Commercial Determinants of Health (on campus)

POPH67602 Commercial Determinants of Health (on campus) 15 Semester 2 Postgraduate Taught Level 7 Paula Whittaker Unit coordinator Division of Population Health, Health Services Res 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 Business and the media are having an increasingly apparent impact on the health of populations worldwide, positively and negatively. Issues such as trade, regulation and legislation vary globally and historically, and this course unit will explore how it can affect the health of populations in an internationalised world. The course also explores the role the media can and does play in conveying health messages to the general public, and how the rise in social media use has led to new problems such as the infodemic, but also potential opportunities. Students will be assessed through their contribution to an open access resource. Students will work on a group project over the full semester supported by their peers and will receive regular formative feedback from the course unit coordinators. Students will apply their knowledge and skills to generate a high quality output of benefit beyond the course unit.    Business and the media are having an increasingly apparent impact on the health of populations worldwide, positively and negatively. Issues such as trade, regulation and legislation vary globally and historically, and this course unit will explore how it can affect the health of populations in an internationalised world. The course also explores the role the media can and does play in conveying health messages to the general public, and how the rise in social media use has led to new problems such as the infodemic, but also potential opportunities. Students will be assessed through their contribution to an open access resource. Students will work on a group project over the full semester supported by their peers and will receive regular formative feedback from the course unit coordinators. Students will apply their knowledge and skills to generate a high quality output of benefit beyond the course unit.    The unit aims to:Introduce the relationship between business and health and how their interaction impacts on the health of populations.  Provide students with the opportunity to apply their learning to real world scenarios and contribute their findings to an open online resource.   Across all intended learning outcomes, students should be able to: <ul><li>Discuss the impact that both business and media can play on health, including attitudes, behaviours and practices amongst the general population</li><li>Present an argument for the role media can play in health (mis)information in facilitation and mitigation of the infodemic   </li></ul> <ul><li>Critically appraise the evidence base surrounding the political and economic environment’s effect on business and its impact on health</li><li>Compare and contrast different systems and the role business and media plays in influencing different population’s health outcomes  </li></ul> <ul><li>Develop globally relevant resources for enhancing the evidence base for how business, media and health interact</li></ul> <ul><li>Apply the learning from the course to specific populations, problems and contexts</li></ul> Analytical skills Students will critically analyse issues around the interaction between business, media and health, and apply their knowledge to their group project Group/team working Students will work together as a group to complete their group project Innovation/creativity the flexibility of the format for the group project will allow students to involve innovative and creative techniques in their work Project management Students will have to utilise and demonstrate project management skills in the completion of their project There will be written materials by the tutors guiding students through the course, illustrated with photographs and figures to illustrate the rich topic areas. Much of the content will be presented through reading, including peer reviewed journals (accessible through the University library), and multimedia, including videos. Students will be directed to a variety of relevant literature each week, but also encouraged to research and explore and find their own sources.There will be regular interaction with the tutors through scheduled seminars and online through the discussion boards. Students will be encouraged to use self-reflection to think about the ideas discussed, and take part in discussion board activities. Participation in the discussion boards is greatly encouraged, and can help enhance your learning experience and prepare you for your assessment.Online course content is delivered via the virtual learning platform, which will include required and additional reading, self-tests and discussion boards. All face-to-face activities are mandatory for all students. Attendance is monitored and an escalation policy is in place for non-attendance. The tutor-led sessions will be recorded and made available for all students as part of good pedagogic practice for accessibility, revision and consolidation 0 Other 100% The assessment for this unit is a group project which is 100% weighting.  Students will be provided with personalised feedback for their final summative group project within 15 working days.The work will also be reviewed at key points during the course and students will have the opportunity to revisit and improve on their work before final submission and assessment.   N Maani N, Collin J, Friel S, Gilmore A, McCambridge J, Robertson L, Petticrew M. (2020) <a href="https://academic.oup.com/eurpub/article/30/4/660/5709506" target="_blank">Bringing the commercial determinants of health out of the shadows: a review of how the commercial determinants are represented in conceptual frameworks</a>, European Journal of Public Health, 30(4), pp. 660–664Dahlgren G, Whitehead M. (2021) <a href="https://www.sciencedirect.com/science/article/pii/S003335062100336X" target="_blank">The Dahlgren-Whitehead model of health determinants: 30 years on and still chasing rainbows</a>, Public Health, 199, pp. 20-24Merchant RM, South EC, Lurie N. (2021). <a href="https://jamanetwork.com/journals/jama/fullarticle/2774732" target="_blank">Public Health Messaging in an Era of Social Media. </a>JAMA. 325(3) pp. 223–224Baum, F.E., Sanders, D.M., Fisher, M. et al. (2016). <a href="https://link.springer.com/article/10.1186/s12992-016-0164-x" target="_blank">Assessing the health impact of transnational corporations: its importance and a framework</a>. Global Health 12, 27 WHO (2023). <a href="https://apps.who.int/nha/database/DocumentationCentre/Index/en" target="_blank">Global spending on health: Coping with the Pandemic</a>Van Zee A. The promotion and marketing of oxycontin: commercial triumph, public health tragedy. Am J Public Health. 2009 Feb;99(2):221-7Gilens, M., & Page, B. (2014). T<a href="https://www.cambridge.org/core/journals/perspectives-on-politics/article/testing-theories-of-american-politics-elites-interest-groups-and-average-citizens/62327F513959D0A304D4893B382B992B" target="_blank">esting Theories of American Politics: Elites, Interest Groups, and Average Citizens</a>. Perspectives on Politics, 12(3), 564-581Buckton, C.H., Fergie, G., Leifeld, P. et al. (2019). <a href="https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-019-6799-9#:~:text=On%206th%20April%202018%2C%20the%20United%20Kingdom%20(UK)%20Government,levy%20%5B1%2C%202%5D." target="_blank">A discourse network analysis of UK newspaper coverage of the "sugar tax" debate before and after the announcement of the Soft Drinks Industry Levy</a>. BMC Public Health, 19 (1)Leask, J., Hooker, C. & King, C. (2010). <a href="https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-10-535" target="_blank">Media coverage of health issues and how to work more effectively with journalists: a qualitative study</a>. BMC Public Health 10, 535Gunther, E. (2002). <a href="https://www.librarysearch.manchester.ac.uk/discovery/fulldisplay?context=PC&vid=44MAN_INST:MU_NUI&search_scope=MyInst_and_CI&tab=Everything&docid=cdi_proquest_miscellaneous_72813393" target="_blank">Infodemiology: the epidemiology of (mis)information</a>. The American Journal of Medicine, vol 113, issue 9, pp.763-765   Lectures 22 Project supervision 4 Tutorials 44 0 80