work, such as grant and contract proposals, project timelines, host-country requirements, and the needs of decision makers.
  • Contact the course instructor in advance for emergency-related illnesses or events.

Poor grammar/spelling/formatting. Up to 10% of your grade may be deducted because of poor grammar, spelling, or formatting. If you have trouble with these areas, get help by asking someone to review your paper and carefully checking your work prior to submission.  We encourage those students who are not native English speakers/writers, or those who know they have writing challenges to avail themselves of the Writing Center.


Examination Policy – No exams
 
Grading Policy

Grade: 

Range:

A

100%

to 95%

A-

< 95%

to 90%

B+

< 90%

to 87%

B

< 87%

to 84%

B-

< 84%

to 80%

C+

< 80%

to 77%

C

< 77%

to 74%

C-

< 74%

to 70%

D

< 70%

to 60%

F

< 60%

to 0%

  
Americans with Disability Act (ADA) Policy
If you are an individual with a certifiable disability and need to make a request for reasonable accommodation to fully participate in this class, please visit the Dean's Office of your school.

Academic Integrity Policy
Acts of dishonesty including theft, plagiarism, giving or obtaining information in examinations or other academic exercises, or knowingly giving false information are unacceptable. Substantiated violations are to be brought before the dean for disciplinary action. Such action may include, but is not limited to, academic probation or dismissal from the program.  In all cases of academic dishonesty, the faculty member makes an academic judgment about the student’s grade, which usually results in a letter grade of an “F” on that work and in that course. All incidents are also reported to the Dean or Associate Dean for disciplinary action. Academic dishonesty includes, but is not necessarily limited to the following:

  • Copying from another student’s paper or from notes during examinations and quizzes or knowingly and willingly permitting or assisting others to copy from examinations, assignments, or lab materials.
  • Misrepresenting the work of others.
  • Plagiarizing or excessive paraphrasing of someone else’s work or ideas in a written assignment without attribution.
  • Fabrication and/or submission of scholarly materials not the product of one’s own efforts.
  • Interfering in a harmful way with another’s work (e.g., sabotaging work or illicit entry or deletion of computer data).
  • Excessive unexcused absences when such absence is detrimental to others.

Assignments, including group projects, must represent the original work of each student. Use of others' work (i.e. former students, non-enrolled students, paper mills, or published, Internet, or other “borrowed” materials) is considered plagiarism. Plagiarism, including cheating in the examination, represents failure to meet the academic standards of the University.

Refer to these sites for information:  Recognizing and Avoiding Plagiarism Quiz; Avoiding Plagiarism (Links to an external site.);

Protected Health Information
The purpose of the Protected Health Information (PHI) policy is to provide guidance and establish clear expectations for students regarding the appropriate access to and use of PHI during course studies and related program activities. Under the Health Insurance Portability and Accountability Act (HIPAA), patient health information is protected.

Course Summary:

Date Details Due