Courses Repository - Full Resource Record Display
Title: Globalization and Health
Keywords: Health systems
Health in all policies
Country: Belgium
Institution: Belgium - Antwerp Institute of Tropical Medicine
Course coordinator: Dr. Remco Van de Pas
Date start: 2022-04-24
Date end: 2022-05-13
About duration and dates: 3 weeks
Classification: advanced optional
Mode of delivery: Blended-learning
Course location: ITM Antwerp
ECTS credit points: 5 ECTS credits
SIT: SIT: 136 hours (72 contact hours, 64 self-study hours)
Of the 72 contact hours about 50% is face-to-face and 50% online.
Language: English
Description: At the end of the course participants should be able to:
1. Propose an agenda and steps forward to influence at her/his level global health governance for a specific global health challenge.
2. Analyse specific global health challenges and possible interventions/actions.
3. Assess global health governance, global policies and discourses and their underlying paradigms.
4. Analyse the different roles that institutions, actors, networks at local, national and regional level play in decision making on global health including equity.
5. Appraise how health systems are being shaped by forces of globalisation.
6. Explain what globalisation is and how it impacts on health.
Assessment Procedures: Individual assessment: in a 1500 words essay we will formally assess the learner’s ability to carry out an analysis of a global health challenge by using a relevant conceptual framework.


The essay for the 2021 course focused on the following global challenge :

How to ensure that newly developed Covid-19 vaccines are being distributed nationally and globally in a fair and just manner?

Guiding sub-questions:
● Who should receive the vaccines first, and are criteria for prioritization explicitly spelled out? Taking your (or a) country as an entry-point and analyzing main national and global actors in the vaccine development and production (if applicable), procurement and distribution,
● How is the Covid-19 vaccine strategy and its implementation being governed at the international and national level?
● What are the different factors that influence, and may be in conflict, when obtaining and distributing the vaccines?
● How to consider matters of hesitancy by the communities in taking the vaccine?
● May there be legitimate reasons for this distrust ?
● What would be your main national and global governance recommendation on how to obtain fair and equal distribution of the vaccines?
Relevant background literature is provided in the first week of the course.

Criteria for evaluation of the essay:
- Quality of the analysis of a global health issue and coherence of arguments (40%)
- Quality of the design (structure and references) (20%)
- Quality of the reflections (30%)

Resit Policy: In case of failing the assessment the student will be allowed, one time, to re-submit an essay based on a new exam question decided by the course coordinator. Mark is not capped. Timing of resubmission is within 2 months after the end of the course.
Content: The course is organized in 3 learning blocks

In the first block ‘Introduction to the globalization and health nexus’, students will be familiarized with practical and theoretical debates about processes of globalization, the global political economy, power and how these processes impact on health and people’s access to health services in very different settings.

In the second block ‘Global health governance and its paradigms’ we examine in detail the different approaches, actors and their interrelations that are most prominent in global health policy and cooperation. These approaches (paradigms) include trade; security, trade and economic development; public health; humanitarian aid and poverty reduction; human rights and equity; planetary boundaries and climate change.

In third block ‘Persistent problems, new challenges’ we will focus on specific case studies such as, commercial determinants of NCD’s, health workforce migration; the adaptation in communities to digital innovation and the introduction of modern diagnostics; different perspective on sexual and reproductive health rights. Deconstructing the different paradigms, learning from the different case-studies, will deepen the understanding of the globalization and health nexus, including pathways, the governance and actions to overcome/tackle them. The role of (global) civil society and local actors in reducing global health equity will also be discussed.
Methods: Classroom (or online) teaching is a session of 2 x 2 hr per day, often 2 hrs by a guest lecturer with a specific thematic expertise. This is often a lecture followed by group-work in the second part of the session.

This is complemented by coaching sessions debating a topical documentary, preparing a student-led seminar and preparing the assignment (4hours per week).

Next to that, the learning methods focus on self-study, (literature, documentary) , analysing and addressing a specific health issues or challenge. This is being used in subsequent classes and during the group works / debates and seminars

Elements of Problem-Based-Learning are applied during the group work ; such as joint identification of the issue, as well group working analysing the topic, followed by short presentations in the classroom.

Furthermore, lectures and group work allow students to develop generic skills via:
- Role play and governance matters (e.g. having different global health actors coordinate on a topic)
- Scenario building: E.g. develop scenario for Covid-19 policy actions and cooperation
- Policy and power analysis (policy triangle & force field mapping methodology)
- Comparative health systems analysis + articulation of policy recommendations.
- Preparation of student led seminar (debate) on a global health topic.


Note: contact + self-study hours are almost evenly distributed over three weeks except for week 3 which includes 12h ( 1 ½ day) preparation for the personal assignment whereas in week 1 and 2 each week 3 hrs are foreseen.

