Study designs for population health and well-being research

POPH20011 Study designs for population health and well-being research 20 Semester 1 Undergraduate Level 5 Tracey Farragher Unit coordinator Division of Population Health, Health Services Res 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit will focus on the different study designs used  to investigate population health and well-being and inform public health practice.  Students will develop skills in critically appraising research, selecting appropriate methodologies, and applying findings to real-world public health challenges.  This unit will focus on the different study designs used  to investigate population health and well-being and inform public health practice.  Students will develop skills in critically appraising research, selecting appropriate methodologies, and applying findings to real-world public health challenges.  The aim of this unit builds on the students’ understanding of measuring the health and well-being of populations, to understand and apply different study designs used in public health practice to real world scenarios. Students will be able to: A1. Understand key epidemiological study designs (e.g., ecological, cross-sectional, case-control, cohort, intervention) and their application in public health research and decision-making.A2. Assess the strengths, limitations, and appropriate contexts for each study design in relation to public health practice.A3. Evaluate traditional and contemporary models of population health and well-being research, including systematic reviews and meta-analyses, and their relevance to public health practice.   B1. Identify, compare, and evaluate different epidemiological study designs based on research questions and population health and well-being needs.B2. Justify the selection of appropriate study designs for specific health and well-being research scenarios, considering ethical, practical, and methodological factors.   C1. Locate and synthesise relevant evidence from diverse epidemiological studies to address clinical and non-clinical health questions.C2. Apply critical appraisal tools to assess the quality, validity, and applicability of published research across various study designs.   D1. Reflect on the principles and challenges of implementing population health and well-being research in real-world settings.D2. Communicate research findings and evidence-based recommendations effectively to diverse audiences, including professionals, policymakers, and the public.   Academic engagement includes lectures, seminars, workshops and other face to face activities. To achieve the intended learning outcomes for this course unit, we have created a range of activities. Your course unit leads and teaching team will support you including access to the Student Development Programme including peer-support (PASS) and the Programme Director Seminar Series. We will consult with students to identify any additional needs and further academic engagement activities will be provided. Assessments, preparation for assessments, reading time and independent study are also included within you timetabled activities. 2 Written assignment (inc essay) 100% <figure class="table"><table><thead><tr><th>Assessment task/type</th><th>Length</th><th>Weighting within unit</th></tr></thead><tbody><tr><td>Formative: Seminars and Discussion boards will provide consolidation exercises to provide feedback for the ILO's and summative assessment</td><td>N/A</td><td>0%</td></tr><tr><td>Formative: A recorded presentation of a study proposal</td><td>5 minutes</td><td>0%</td></tr><tr><td>Summative: Written protocol of the study proposal</td><td>2000 words</td><td>100%</td></tr></tbody></table></figure> Written feedback will be provided for the presentation and its write up.  Students will also have the opportunity to receive written feedback via formative consolidation exercises on discussion boards.      BSc (Hons) Public Health BSc (Hons) Public Health Second Year Mandatory BSc (Hons) Public Health PT BSc (Hons) Public Health PT Second Year Mandatory N <ul><li>Somerville, M. (2016) Public health and epidemiology at a glance . Second edition. Chichester, [England] :, Wiley Blackwell.</li><li>Rychetnik, L. et al. (2002). Criteria for evaluating evidence on public health interventions. Journal of epidemiology and community health (1979), 56(2), pp.119–127.</li><li>Kemm, J. (2006). The limitations of ‘evidence-based’ public health. Journal of evaluation in clinical practice, 12(3), pp.319–324.</li><li>Coggon, D. (David), Rose, G. and Barker, D.J.P. (David J.P. (2003). Epidemiology for the uninitiated. London: BMJ. </li><li>Muir Gray, J.A. (2000). Evidence‐based Public Health. In Evidence-based Practice: A Critical Appraisal. Oxford, UK: Blackwell Science Ltd, pp. 89–110. (Book Chapter)</li><li>Rychetnik, L. et al. (2004). A glossary for evidence based public health. Journal of epidemiology and community health (1979), 58(7), pp.538–545.</li><li>NICE (2018). Principles for putting evidence-based guidance into practice. Critical Appraisal Skills Programme (CASP)</li><li>Titler MG. (2008). The Evidence for Evidence-Based Practice Implementation. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); Chapter 7.</li><li>Trisha M. Greenhalgh, Paul Dijkstra. How to Read a Paper : The Basics of Evidence-Based Healthcare. Vol Seventh edition. Wiley-Blackwell; 2025.  </li></ul> Practical classes & workshops 10 Seminars 20 Tutorials 20 0 150