Health Promotion & Preventive Medicine

Department
  • European Master in Health Economics and Management
Course unit code
  • EUHEMMCI34
Level of course unit
  • Master
Semester when the course unit is delivered
  • 3
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • Dr. med. Sprenger Martin
  • Dr.rer.soc.oec Stein Viktoria
Learning outcomes of the course unit
  • • Students learn and experience how to become effective leaders/managers in promoting health and equity.
    • Students develop a differentiated understanding of health as a complex construct of wellbeing based on various definitions.
    • Students get a basic idea about the relationship between patterns of ill-health and development
    • Students get a deep understanding of what factors are important for health promotion at individual and population level and analyze the concept of preventive medicine by different models (personal, familial, societal)
    • Students understand key elements of the setting approach, drawing on examples from a range of different settings
    • Students are able to consider and apply quality and evaluation criteria in the planning of their projects.
    • Students understand how to select and evaluate practice tools for planning, implementing and evaluating projects and programs aimed at health promotion and prevention
    • Students understand the various drivers of individual behavior linked to the context of a digitalized society.
Mode of delivery
  • blended learning
Prerequisites and co-requisites
  • none
Course contents
  • 1. The main risk factors for NCD: Smoking, Lack of Health Enhancing Physical Activity, Healthy Diet. Health care spending on prevention and health promotion in Austria and a critical appraisal of the evidence behind 3 of the top 10 expenditures listed - Early childhood development, Preventive Medical Check Ups and Screening.

    2. System governance for health needs measurable aims and objectives, a clear vision and strategy and take into account the social determinants of health in planning and service delivery. From global frameworks to local implementation - a lot needs to happen to create people-centred, integrated systems.

    3. Patient-centred, person-centred, people-centred - in any case, we recognise that people with lived experiences and their communities are a vital part and asset in achieving our aims. When systems fail, the communities fill the gaps. We will explore how this knowledge and resource can be better included in the design, implementation, delivery and evaluation of health and care.

    4. The workforce is the fourth aim in the Quadruple Aim, but little is done to prepare them for the current and future challenges. What are the competencies for the health and care workforce in the 21st century?

    5. COVID-19 has highlighted how vulnerable our systems are - and how vitally important public health, health promotion and prevention are. Taking everything we learned so far, what was the impact of COVID-19 on our systems, communities and workforce? What went well, what didn't work at all and why? And what can we learn from this pandemic to take forward?
Recommended or required reading
  • WHO (1986) The Ottawa Charter for Health Promotion
    WHO (2016) The 9th Global Conference on Health Promotion - The Shanghai Declaration
    WHO (2008) Report of the Commission on the Social Determinants of Health
    WHO (2014) Review of the Social Determinants of Health and the Health Divide in the WHO European Region
    WHO (2015) global strategy on people-centred and integrated health services

    Chapter 8 "Mass Communication" & Chapter 10 "Setting for Health" in: Green, J., Tones, K., Cross, R. & Woodall, J. Health Promotion - Planning and Strategies. London: Sage (2015)
    Rydin, Y., Bleahu, A., Davies, M., Dávila, J. D., Friel, S., De Grandis, G., ... & Lai, K. M. (2012). Shaping cities for health: complexity and the planning of urban environments in the 21st century. Lancet, 379(9831), 2079.
    Stepanek, M., Hafner, M., Taylor, J., Grand-Clement, S., & Van Stolk, C. (2017). The return of investment for preventive healthcare programmes. RAND Europe
    Edwards, et al. (2016). Gamification for health promotion: systematic review of behaviour change techniques in smartphone apps. BMJ open, 6(10), e012447. DOI: 10.1136
    Chapter 4 "Assessing suitability of materials" in Doak, C. C., Doak, L. G., & Root, J. H. (1985). Teaching patients with low literacy skills.
    Centers for Disease Control and Prevention. 2009). Simply put: a guide for creating easy to understand materials. Atlanta: US Strategic and Proactive Communication Branch."
    Brown, K., Rundall, P., Lobstein T., Mwatsana M., Jeffery, B. (2017). Open letter to WHO DG candidates: keep policy and priority setting free of commercial influence. The Lancet 389/10082, 1879. Available at: http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)31146-7/fulltext
    Karamanou, M., Papaioannou,T.G., Soulis, D., Tousoulis, D. (2017). Engineering ‘Posthumans': To Be or Not to Be? Trends in Biotechnology 35/8, 677-679. Available at: http://ac.els-cdn.com/S0167779917300926/1-s2.0-S0167779917300926-main.pdf?_tid=f3f15346-88eb-11e7-b968-00000aacb362&acdnat=1503593445_731c1f14252053f6206b40bb42aea15f
    Siegel, Ch. & Dorner, T.E. (2017). Information technologies for active and assisted living—Influences to the quality of life of an ageing society. International Journal of Medical Informatics 100, 32-45. Available at: http://dx.doi.org/10.1016/j.ijmedinf.2017.01.012

    Berwick DM, Nolan TW, Whittington J. The Triple Aim: Care, health, and cost. Health Affairs. 2008 May/June;27(3):759-769.
    Bodenheimer T, Sinsky C. From triple to quadruple aim: care of the patient requires care of the provider. Ann Fam Med. 2014;12(6):573-576. doi:10.1370/afm.1713
Planned learning activities and teaching methods
  • The course is organized in a "blended-learning" approach comprising of in class activities (lectures complemented by plenary debates, case discussions and hands-on research, coaching units), online-asynchronous units (independent work on assignments) and online-synchronous project coaching. For an effective use of these teaching methods, it is required that students read cases and other materials carefully before each session.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English