| Code | Faculty | Department |
|---|---|---|
| 10221019 | Faculty of Health Sciences | Department: School of Health Systems and Public Health |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 2 years | Total credits: 120 | NQF level: 08 |
The curriculum for the PGDip (Public Health) will comprise of compulsory core modules and a research component. All modules will be offered online.
Information on UPOnline:
Relevant Honours degree (NQF level 8)
or
Relevant four-year Bachelor’s degree (NQF level 8) with at least two years’ applicable practical work experience
or
Relevant three-year Bachelor’s degree (NQF level 7) with at least two years’ applicable practical work experience
Computer literacy
The University of Pretoria makes use of Blackboard, branded as clickUP, which is an online system that provides a workspace for students, providing students with the information and the connections needed. ClickUP contains study material as well as a simple, convenient, and reliable web conferencing and virtual classroom solutions specifically built for education and training. ClickUP is accessible via a web browser mobile device, or tablet and has a useful student guide.
Students are required to have some technical and digital literacy skills such as the ability to:
Written, oral and/or practical assessments must be passed in all the modules. The minimum pass mark for prescribed modules’ summative assessment is 50%. Only with the approval of the Chairperson of the School, on the recommendation of the head of department, will a student be allowed to continue his or her studies after having failed two modules (or the same module twice). A second assessment attempt in a module is arranged in conjunction with the head of department for any student obtaining less than 50% and more than 39% for any module assessment.
A diploma is awarded with distinction to a student who has obtained a mark of at least 75% for the externally moderated assessment components as well as a simple (unweighted) average of at least 75% of all the marks for the other required modules for the relevant diploma; excluding PHM 710 Learning in public health 710.
Minimum credits: 120
Module content:
A formal protocol for study that is feasible and suitable for submission to the ethics and postgraduate committees for an MPH mini-dissertation project.
Module content:
Students will be presented with an overview of health and disease followed by a set of tools for disease prevention and control. They will especially be encouraged to reflect on the importance of epidemiology and surveillance systems (for disease as well as health and for risk factors). They will be tasked with the application of these tools to the prevention and control of a number of important (for South Africa) health threats, both infectious and non-infectious. The scope will be all disease conditions including psychiatric, trauma, violence, etc in addition to the conventional inclusion of infectious diseases and diseases of lifestyle. There will be a link, too, to the concept of “implications for policy”.
Module content:
The principles of environmental health. The mechanisms behind the relationship between environmental exposures and the development of disease states. Environmental measures to prevent and control disease, both infectious and non-infectious diseases.
Module content:
The module provides introductory learning in Health Policy and Management, in a manner suitable for new managers or those who have not had formal management training, sufficient for you to undertake basic management tasks. Whatever field of public health a graduate enters they are likely to have to undertake some management responsibilities. This module aims to provide all graduates with the foundation of knowledge, skills, attitudes and values in health policy and management that they will need.
Module content:
This module introduces the student to the history, philosophy, aims and types of research. The role of theory, specific approaches, designs and methods employed in research are explained. The module includes background to research, choosing a topic, selecting methods and prepares the student for the process of writing a protocol.
Module content:
This module introduces students to thinking “epidemiologically” and the principles of epidemiology including applied epidemiology. The module introduces software for questionnaire design and data collection. Basic principles such as rates ratios and proportions are explained. Key study designs used in epidemiology include cross-sectional, cohort, case-control, ecological, randomised control trials and sub-groups are introduced. This module introduces students to the development and application of statistical reasoning and methods addressing, analysing, and solving problems in public health-, health care-, and biomedical, clinical-, and population-based research.
Module content:
This module introduces students to the application of epidemiology and the statistical procedures and analysis of the most commonly used statistical tests in the field of biostatistics.
Module content:
The history and scope of public health. The importance of self-motivated deep learning as opposed to passive learning. Learning the value of group work. The use of the internet and the library to research areas of study. The writing of literature reviews and assignments. The avoidance of plagiarism. Improving English writing skills. Elements of human rights and public health ethics. Students will be given assignments involving a short literature search and applied writing practice. They will also learn how to use the internet and its information with discretion, and also how to use the UP on-line learning platforms.
Module content:
A range of factors that influence health from a social, environmental and economic basis; analysis of the determinants of health problems and related behaviours, their effect on the individual, community and the broader society. Health promotion approaches, strategies and actions to address social determinants. Planning, implementation and evaluation of public health interventions to address social determinants of health.
Minimum credits: 120
Module content:
A formal protocol for study that is feasible and suitable for submission to the ethics and postgraduate committees for an MPH mini-dissertation project.
Module content:
Students will be presented with an overview of health and disease followed by a set of tools for disease prevention and control. They will especially be encouraged to reflect on the importance of epidemiology and surveillance systems (for disease as well as health and for risk factors). They will be tasked with the application of these tools to the prevention and control of a number of important (for South Africa) health threats, both infectious and non-infectious. The scope will be all disease conditions including psychiatric, trauma, violence, etc in addition to the conventional inclusion of infectious diseases and diseases of lifestyle. There will be a link, too, to the concept of “implications for policy”.
Module content:
The principles of environmental health. The mechanisms behind the relationship between environmental exposures and the development of disease states. Environmental measures to prevent and control disease, both infectious and non-infectious diseases.
Module content:
The module provides introductory learning in Health Policy and Management, in a manner suitable for new managers or those who have not had formal management training, sufficient for you to undertake basic management tasks. Whatever field of public health a graduate enters they are likely to have to undertake some management responsibilities. This module aims to provide all graduates with the foundation of knowledge, skills, attitudes and values in health policy and management that they will need.
Module content:
This module introduces the student to the history, philosophy, aims and types of research. The role of theory, specific approaches, designs and methods employed in research are explained. The module includes background to research, choosing a topic, selecting methods and prepares the student for the process of writing a protocol.
Module content:
This module introduces students to thinking “epidemiologically” and the principles of epidemiology including applied epidemiology. The module introduces software for questionnaire design and data collection. Basic principles such as rates ratios and proportions are explained. Key study designs used in epidemiology include cross-sectional, cohort, case-control, ecological, randomised control trials and sub-groups are introduced. This module introduces students to the development and application of statistical reasoning and methods addressing, analysing, and solving problems in public health-, health care-, and biomedical, clinical-, and population-based research.
Module content:
This module introduces students to the application of epidemiology and the statistical procedures and analysis of the most commonly used statistical tests in the field of biostatistics.
Module content:
The history and scope of public health. The importance of self-motivated deep learning as opposed to passive learning. Learning the value of group work. The use of the internet and the library to research areas of study. The writing of literature reviews and assignments. The avoidance of plagiarism. Improving English writing skills. Elements of human rights and public health ethics. Students will be given assignments involving a short literature search and applied writing practice. They will also learn how to use the internet and its information with discretion, and also how to use the UP on-line learning platforms.
Module content:
A range of factors that influence health from a social, environmental and economic basis; analysis of the determinants of health problems and related behaviours, their effect on the individual, community and the broader society. Health promotion approaches, strategies and actions to address social determinants. Planning, implementation and evaluation of public health interventions to address social determinants of health.
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