Course Syllabus
Health Promotion and Disease Prevention A |
 |
| Semester & Location: |
Spring 2025 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Pre-Medicine/Health Science, Public Health |
| Faculty Members: |
Augusta Søndergaard (current students please use the Canvas Inbox to contact) |
| Program contact: |
Science and Health Department: shsupport@dis.dk |
| Program Director: |
Susana Dietrich |
| Time & Place: |
Mondays and Thursdays, 13:15 - 14:35 in N7-B13 |
Faculty
|
Augusta Søndergaard M.Sc. Public Health (University of Southern Denmark, 2016), B.A. in Nursing (University College Absalon, 2013), Research Assistant (Odense University Hospital, February-May 2017), ER Nurse (Emergency Department, Herlev Hospital, 2013-2015), ICU Nurse (Neonatal ward, Rigshospitalet, 2016-2017), Research and project manager (WoMena, 2016-2018), Self-employed in women's health (2019-present). With DIS since 2018. |
Course Description
The course addresses the core questions of public health science: What lies behind preventing people from becoming ill, and how are policy makers working to promote good health? Through background information on how major public health challenges are described, students will familiarize themselves with a number of theories and methods for health promotion and disease prevention. The course will have a particular emphasis on the health education and health communication via mass communication, as students will work with theory and methods within health promotion and disease prevention through campaigns.
Expected Learning Outcomes
After successful completion of this course, students will be able to:
- Identify, describe, and discuss major public health challenges and how they are prevented
- Know the key principles of designing, implementing, and evaluating an intervention
- Explain key concepts of communicating health promotion and disease prevention
- Evaluate different approaches to health promotion and disease prevention
Teaching Methods
Different teaching formats are used. The course is a mix of interactive lectures, class discussions, group work, and presentations. A major part of the course is based on debating issues, and students are expected to engage actively and respectfully in oral presentations, discussions, group work, and exercises, as well as being active in the discussion threads, quizzes, and exercises in Canvas.
Evaluation and Grading
To be eligible for a passing grade in this class all of the assigned work must be completed. The factors influencing the final grade and the proportional importance of each factor is shown below:
| Component | Weight |
| Attendance | 4% |
| Participation and engagement in class | 10% |
| Written contributions to reflections/discussions in Canvas | 10% |
| Assignments (3) | 40% (1st 10%, 2nd 10%, and 3rd 20%) |
| Textbook Quizzes | 16% |
| Final exam | 20% |
Below you can read more about the assigned work.
Attendance, participation and engagement
Participation is measured in regards to both attendance and academic activity level during class, as classes are planned to be interactive. Interactive classes provides for a better learning experience, apart from making classes more fun. In order to participate, students are required to attend all classes, read and prepare before each class, and to participate actively in class. Missing classes will be reflected in the participation grade – unless there is a valid reason.
Quizzes and reflection comments
During the course there are four quizzes and four comments that needs to be posted in Canvas.
The quizzes are closely related to the textbook, and will serve as a test in whether students read the text provided.
The reflection comments are short comments posted with the student's thought on a particular topic. Reflection comments are not supposed to take more than 15 minutes to complete.
Note that there are deadlines on quizzes as well as reflection comments which MUST be met. Quizzes/reflection comments all have deadlines on a Friday, so make sure to check up on Friday tasks in the calendar.
Monthly assignments
During the course, students will complete three individual assignments.
The first assignment is based on group work to reflect on personally changing a habit. The grading for this assignment will be a combination of the collaborative effort as well as the oral presentation.
The second assignment will be to describe, assess, and evaluate one of the health promoting campaigns (student’s own choice) based on specific questions posted in advance on Canvas. During the course, students will work on a number of mass media campaigns delivering health messages and the second assignment is concerning one of those campaigns (of the student's own choice).
The third assignment will be a combined group and individual assignment. The main product is a video (group work), linked to a written assignment (individual work). The video is a campaign students have to develop on their own relevant to DIS, DIS students, or in the area around DIS. There will allocated time in class to work on the third assignment.
Final exam
The final exam consists of three short-answer questions that students are expected to answer. The exam is open book. Time available: 70 minutes. Please be aware that the test will be typed.
Field Studies (more information will follow in class)
Field study I: October 2nd, 1pm-5pm
Field study II: November 20, 8.30am-12.30pm
Policies
Attendance
Students are expected to attend all DIS classes and activities when scheduled, and attendance will be actively monitored. Absences will affect your grade and your standing at DIS. Excused absences include serious illness and participation in religious holidays, and you are advised to email your instructor in advance if missed attendance should not affect your grade. If you miss multiple classes, the Director of Academic Support and the Director of Student Affairs will be notified and they will follow-up with you. In the case of multiple absences, you will need to provide a doctor’s note.
Class room etiquette
A good learning environment requires that everyone is present, prepared, and participating. Out of respect for both faculty and fellow students, we expect you to be on time and to participate in the full duration of the class. Rest room visits and other errands are to be completed before and after class.
Laptops in class: The course welcomes the use of laptops, as students use search engines and work individually and together on exercises and assignments. Laptops may also be used for note‐taking or fact‐checking during lectures. Usage of laptops not related to the class or teaching is considered inappropriate.
Written assignments
All written assignments should be submitted electronically by uploading to Canvas. Papers exceeding the word limit will be graded lower than if the paper was in accordance with the formal guidelines.
Late papers will be accepted, but the teachers must be notified in advance.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Required Readings
Textbook
The main textbook of the course is “Health Promotion – Planning and Strategies” by J. Green, K. Tones, R. Cross & J. Woodall, 3rd Edition, Sage Publications, London 2015.
- p. 1-9, 12-17, 21-25, 29-34, 47-57, 69-72, 76-89, 160-163, 170-176, 179-183, 208-209, 211-216, 242-244, 255-256, 262-270, 285-288, 293-298, 311-315, 328, 373-374, 385-390, 412-413, 481-483, 491-495
Other Texts
- R.M. Lucas & J. McMichael. Association or causation: evaluating links between “environment and disease”. Bulletin of the World Health Organization, 2005:83(10)
- G. Rose. Sick individuals and sick populations. International Journal of Epidemiology, 1985;14(1):32-38.
- Perloff, Richard M. The Dynamics of Persuasion: Communication and Attitudes in the 21st Century. New York: Lawrence Erlbaum Associates, 2008.
- World Health Organization. Consolidated guidelines on the use of antiretroviral drugs for treating and preventing HIV infection: recommendations for a public health approach. World Health Organization, 2016.
- Holland, W. W., S. Stewart, and C. Masseria. "Policy brief: screening in Europe. European Observatory on Health Systems and Policies." World Health Organization, Brussels (2006).
- Lorenc, Theo, Mark Petticrew, Vivian Welch, and Peter Tugwell. "What types of interventions generate inequalities? Evidence from systematic reviews." J Epidemiol Community Health 67, no. 2 (2013): 190-193.
- Lorenc, T., & Oliver, K. (2013). Adverse effects of public health interventions: a conceptual framework. J Epidemiol Community Health, jech-2013.
Please note that relevant readings are designated using specific page ranges.
Course Summary:
| Date | Details | Due |
|---|---|---|