Taken AY2014/2015 Semester 1
SPH2101: Public Health and Epidemiology
Epidemiology is the study of the patterns, causes, and effects of health and disease conditions in defined human populations. It is the cornerstone of public health, with potential impact on both personal decisions about our lives, and also public policy decisions. Epidemiology is relevant for the prevention of human diseases to modern systems science with inputs from many disciplines, like biology, physiology, computer science, engineering and social science. This module uses a lecture plus case-study based approach to introduce fundamental concepts of epidemiology, such as disease frequency, association, causation, confounding, bias, screening and surveillance.
Assessment: This module essentially introduces the basic concepts of epidemiology and how to interpret and understand epidemiological studies. This includes simple calculations and statistics (I.e. Percentages). Module content can be rather dry but it is generally straightforward and easy to understand.
Workload: 2-1-0-3-4
Source
Showing posts with label public health. Show all posts
Showing posts with label public health. Show all posts
Module review for GEK1900: Public Health in Action
Taken AY2014/2015 Semester 1
GEK1900: Public Health in Action
Public health is in the news every day, from schools closing due to hand, foot and mouth disease to the banning of trans-fats in an entire city. But what is public health? Whereas doctors treat individual patients, public health is about the health of a whole population. Despite its importance, public health seems obscure and mysterious. This module uses a population-based perspective to understand the broad forces behind development of disease and ill-health. Employing the evidence-based framework, expert lecturers will share experiences, discuss current issues and debate ethical dilemmas from cancer to pandemics, from AIDS to diabetes, from diet to disasters.
Assessment: This module covers a large range of healthcare topics that really broadens students’ perspectives. I would highly recommend it to anyone interested in healthcare. It does not require any prior knowledge of medical terms or concepts. There is no final examination. The module is 100% continuous assessment. The module format consists of 3 hour sessions every week with a lecture in the first hour, group work in the second (immediately after which a written report has to be submitted on ivle) and a group discussion and debrief by the lecturer. Each week’s session is based on a different topic and is taught by different lecturers.
This module can be used to fulfill GEM requirements as it is classified as both an Art and a Science GEM.
Workload: 0-3-0-3-4
Source
GEK1900: Public Health in Action
Public health is in the news every day, from schools closing due to hand, foot and mouth disease to the banning of trans-fats in an entire city. But what is public health? Whereas doctors treat individual patients, public health is about the health of a whole population. Despite its importance, public health seems obscure and mysterious. This module uses a population-based perspective to understand the broad forces behind development of disease and ill-health. Employing the evidence-based framework, expert lecturers will share experiences, discuss current issues and debate ethical dilemmas from cancer to pandemics, from AIDS to diabetes, from diet to disasters.
Assessment: This module covers a large range of healthcare topics that really broadens students’ perspectives. I would highly recommend it to anyone interested in healthcare. It does not require any prior knowledge of medical terms or concepts. There is no final examination. The module is 100% continuous assessment. The module format consists of 3 hour sessions every week with a lecture in the first hour, group work in the second (immediately after which a written report has to be submitted on ivle) and a group discussion and debrief by the lecturer. Each week’s session is based on a different topic and is taught by different lecturers.
This module can be used to fulfill GEM requirements as it is classified as both an Art and a Science GEM.
Workload: 0-3-0-3-4
Source
Module review for SPH2106: Health in Later Years
Taken AY2015/2016 Semester 1
SPH2106: Health in Later Years
Description:
This module is a very good introduction into the biology of aging in the human body and the needs of the elderly that arise because of it. It is really interesting, but can be off-putting for those without background in biology or psychology. I previously took PL1101E, so the material regarding The Aging Brain, overlaps with some of the material covered in this module. The module is conducted in a seminar style, with three hour lessons per week. There were three different lecturers that covered different parts of the syllabus, with different perspectives of aging based on the area of healthcare in which they are working in. Dr. Gerald Koh provides the medical knowledge regarding the biology of aging, while Dr. Fong taught more of the terminology looking at the population data of aging, while Dr. Lydia Seong provided perspective on the social effects and aspects of aging. Webcasts were made available for the module.
Assessment:
The one thing I did not like about this module was the project work. As there were three lecturers, all three designed separate project assignments, which the groups were then assigned. My group therefore got Dr. Koh’s project assignment, which was much heavier in content and breadth than that of the other assignments. Although I believe the unfairness in grading was ultimately corrected for, my group still had to put in a lot of extra effort into understanding and completing the project. Furthermore, Dr. Koh, as a practicing doctor, was the busiest of the three lecturers, and it was really difficult to arrange consultations with him. I have raised this issue through the school’s module review, so hopefully the problem will be resolved in the subsequent teaching of this module. This is especially since this module is actually really educational and helpful for those who intend to work in the healthcare sector.
In general, the examinations were very manageable, but memorization work is needed in order to do well.
Mid-term test: 15%
Class presentations and write-up: 35%
Final Exam: 50%
Source
SPH2106: Health in Later Years
Description:
This module is a very good introduction into the biology of aging in the human body and the needs of the elderly that arise because of it. It is really interesting, but can be off-putting for those without background in biology or psychology. I previously took PL1101E, so the material regarding The Aging Brain, overlaps with some of the material covered in this module. The module is conducted in a seminar style, with three hour lessons per week. There were three different lecturers that covered different parts of the syllabus, with different perspectives of aging based on the area of healthcare in which they are working in. Dr. Gerald Koh provides the medical knowledge regarding the biology of aging, while Dr. Fong taught more of the terminology looking at the population data of aging, while Dr. Lydia Seong provided perspective on the social effects and aspects of aging. Webcasts were made available for the module.
Assessment:
The one thing I did not like about this module was the project work. As there were three lecturers, all three designed separate project assignments, which the groups were then assigned. My group therefore got Dr. Koh’s project assignment, which was much heavier in content and breadth than that of the other assignments. Although I believe the unfairness in grading was ultimately corrected for, my group still had to put in a lot of extra effort into understanding and completing the project. Furthermore, Dr. Koh, as a practicing doctor, was the busiest of the three lecturers, and it was really difficult to arrange consultations with him. I have raised this issue through the school’s module review, so hopefully the problem will be resolved in the subsequent teaching of this module. This is especially since this module is actually really educational and helpful for those who intend to work in the healthcare sector.
In general, the examinations were very manageable, but memorization work is needed in order to do well.
Mid-term test: 15%
Class presentations and write-up: 35%
Final Exam: 50%
Source
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