Course Title : Understanding Public Health and
Epidemiology
Course Code : HAM501
Recommended Study Year
No. of Credits/Term
: 1
3
Mode of Tuition : Lectures
Class Contact Hours : 3 hours per week
Category in Major Prog. : HAOM (Required and theoretical course)
Discipline : Health Sciences
Prerequisite(s) : N/A
Co-requisite(s) : N/A
Exclusion(s) : N/A
Exemption Requirement(s) : N/A
Brief Course Description
This course will introduce students to fundamental and advanced concepts, measures and
approaches in public health and epidemiology, as well as the study of health and disease in
populations. Students will learn about nature and historical perspectives of public health and
epidemiology, determinants of health and diseases, epidemiology study design, mapping diseases
and health needs, measuring health and diseases, controlling epidemics. The course will provide a
foundation for other courses, especially those relating to data analytics in health as part of the
HAOM programme. It will be delivered through a combination of lectures and seminars.
Aims
This course aims to:
1. Introduce students to fundamental and advanced terminologies, and concepts in public
health and epidemiology
2. Equip students with knowledge on techniques in disease prevention, mapping and control
3. Introduce students to the sources of critical health information and data
4. Equip students with skills in epidemiological methodologies, processes and approaches
Learning Outcomes (LOs)
Upon successful completion of this course, students will be able to:
1. Explain the principles and functions of public health and epidemiology
2. Explain the key theories and concepts in public health and epidemiology
3. Apply advanced techniques in disease prevention, mapping and control
4. Evaluate fundamental issues in designing epidemiological studies
5. Effectively communicate information on public health and epidemiological issues to a wide
range of populations in different ways
Indicative Content
1. Historical perspectives of public health and epidemiology & Public health system in Hong Kong
and Main land China
2. Determinants of health and diseases
3. Planetary health
4. Sources of health information
5. Epidemiology study design
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6. