course syllabus linfield college · pdf file · 2016-04-05and business perspective....

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COURSE SYLLABUS Linfield College Course Title: Global Health Course Number: HSCI 330 Term and Dates: Fall 2016, 09/07/2016 - 12/16/2016 Course Credits: 3 Class Meetings: This is a fully online class Instructor: Angela D. Thomas, MPH, MBA Office Hours: I am available at any time via email. If you would like to speak by phone, please call, leave a message if I am unable to answer, or alternatively, please email me to arrange a time for us to speak. Phone: 734-417-9220 Email: [email protected] COURSE DESCRIPTION This course provides multi-disciplinary introduction to key public health issues in the developed world, the emerging world, and developing world. This course is designed for students from any major seeking a foundation in global health issues from a science, social, political, economic and business perspective. COMMUNICATION At the beginning of the semester, each student should access the syllabus. The syllabus is subject to change at the discretion of the instructor. Any changes to the syllabus will be made electronically and with notice to students. I will be communicating with students primarily through Blackboard and via e-mail. COURSE MATERIALS Required Books

Skolnik R.. (2015). Global Health 101, Third Edition. Burlington: Jones & Bartlett Learning. [ISBN# 9781284050547]

Note: Additional required resources (e.g. articles, websites, videos) may be utilized and if applicable will be made available via the course in Blackboard.

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Course Objectives: After completion of this course it is expected that the student will be able to: 1. Discuss the principles and goals of global health. 2. Describe health determinants, measurements, and trends. 3. Discuss the links between health, education, poverty, and the economy. 4. Discuss several ethical and human rights concerns in global health. 5. Discuss the functions, organization, issues, and reform of health systems. 6. Describe the relationship between culture and health. 7. Describe the burden of disease and the link between environment and health. 8. Discuss the role of nutrition and global health. 9. Describe the burden of disease and critical challenges in improving women’s health. 10. Discuss the burden of disease and critical challenges in improving children’s health. 11. Describe the burden of disease and critical challenges in improving adolescent health. 12. Discuss the burden and critical challenges in addressing communicable diseases. 13. Discuss the burden and critical challenges in addressing noncommunicable diseases. 14. Describe the burden and critical challenges in addressing unintentional injuries. 15. Discuss natural disasters and complex humanitarian emergencies in global health. 16. Discuss the value of cooperation in addressing global health problems. 17. Describe the role of science and technology in addressing global health. 18. Describe the professional opportunities in the global health field.

TEACHING PHILOSOPHY AND METHODOLOGY This course is planned to provide access to new knowledge and experience, and a safe environment in which to think, share, change, and reassess current knowledge. Critical thinking skills and the ability to express thoughts and questions are central, as are respectful listening and sharing to all involved in the course discussions. COURSE ACTIVITIES AND GRADING Grading in the Course: Activity Points Possible Weekly Discussion Forums – 13 Discussion Forums

260 points (20 points each)

Assignment #1: 110 points Assignment #2: 110 points Assignment #3: 110 points Assignment #4 110 points Mid-term exam 150 points Final exam 150 points Total Possible Points 1000 points The grade will be based on engagement in discussion forums, completion of skill building assignments, and the ability to apply knowledge of the subject matter through a mid-term and a final exam. The exams will include multiple choice questions based on a case study that assesses concepts from the textbook chapters. Given the online nature of the course, exams are open book.

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Grades will be posted in the course on Blackboard throughout the course, so you can monitor your progress. Final grades will be determined according to the following percentages of points earned:

Grade Percentage Grade Percentage

A >92.9 to 100% C 73 to 76.9%

A- 90 to 92.9% C- 70 to 72.9%

B+ 87 to 89.9% D+ 67 to 69.9%

B 83 to 86.9% D 60 to 66.9%

B- 80 to 82.9% F <60%

C+ 77 to 79.9%

Discussion Forum Expectations and Assessment: Participation in weekly online discussion board forums is an essential element to succeeding in this course. Discussion board interactions are a great opportunity for all of us to interact with one another on interesting, relevant topics. There will be thirteen (13) discussion forums in the course. For a given discussion board, it is required that students will make an initial post by Thursday night at 11:59 PM, Pacific time, in a given week. It is also required that students make at least two (2) responses to classmates on each discussion board by Sunday night at 11:59 PM, Pacific time, in a given week and participate on at least three separate days throughout the week (this includes the date of the initial post). Discussion board postings will be graded on various criteria that indicated engagement in the discussion, including but not limited to demonstration of understanding of course concepts, critical thinking regarding key concepts, and appropriate use of grammar and spelling. Your discussion board postings will be evaluated in the areas of timeliness, quantity, quality and visibility as detailed in this document. These criteria show the minimum standards for receiving a passing grade of C. Be sure and ask your instructor to clarify what is required in order to earn full points.

Evaluation Criteria for Discussion Board Participation: Quality: Postings should reflect a strong understanding of the topic and should include substantive ideas supported by course readings, personal experience, and/or additional academic quality research. Posts should extend or deepen the discussion in a relevant way. Timeliness: Initial responses to the DQ are made on the due date (no late initial responses accepted). Replies to fellow students are presented in a timely manner to allow for robust

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discussion and reflection. Must meet deadlines to receive credit. Visibility: Actively involved 3 or more days a week. Quantity: Post a first response to the DQ plus a minimum of 2 additional discussion responses to classmates for a passing grade. Responses must be posted over 3 or more days. Readability: Posts are visually attractive and understandable to your readers, e.g. break text into paragraphs, space between paragraphs. Clarity: Ideas are communicated in clear, grammatical English. The goal is post writing that is clear, concise, direct, and professional.

Assignments – Short Papers and a PowerPoint Presentation: There are written assignments to help you comprehend the material. There are two types of assignments: short papers and a PowerPoint presentation. I expect that you will try your best to fully and accurately complete each assignment. Some assignments will be more difficult than others. Each short paper must be typed and submitted using a Microsoft Word attachment, using no less than 12 point font. The PowerPoint presentation must use Microsoft PowerPoint (not any other presentation platform) use bullet points on the slide with each bullet point supported by well-written discussion in the speaker notes using no less than 12 point font. You will lose points if you do not follow this format for short papers and the PowerPoint. Other formatting requirements are noted in the description of each assignment. It is important to carefully proofread your writing before submitting your assignment to the course. It is my expectation that these assignments will be both assigned by me and completed and submitted to the course by you via the appropriate area of the course in Blackboard. There are four (4) such assignments; these assignments are worth 44% of your final grade. All assignments are due by Sunday night at midnight, Pacific time. Please see the Assignments Rubric in the course for additional information on the grading of assignments. Midterm and Final Exams: There is a midterm and a final exam in our course. The midterm and final exams are multiple choice based on a case study and is completed online. Each is worth 15% of your final grade. The midterm and final exam are due by midnight, Pacific time on the date indicated on the schedule. Please see the Midterm and Final Exam Rubric in the course for additional information on the grading of the midterm and final exam. COURSE POLICIES AND EXPECTATIONS Attendance: A student is considered to be in attendance in an online course by participating in class or otherwise engaging in an academically related activity. Examples of such activity in an online classroom include but are not limited to: contributing to an online discussion, submitting an assignment or taking an exam. Due Dates and Deadlines:

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• Refer to specific assignment directions for deadline information. All assignments,

including Discussion Forum posts, are due by 11:59 PM in the Pacific Time zone. Late Policy:

• Late assignments will be deducted 10% for each day late (10% of total assignment credit). No assignments can be accepted more than 6 days past the due date. No assignments can be accepted after the last day of class.

• Late discussion posts will not earn credit. It is not possible to make up missed discussions.

• At the discretion of the instructor exceptions may be made for extraordinary circumstances. Prior approval from the instructor is needed.

• No extra credit, resubmission of work for re-grading or make up work is allowed.

Preventing Plagiarism: Plagiarism is a form of academic dishonesty that occurs when a student uses information or material from outside sources without proper citation. Plagiarism is grounds for disciplinary action. It is a student's responsibility to understand plagiarism and its consequences. Students should consult their instructor if they have any questions about preventing plagiarism. Plagiarism occurs if:

1. The student does not cite quotations and/or attribute borrowed ideas. 2. The student fails to enclose borrowed language in quotation marks. 3. The student does not write summaries and paraphrases in his/her own words and/or

doesn’t document his/her source. 4. The student turns in work created by another person (e.g., another student, downloaded

from the internet, etc.). Please see also see the “Academic Integrity” section below under College Policies. Blackboard Help Desk: If you experience any technical issues with Blackboard, please see http://www.linfield.edu/blackboard/blackboard-options.html

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College Policies This course satisfies the Individuals, Systems, and Societies (IS) area in the Linfield Curriculum. Courses in this area examine how members of societies organize themselves to satisfy individual and collective goals. They foster an understanding of the complexity and interconnectedness of individuals, systems, and societies across local, national, and/or global contexts. They also encourage students to think critically about themselves and their relationships to other individuals, institutions, and/or social systems. Individuals, Systems, and Societies courses are designated IS in this catalog and each semester’s registration materials. In this class, students will:

1. Understand individual, systemic, and social processes surrounding global health. 2. Analyze individuals, systems, and/or societies surrounding global health through the

frame of reference of many stakeholders. 3. Think critically about the ways that society affects individual behavior and/or individual

behavior affects society. 4. Articulate how key theoretical principles in global health can be used to explain individual

and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts.

This course also satisfies the Global Pluralisms (GP) designation in the Linfield Curriculum. Courses with this designation focus students’ attention beyond their own national boundaries. The use of analytical frameworks challenges students to address and understand the social, political, ethical, cultural, and/or policy discourses of other countries from a global perspective. These courses also include a consideration of multicultural perspectives within other countries. Curricular offerings focusing on the history or culture of a given nation, group, or region may meet this requirement by including a comparative component for the course. This focus may include comparisons between or among countries, as well as comparisons of different time periods. Through the process of examining Global Pluralisms, students prepare for their participation and citizenship in an increasingly diverse world. Global Pluralisms courses are designated GP in this catalog and in each semester’s registration materials. In this class, students will:

1. Develop an understanding of a people outside the United States from a global health perspective.

2. Examine the impact of global interdependence on the health of individuals. Gaining LC credits for this class: In order to earn a IS or GP for this course, you must submit relevant exemplars of your work to TaskStream by the last day of finals week, as discussed in the Linfield College Course Catalog, pgs. 6-9. If you have any questions about which assignments in this class are appropriate as an exemplar for either of these learning outcomes, I am available to assist.

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Special Accommodations McMinnville: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations please contact Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Melrose Hall 020 (503-883-2562). We also encourage students to communicate with faculty about their accommodations. Portland and DCE: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Loveridge Hall, Room 24, (503-413-8219). We also encourage students to communicate with faculty about their accommodations. (Academic Affairs, 2015) Academic Honesty Linfield College has a policy regarding academic honesty. All students enrolled in this course are expected to follow it. The policy can be found in the Linfield College Course Catalog. Please be sure you read this policy. The policy states that “academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise.” Academic Dishonesty refers to cheating, plagiarism, fabrication and facilitating academic dishonesty. I will strictly adhere to the college policy on academic dishonesty. Students that commit academic dishonesty will receive zero points for the assigned work, I will inform the Dean of Students of the violation and other sanctions may occur per college policy. If unsure whether your work reflects an appropriate level of “academic honesty” do not hesitate to discuss the matter with me before the work is started. Please see http://www.linfield.edu/assets/files/policy/student-handbook.pdf

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COURSE SCHEDULE AND ASSIGNMENTS Week Dates Topic Reading Assignment(s)

Due 1. 9/7 - 9/10 Discussion on the syllabus

The Principles, Measurements, and the Health-Development Link

Chapter 1 DQ response (Thursday)

2. 9/11 - 9/17 Health Determinants, Measurements, and Trends

Chapter 2 DQ response (Thursday)

3. 9/18 - 9/24 Health, Education, Poverty, and the Economy Assignment #1 Equity and Health Disparities assignment due

Chapter 3 DQ response (Thursday); Assignment #1 (Sunday)

4. 9/25 – 10/1 Ethical & Human Rights Concerns Chapter 4 DQ response (Thursday)

