Written exam keywords health law european union policy law and society fac

Master European Public Health

Master's Programme

Comparisons of population health and health systems are at the heart of public health and health policy in Europe and we commonly encounter them in national or international health reports. Our goal in the next four weeks is to empower you to perform valid and insightful health comparisons in the European context and to write your own European health report.In the toolkit of a European public health professional, comparative health research is used to identify areas (countries or regions) and issues (e.g. diseases) that are outliers in the positive or negative sense and require either careful study or an immediate response. By placing these topics in the second module of the Master in Governance and Leadership in European Public health, we wish to give you an opportunity to identify challenges you might wish to focus on during the subsequent modules and to help you decide on a placement topic that allows you to have a direct impact on solving these challenges.The aim of this module is to enable students to explore, measure, and compare the striking diversity of populations’ health status, healthcare provision, and health inequalities in European Region using quantitative and qualitative data collection approaches.

Course objectives

1

Master European Public Health

Fac. Health, Medicine and Life Sciences

Introduction to Governance and Leadership in European Public Health

This first course on the degree is designed to introduce all the aspects of the degree - to give an overview, a map, so that by the end of the course you have a clear indication of the landscape and the journeys that we can make together.

Whilst the staff engaged in this programme are all experts in their different fields and will bring a great deal to the programme, one of the key resources for the degree is you and your fellow students on the programme. You come from a variety of disciplinary backgrounds, all complementary to developing an understanding of European Public Health. You also come from different places, not just across Europe, but from around the world. So, during the course we want you to teach each other about your different disciplinary and cultural backgrounds. This is what will make the course truly great and it will lift your understanding to a new level.

to ensure that you understand that these are contested concepts, to see something of the scope of the contests within the concepts and disciplines, and to see differences in concepts as

2

to introduce you to different professional debates within the three concepts, particularly to ensure you are shown and are encouraged to participate in professional academic discussions and professional practitioner discussions; and,

to encourage you to draw on your own experience and observation of public health debates from your home countries as a part of the literature that will be discussed.

Teaching methods:
Assignment(s), Lecture(s), Work in subgroups, PBL, Research
Assessment methods:
Assignment
Keywords:
European Public Health; Governance; Leadership; Interdisciplinarity Fac. Health, Medicine and Life Sciences

3

This Module aims to introduce you to and help you to develop leadership competencies through the following.

Examining the key debates around Leadership in Public Health in relationship to modernism, postmodernism, technological change and their implications for leaders within organisations.

By engaging successfully with this module you will be able to:

1. Understand the key concepts of Leadership theory and the key differences between Management and Leadership, and their relevance to Public Health practice.

Recommended reading

• Northouse PG. Leadership: theory and practice. 7th ed. USA: Sage Publications; 2016. • Rowitz L.

ebooks through the Libsearch, zie http://library.maastrichtuniversity.nl

EPH4016
Period 1
5 Sep 2022
28 Oct 2022

ECTS credits:
6.0
Instruction language:
English
Coordinator:

Full course description

In this third module, students are introduced to the evaluation of prevention and care in the European region, and to the identification and selection of best practices. They learn about models for evaluation and selection of best practices based upon criteria of equity, humanity, client satisfaction, efficiency, effectiveness and cost-effectiveness; they familiarise themselves with the methodology to assess the effectiveness and cost-effectiveness of prevention and care; and learn how these models and methods can be applied for cross-national comparison. In addition, they learn how to apply systematic reviews and benchmarking with a view to standardisation and best practices. The methodologies of health impact assessment (HIA) and health technology assessment (HTA) are introduced and applied. The students also study the international comparability of cost of illness. 2. Module Content 2.a. Contents: At the start of the module, students learn about different approaches to the evaluation of prevention and care. They are introduced to the different goals of process versus output and outcome evaluation, and learn about the methods for the assessment of the effectiveness and cost-effectiveness of interventions for prevention and care. Specifically, they are introduced to the hierarchy of evidence for defining best practices, including systematic reviews and meta-analysis, randomised controlled trials, cohort studies, case-control studies, cross-sectional surveys, case reports, and expert opinions. They are also introduced to criteria and protocols that have been specifically designed to address scientific evidence for public health interventions, including the Cochrane Library and review protocols, and are invited to critically reflect on the applicability of these approaches to public health and health promotion. In close connection to the Essentials and Project strands, the students gain a thorough understanding of systematic reviews and economic evaluation (notably cost-effectiveness, cost-benefit and cost-utility analyses). The different steps of a systematic review process and the methodologies of health impact assessment (HIA), health technology assessment including economic evaluation (HTA) are introduced and

