Determinants of Health

  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E2.2.1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 2
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • not available
Learning outcomes of the course unit
  • With regards to knowledge and understanding:
    Possess a detailed understanding of the concept of health litera-cy, its history, definition and potential future development,
    Have a strong familiarity with health literacy measurement know-ing the key tools available and their advantages and disad-vantages,
    Have a strong familiarity on how to design health literacy inter-ventions and programs,
    Possess knowledge on policy strategies and organizational at-tributes that play a role in developing health literacy friendly so-cieties,
    Possess knowledge on how to develop health literacy leader-ship/championship.
    Social determinants knowledge and related Management Issues, conceptual frameworks and analytical tools instrumental to de-velop skills and know-how that will help students in their future professional careers.
    Connect their research results to current national and European policy debates

    With regards to application of knowledge and understanding:
    Be able to apply detailed knowledge concerning health literacy into a global context and understand the factors relevant for im-plementing health literacy at individual and organizational levels
    Have improved skills for elaborating health literacy challenges from case to case.

    With regards to making judgment:
    Be able to reflect critically on the discourse related to health liter-acy and how it can be influenced,
    Be able to form opinion on the merits and demerits of health literacy related initiatives for specific population groups.

    With regards to communication:
    Be able to work in a group to develop a critical and reflective con-tribution,
    Be able to present a health literacy topic and discuss the findings,
    Have improved the presentation skills.

    With regards to learning skills:
    Have practiced active and self-directed learning skills,
    Have applied and improved team working skills and team man-agement skills.
    Learn how to report their research results in a scientific report
    Identify reliable data sources to analyze consumption across countries
    Learn how to process and visualize data
    Practice methods of descriptive and basic inferential statistical analysis
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • Health literacy entails the knowledge, motivation, and competen-cy to access, understand, appraise and apply information to make decisions concerning healthcare, disease prevention and health promotion in everyday life to improve quality of life during the life course.
    People-centered care and co-production of health are new ave-nues for the future, which demands active citizens and respon-sive systems.
    The multi-dimensional concept of health literacy
    Measuring health literacy and designing health literacy solutions based on user experience and targeted responses.
    Medical conditions and their social determinants
    Medical and sociological perspectives on certain diseases, health and illness
    Main concepts of economic, social, and cultural capital
    Social production, interpretation, and social context of language and discourse
    The interplay of waiting times with social and cultural contexts of patients
    Individual Predictors of Risky Consumer Behavior
Recommended or required reading
  • Kotter J. Rathgeber. Our iceberg is melting: Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions, 2016.
    Kickbusch I, Pelikan J, Apfel F, Agis T. Health literacy: the solid facts. 1st editio. Copenhagen: World Health Organization Regional Of-fice for Europe; 2013.
    WHO (2003) The solid facts. Social Health Determinants.
    WHO (2008) Report on the Commission of Social Determinants of Health.
    WHO (2013) Review of social determinants and the health divide in the WHO European Region
    WHO (2014) Smart governance for health and well-being: the evi-dence. (Edited by I.Kickbusch and D. Gleicher)
    Moodie, R., et al. (2013). Profits and pandemics: prevention of harmful effects of tobacco, alcohol, and ultra-processed food and drink in-dustries. The Lancet, 381(9867), 670-679.
    Griswold, M. G., et al. (2018). Alcohol use and burden for 195 coun-tries and territories, 1990-2016: a systematic analysis for the Global Burden of Disease Study 2016. The Lancet, 392(10152), 1015-1035.
    Siegel, M., et al. (2005). Effect of local restaurant smoking regulations on progression to established smoking among youths. Tobacco Control, 14(5), 300-306.
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions and individual and group work.
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