5. 10/2 - 10/8 Introduction to Health Systems Chapter 5 DQ response (Thursday)

6. 10/9 - 10/15 Culture and Health Assignment #2 Health Systems assignment due


7. 10/16- 10/22 Environment and Health Chapter 7 DQ response (Thursday)

8. 10/23 – 10/29 Nutrition and Global Health Chapter 8 DQ response (Thursday)

9. 10/30 – 11/5 Women’s Health Mid-term exam

Chapter 9 Chapters 1-8

DQ response (Thursday); Mid-term (Sunday)

10. 11/6 – 11/12 Health of Young Children Assignment #3 Maternal Health assignment due


11. 11/13 – 11/19 Adolescent Health and Communicable Diseases

Chapter 11 and Chapter 12

DQ response (Thursday)

12. 11/20 – 11/26 Thanksgiving Week

13. 11/27 – 12/3 Noncommunicable Diseases and Unintentional Injuries Assignment # 4 Ebola Outbreak assignment due


DQ response (Thursday); Assignment #4 (Sunday)

14. 12/4 – 12/10 Natural Disasters and Complex Humanitarian Emergencies; Working Together to Improve Global Health


DQ response (Thursday)

15. 12/11 – 12/16 Science, Technology, and Global Health; Working in Global Health


No discussion –use the time to prepare for the final exam

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-- Final exam Comprehensive Due by Friday 12/16

ASSIGNMENTS Assignment #1: Equity and Health Disparities assignment: The aim of this assignment is to give you a chance to: explore equity issues in a set of large, federal, countries with significant health disparities; get a feel for some of the resources available on equity issues; and gain some experience in taking an “equity” lens to those countries. Conduct a search on health equity and health disparities in:

• The US • Brazil • India

You can do this without difficulty by searching for “health disparities in country yyy”. You will find an abundance of information and want to use information from major agencies, key NGOs that focus on equity concerns, governments, and articles in major journals, such as The Lancet. Summarize your findings in a double spaced typed paper of 500 words using 12 point font. Your summary should include a discussion on:

• Access/coverage • The availability of financial protection through universal insurance coverage for the poor • Health status/outcomes • Disparities by location • Ethnic/racial disparities • Socioeconomic disparities

Style issues (20 points) 1. Correct formatting requirements (5 points) 2. Correct grammar (5 points) 3. Correct spelling (5 points) 4. Adherence to specified word limit (5 points)

Content issues (90 points)

1. Access/coverage (15 points) 2. The availability of financial protection through universal insurance coverage for the poor

(15 points) 3. Health status/outcomes (15 points) 4. Disparities by location (15 points) 5. Ethnic/racial disparities (15 points) 6. Socioeconomic disparities (15 points)

Assignment #2: Health Systems assignment: Choose one of the case studies at the end of chapter 5 (pages 133-137). Familiarize yourself with the case. Choose any country that is not referenced in the case you’ve chosen. In a 500-750 word double spaced typed paper using 12 point font, discuss what you believe would be the similarities and differences in implementing the intervention presented in your case in the other country you’ve chosen. Please discuss potential similarities and differences in the following areas:

• The intervention chosen • The potential impact • The costs and benefits • The potential lessons learned

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Please justify your opinions based on the readings. The grading of the paper will be done using the following rubric: Style issues (20 points)

1. Correct formatting requirements (5 points) 2. Correct grammar (5 points) 3. Correct spelling (5 points) 4. Correct word count (5 points)

Content issues (90 points) 1. Similarities and differences of intervention (20 points) 2. Similarities and differences of potential impact (20 points) 3. Similarities and differences of costs and benefits (20 points) 4. Similarities and differences of potential lessons learned (20 points) 5. Justification of positions (10 points)

Assignment #3: Maternal Health assignment: For this assignment you will discuss the most important maternal health issues in low- and middle-income countries and some of the key measures that might be taken to address them. Choose two of the following five videos to watch:

• Egypt – http://www.youtube.com/watch?v=D8ArCRG8QVQ • Afghanistan – http://www.youtube.com/watch?v=HNCxGq3lBKs • Sri Lanka – http://video.unfpa.org/video/0-48265011001-safe-motherhood-the-sri-lanka-

experience • Pakistan – http://www.youtube.com/watch?v=iSShFGv4JZk • Haiti – http://www.youtube.com/watch?v=MNlRCxYeXtY

Summarize your findings in a two (minimum) to four (maximum) page double spaced typed paper using 12 point font. Your summary should answer the following questions:

• What are the themes that you see in each of these videos? What cultural, socio-economic, and gender-based factors stand out in these videos?