Objectives Knowledge and understanding At the end of the module, students have - insight in and knowledge of definitions and concepts of evaluation - insight in and knowledge about models and methods to assess effectiveness, cost-effectiveness, cost-benefit and cost-utility - insight in and knowledge about methods for systematic review and selection of best practices - insight in and knowledge about techniques to ensure cross-national comparability and standardisation - insight in and knowledge about concepts, models and methods of benchmarking - insight in and knowledge about methodologies of health impact assessment (HIA) and health technology assessment (HTA) -insight in basic concepts of sociology of science - insight in meta-analysis, systematic reviews and observational research designs Application of knowledge and understanding At the end of the module, students are able to: - understand the concept and role of evaluation in prevention and care- are able to apply methods to select and define best practices in prevention and care - are able to formulate a design or protocol to assess effectiveness of practices in prevention and care -understand the quantitative aspects of effectiveness, cost- effectiveness and cost-utility analysis and of systematic reviews - understand the difficulties and pitfalls in cross-national and cross- regional research - are able to apply the concepts, models and methods of benchmarking - understand the methods of health impact assessment (HIA) and health technology assessment (HTA) Making judgements At the end of the module, students are able to: - critically reflect on the concepts of context, European culture and (scientific) culture - critically reflect on approaches to evaluation, evaluation studies and best practices - critically reflect on cross-national and cross-regional comparisons of prevention and care - make suggestions for evidence-based improvement of prevention and care practices Communication At the end of the module students are able to: -communicate in a professional way with researchers, health experts, policy makers and other representatives of European organisations about issues of evaluation, effectiveness and best practices in health across the EU - write, discuss and present issues of evaluation, effectiveness and best practices in health across the EU in a professional manner Learning skills At the end of the module, students a e able to: - read, understand and comment on published evaluation studies and reviews - select appropriate methods to assess prevention and care practices in a cross-national context - search for, identify, analyse and interpret key information to underpin recommendations for improvement of practices in prevention and care

6

We particularly examine the competence of the European Union in relation to health and public health. We consider, in detail, how a small number of health policies move through the legislative process from evidenced policy choices to law; particularly looking at the Cross-border Patient Rights Directive, and the General Data Protection Regulation.

In order to do this, we will also critically evaluate the general European Union law, particularly in relation to public health and governance. We consider the relationship between Treaty Law, Regulations and Directives, and Policy Initiatives; and the relationship between institutions in the EU and Member States.

Master European Public Health

health, there is a loud ambiguity between single market harmonisation and social federalist ideals. This is, of course, an expression of the ambiguity at the heart of the Europe project, and at the health of its history.

the decision procedures and legal and policy instruments

the historical development of European cooperation and the role and content of the European Treaties

understand the impact of the legal and political infrastructure of the EU

are able to assess the role of the EU and other bodies concerning prevention and healthcare on the level of the EU and on the national level

At the end of the module students are able to:

communicate in a professional way with policy makers and other representatives of European organisations

construct and communicate legal arguments

Recommended reading

EPH4004
Period 2
31 Oct 2022
23 Dec 2022

ECTS credits:
5.0
Instruction language:
English
Coordinator:

Teaching methods:
Lecture(s), PBL, Work in subgroups
Assessment methods:
Attendance, Written exam
Keywords:
Health Law; European Union; Policy; Law and Society Fac. Health, Medicine and Life Sciences

During lectures, thesis group meetings, workshops and study team assignments, students acquire knowledge of the qualitative and quantitative research methods, which are frequently used in the fields that are covered by the master program. Several elective (non-compulsory) skills trainings are also offered.

