| Title: |
Policy and Practice of Global Child Health |
| Keywords: |
International/Global Health
Health systems
Disease prevention, control and elimination
Child health
|
| Country: |
Germany
|
| Institution: |
Germany - Witten/Herdecke University, Witten
|
| Course coordinator: |
Ralf Weigel
|
| Date start: |
2025-10-27 |
| Date end: |
2025-11-07 |
| About duration and dates: |
Two weeks ; Application deadline 27 September 2025;Pre-reading material: will be distributed 2 weeks prior to course commencement |
| Classification: |
advanced optional
|
| Mode of delivery: |
Face to face
|
Course location:
Friede Springer endowed professorship for global child health- Witten/Herdecke University, Germany, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany |
|
| ECTS credit points: |
3 ECTS credits
|
SIT:
90 hours: 35 hours contact time (25 hours lectures and seminars, 10 hours supervised group work), 55 hours self-directed (20 hours guided group work preparation, 35 hours individual reading and assessment preparation). |
|
| Language: |
English
|
Description:
At the end of the module the student should be able to
1. Analyse a child health related clinical or public health problem and apply main concepts of Global Child Health
2. Describe communicable and non-communicable diseases that are major contributors to global morbidity and mortality in new-borns, children and adolescents
3. Explain key clinical interventions and public health strategies to address these conditions |
|
Assessment Procedures:
Both assessments are in class and closed book, at the last day of the module. Time for the Mini Essay and for the MCQ will be 120 minutes altogether. To familiarize students with the assessment format, we conduct a mock-examination for each assessment at the end of the first week, which are peer-assessed using the assessment rubrics and model answers. The module convener will clarify any questions that arise.
1. Mini Essay (60%): Students can choose between three essay topics where they need to analyse a clinical or public health scenario and apply main global child health concepts discussed during the course that may help offering a solution. Feedback consists of indicating achievements for each criterion in the rubric and a short narrative highlighting strengths and weaknesses of the essay (see example for Essay topic and rubric in the annexes 1 and 2).
2. Single best answer MCQ (40%): MCQ assess the knowledge and comprehension of essential reading and discussions in class and relate mainly to clinical and public health issues. The structure is typically a scenario, lead question and 4-5 choices to answer.
The two assessments compensate for the final mark (pass mark is 50%). Those who fail the module at the first attempt have a second opportunity and need to re-sit one or both failed assessments. This will be the mini -essay on two new topics to choose from and/or a new MCQ test. Resits will take place only for failed assessments. Re-sits will be scheduled and format and mode arranged on a case-by-case basis and will take place not later than 6 weeks after the initial assessment. Re-sit marks are capped at 50%. |
|
Content:
1. Module Introduction, general module structure, learning outcomes and assessment information; the evolution of global child health (GCH), main actors and global initiatives, burden of disease, epidemiological trends and goals
2. Key concepts I: Life course approach, social and environmental determinants of child health, developmental origins of health and disease, Convention of the Rights of the Child and child health advocacy
3. Key concepts II: Child health and the health system, Primary health care for children and families, Continuum of care, Standards for improving the quality of care for children and young adolescents
4. Major contributors to child morbidity and mortality across the life course (most, but not all of the examples used in the following sessions come from settings with limited resources)
• New-born care and infancy: perinatal risks, the child with low birth weight, early child development
• The under- five child and the school- aged child: common infectious diseases (pneumonia, diarrhoea, TB, HIV, malaria, vaccine preventable diseases), under and over-nutrition, the chronically ill child, maltreatment and safeguarding issues
• Adolescents: sexual and reproductive health issues, mental health, the vulnerable child, injuries, substance use, technology and social media
5. Major clinical and public interventions to improve child health and well-being: e.g. skilled birth attendance, promotion of exclusive breastfeeding, nurturing care, immunisations, oral rehydration solution and zinc, use of triage systems and emergency care (e.g. ETAT), Integrated management of childhood illness (IMCI), point-of care tests |
|
Methods:
A mix of interactive lectures and seminars, and more student- driven methods such as supervised group work and self-directed group work guided by specific question form the basis of most sessions. Lectures and seminars draw on essential and optional prior reading that will be available in the virtual learning environment (VLE) Moodle. In addition, brief presentations of group work results, role-play, a clinic simulation and a debate will promote active learning. A typical day may look like as follows:
Am:
• 15 minutes reflection on learning of the previous day and introduction to new topic
• 1 hour lecture to activate prior knowledge (from prior reading) and main content of the day
• 15 minutes to explain tasks for group work
• 1.5 hours self-directed group work on a clinical and/or a public health scenario with guiding questions
Pm:
• 1 hour seminar on the basis of brief presentations from group work with a
reflection on learning outcomes of the day
• 2.5 hours self-directed reading (revision and preparation of next day) |
|
Prerequisites:
Students who have completed a core course at a tropEd home institution are considered fluent in English language as well as students who have completed at least a Bachelor course taught in English language. Other students need to show results of 550 in the English TOEFL test or 213 computer-based or 79/80 internet-based or IELTS band 6.0 (not older than 2 years).
Students from outside the tropEd network have to provide evidence of a professional background (e.g. a Bachelor’s degree) in health (e.g. medicine, nursing, midwifery) but do not require any previous knowledge or skill in child health. |
|
Attendance:
Maximum number of students: 15 (number of tropEd students not limited
Minimum number of students: 5 |
|
Selection:
Places will be allocated on a first come- first served basis. |
|
|
|
Scholarships:
Not available |
|
|
Major changes since initial accreditation:
None. Minor additions regarding content include the examination of the effects of climate change on child health and well-being |
|
|
Student evaluation:
Structured feedback by students revealed an overall good learning experience across several dimensions (academic engagement, critical thinking, collaborative working, overall experience) as also indicated by free text responses (“sessions were properly planned and executed”, “well- structured and resourceful”, “supportive atmosphere, open discussions, enthusiastic course convener”). However, some respondents admitted to have come unprepared to the sessions, and were sometimes overwhelmed by the amount of detail. Others were critical about the amount of group work and had not enough time to read all the materials ((“it was too engaging but it was fun too”, “did not get enough time to read the resources”). |
|
|
Lessons learned:
In summary, given the general positive feedback and the absence of any general tendency of the criticism the course convener opted against any major changes to the module specification. |
|
tropEd accreditation:
London GA, September 2019. Re-accredited in Edinburgh, Sept. 2024; The accreditation is valid until Sept. 2029. |
|
Remarks:
Key resources:
• Oxford textbook of Global Health of Women, Newborns, Children, and Adolescents, Oxford University Press, 2019
• Textbook of Global Child Health, 2nd edition, American Academy of Pediatrics, 2016
• Pocket book of primary health care for children and adolescents: guidelines for health promotion, disease prevention and management from newborn period to adolescence, WHO 2022, https://iris.who.int/handle/10665/352485
• Pocket book of Hospital care for children, 2nd edition, WHO 2013, https://www.who.int/publications/i/item/978-92-4-154837-3 |
|
| Email Address: |
ralf.weigel@uni-wh.de |
| Date Of Record Creation: |
2019-09-26 09:00:54 (W3C-DTF) |
| Date Of Record Release: |
2019-09-26 13:09:53 (W3C-DTF) |
| Date Record Checked: |
2024-10-11 (W3C-DTF) |
| Date Last Modified: |
2024-10-11 12:31:39 (W3C-DTF) |
|