• What are the differences/unique elements of maternal health in each country? • What are the impediments to achieving good maternal health in these countries? • What appears to be critical elements to success in a maternal health program? • Based on what you have read and seen in these videos, what would you make the main

emphasis of an intervention in low-, a lower-middle, and a middle-income country to reduce maternal morbidities and maternal death?

Style issues (20 points)

1. Correct formatting requirements (5 points) 2. Correct grammar (5 points) 3. Correct spelling (5 points) 4. Adherence to specified page limit (5 points)

Content issues (90 points) 1. Discussion of themes (15 points) 2. Discussion of differences/unique elements of maternal health in each country (15

points) 3. Discussion of the impediments to achieving good maternal health (15 points) 4. Discussion of critical elements to success (15 points) 5. Discussion of main emphasis of an intervention in low-, a lower-middle, and a middle-

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income country to reduce maternal morbidities and maternal death (30 points) Assignment #4: Ebola Outbreak assignment: Imagine the following scenario: You are a CDC Epidemic Intelligence Service officer. On March 25th, 2014, you’re sitting at your desk when you suddenly get a call from the CDC director, Dr. Thomas Frieden. Dr. Frieden informs you that the Ministry of Health in Guinea is reporting 86 cases of a still unknown Ebola-like illness in the eastern part of the country, with 60 reported deaths. The Ministry of Health has requested help from the CDC to investigate the cases. Dr. Frieden orders you and your team to be on the next flight to Guinea. You kiss your family goodbye, perhaps for the last time, grab your go-bag and go to the airport. When you arrive in Guinea, the Ministry of Health decides to put you and your team in charge of the investigation. In this assignment, you will prepare a PowerPoint presentation (please use PowerPoint only – NOT Prezi or KeyNote) discussing the basics of your Ebola epidemiological investigation and the dynamics of the outbreak of an emerging Ebola infection. Review the information on the Ebola Virus on the CDC webpage: http://www.cdc.gov/vhf/ebola/ to help inform the content of your presentation. You may also want to familiarize yourself with basic epidemiology vocabulary and review the pages 242-248 in the textbook on emerging and re-emerging infections. Your PowerPoint presentation should address following questions involved in your Ebola outbreak investigation: -What is the disease? -What materials do you need to do the investigation? -Who is being affected by the outbreak? -What do we already know about the situation? What don’t we know? -What are potential risk factors based on what you know about the disease? -What are potential control strategies for the disease? -How can an outbreak impact society and the economy? -What are factors that influence the emergence of new infections? Please use a minimum of 8 PowerPoint slides for your presentation. Please use bullet points on each slide supported by a well-written discussion of each bullet point in the speaker notes. The assignment will be graded on the following rubric: Style issues (20 points)

1. Appropriate use of bullet points on the slide (5 points) 2. Appropriate use of speaker notes (5 points) 3. Correct number of Power point slides (10 points)

Content issues (90 points) 1. Description of the disease (5 points) 2. Discussion of materials needed (10 points) 3. Discussion of who is affected (10 points) 4. Discussion of what is known and unknown (10 points) 5. Discussion of potential risk factors (10 points) 6. Discussion of potential control strategies (15 points) 7. Discussion of outbreak impact (15 points) 8. Discussion of factors influencing emergence of new infections (15 points)

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CALENDAR

HSCI 330

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Mon Tues Wed Thurs Fri Sat Sun

Week 1 Main Post to DQ



Assignment #1 due 11:59 pm PST







Week 9

No discussion –use the time to prepare for the mid-term exam

Mid-term Exam due 11:59 pm PST

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Week 12 Thanksgiving Week




Week 15 Last day of Class

Finals

Final Exam due 11:59 pm PST

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