Furthermore, the unit prepares the students for the execution of their individual research project at the end of the master program and writing their thesis about that project. Specifically, during the unit, students prepare a research proposal. If possible, this research proposal will be executed during the thesis research project. For the preparation of this proposal, students have selected their own topic in consultation with their thesis supervisor and the placement coordinator, making sure that the chosen topic fits one or more key topics of the master program. These topics also match with the research topics of the CAPHRI Care and Public Health Research Institute. Students can select the theory, design and methods from a range of research approaches.

Research methodologies and research designs that are common in the fields of the master program.

Methods for data collection and data analysis that are key in the fields of the master program.

Making judgments:

Students develop a scientific attitude.

Students are able to communicate effectively by discussing research methods, doing presentations, giving feedback to the work of others, and by writing a research proposal.

Learning skills:

E-book Accession Number: 442876 Additional literature is provided at the end of the unit book, as well as on the unit website in the Student Portal.

HPI4005
Period 3
9 Jan 2023
3 Feb 2023

ECTS credits:

Teaching methods:
Assignment(s), Work in subgroups, Lecture(s), Research, Training(s), Paper(s), Presentations, Skills Assessment methods:
Final paper, Portfolio
Keywords:
Research methods, qualitative research, quantitative research.

Fac. Health, Medicine and Life Sciences

Students started to study assessment tools and evaluation methods earlier in the programme (module EPH4003). Now the focus switches from identifying examples of good practices in the earlier phases of policy making (assessment/agenda setting/policy formulation) to monitoring , assessing and evaluating the implementation and impact (output and outcome) of (European) policy interventions.

Course objectives

Master European Public Health

University Press Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O (2004) Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations. Milbank Quarterly, Vol. 82, No. 4, 2004 (pp. 581-629) Grol, R. et al. Improving Patient Care. The implementation of Change in Clinical Practice. London. (ISBN: 9780 7506 8819 2) Elsevier 2005, reprinted 2009 MacKay JM, Vincenten J (2009) Why isn’t more injury prevention evidence based? International Journal of Injury Control and Safety Promotion 16(2): 89-96. Rogers EM (2003). Diffusion of innovations (fifth edition). New York: Free Press. SL T 174.7

EPH4017
Period 4
6 Feb 2023
7 Apr 2023

ECTS credits:
5.0
Instruction language:
English
Coordinator:

Fac. Health, Medicine and Life Sciences

Master European Public Health

Member States and their respective agencies in the quest for better quality, equity, transferability, innovativeness and competitiveness in health and healthcare in Europe and the global perspective.

knowledge of European enlargement

knowledge of the position of the European health institutions’ perspectives on enlargement and health

nowledge of moral reasoning with regard to global justice.

Application of knowledge and understanding At the end of the module, students are able to:

argue about duties of Europe and the European Union in global health.

Making judgments
At the end of the module, students are able to:

use scenario discussions in their future career

communicate in a professional fashion with health experts, advocators, policymakers and decision-makers about issues related the future of the European Union in the light of enlargement

thesis.

Learning skills
At the end of the module, students are able to:

Basic Literature • European Commission: Health in Candidate Countries
http://ec.europa.eu/health/ph_international/enlargement/enlarg_en.htm. • Hollis A, Pogge T (2008).

The Health Impact Fund. Making New Medicines Accessible for All. Yale University: Incentives for Global Health. http://www.yale.edu/macmillan/igh/. • Legido-Quigley H, McKee M, Nolte E, Glinos IA (2008). Assuring the quality of healthcare in the European Union. A case for action. Copenhagen: World Health Organization. • McKee M, McLehose L, Nolte E (2004). Health Policy and European Union Enlargement. Open University Press. • Neiner JA, Howze EH, ML (2004). Using Scenario Planning in Public Health: Anticipating Alternative Futures. Health Promotion Practice 5 (1): 69-79.

Teaching methods:
Lecture(s), PBL, Training(s)
Assessment methods:
Assignment
Fac. Health, Medicine and Life Sciences

Research Project and Masters’ Thesis

15