Teaching Methods Contact Hours Self-study Student Investment Time
Lectures & Coaching 60 40 100
Films & Debates 8 8
Student-Led Seminars 2 6 8
Personal Assignment 2 18 20
TOTAL 72 64 136
Prerequisites: The Short Course on Globalization and Health is a 3-week course for health and development for professionals, researchers, policymakers, involved in practice, programs and policy-making, regardless from low -, middle-, or high-income settings.

Academic degree
Applicants must hold a university degree of minimum 4 years equivalent to 240 ECTS (referred to as a Master’s degree in the European Union) in health sciences or a relevant university degree providing a basis for (global) health.

Applicants need at least 2 years of relevant work experience in the domain of Global Health.

No special IT prerequisites. The BYOD policy can be consulted on ITM website.

Language proficiency
Required level for English: TOEFL 580 (paper-based), 230 (computer-based) or 88 (internet-based), IELTS 6.5 or equivalent. (ITM Toefl Code 7727).

Note: native English speakers are exempt from these language requirements. Applicants whose first language is not English are equally exempt if they have obtained 60 credits from a higher education programme taught in English. Non-native English speakers are also exempt from the English language requirement if they have a higher education diploma from a Flemish Community higher education institution.
Attendance: 25 max. (no limit for tropEd students)
Selection: Selection criteria
● Number of years and relevance of professional experience
● Motivation: interest in global health challenges
● References
● Relevant additional training. A Master degree in Public Health or equivalent is an asset.
Fees: 730 Euros for EEA students
1900 Euros for non-EEA students
Scholarships: ITM can offer a number of fellowships to applicants from developing countries. Academic acceptance in the course is conditional to, but no guarantee for such scholarships. More information can be found on the ITM website (fees and scholarships)
tropEd accreditation: Accredited EC Telco 14-10-2021; Valid until October 2026
Remarks: The course combines synchronous Face-to-Face & online teaching and learning environments

Key readings:

● Abimbola, S., & Pai, M. (2020). Will global health survive its decolonisation?. Lancet 396(10263), 1627-1628.
● Birn A, Pillay Y. & Holtz T. (2017). The Historical Origins of Modern International (and Global) Health. Textbook of global health. 1-42
● Birn A., Pillay Y. & Holtz T. (2017). Global Health Actors and Activities. Textbook of global health. 141-192.
● Gostin, L., Meier, B., Thomas, R., Magar, V., Ghebreyesus, T., (2018), 70 years of human rights in global health: drawing on a contentious past to secure a hopeful future. Lancet, 392:10165, P2731-2735 (4pp)
● Harmer, A., Eder, B., Gepp, S., Leetz, A., & van de Pas, R. (2020). WHO should declare climate change a public health emergency. Bmj, 368.
● Labonté, R., & Gagnon, M. L. (2010). Framing health and foreign policy: lessons for global health diplomacy. Globalization and health, 6(1), 14.
● Labonté, R., & Ruckert, A. (2019). The global diffusion of non-communicable diseases. Health equity in a globalizing era: past challenges, future prospects. Oxford University Press. 241-266
● Labonté R & Ruckert A (2019). Overcoming gridlock: From global health governance to global governance for health. Health Equity in a Globalizing Era: Past Challenges, Future Prospects. 343-363.
● Murphy, A., Mbau, L., McKee, M., Hanson, K., & Torreele, E. (2021). Can we do for other essential medicines what we are doing for the COVID-19 vaccine?. BMJ Global Health, 6(2), e005158.
● Rushton, S. (2011). Global health security: security for whom? Security from what?. Political Studies, 59(4), 779-796.
● Sanders, D., Nandi, S., Labonté, R., Vance, C., & Van Damme, W. (2019). From primary health care to universal health coverage—one step forward and two steps back. The Lancet, 394(10199), 619-621.
● Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., ... & Folke, C. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855.
● Storeng, K. T., & de Bengy Puyvallée, A. (2021). The Smartphone Pandemic: How Big Tech and public health authorities partner in the digital response to Covid-19. Global Public Health, 1-17.
● Van de Pas R, Hinlopen C. (2020) Global Skills Partnerships on Migration. Friedrich-Ebert Stiftung.
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Date Of Record Creation: 2021-10-25 05:32:03 (W3C-DTF)
Date Of Record Release: 2021-10-25 10:37:42 (W3C-DTF)
Date Record Checked: 2021-10-25 (W3C-DTF)
Date Last Modified: 2021-11-20 21:55:58 (W3C-DTF)

Fifteen years of the tropEd Masters in International Health programme: what has it delivered? Results of an alumni survey of masters students in international health

L. Gerstel1, P. A. C. Zwanikken1, A. Hoffman2, C. Diederichs3, M. Borchert3 and B. Peterhans2

1 Royal Tropical Institute, Amsterdam, The Netherlands
2 Swiss Tropical and Public Health Institute, University of Basel, Basel, Switzerland
3 Institute of Tropical Medicine and International Health, Charite – Universit€atsmedizin Berlin, Berlin, Germany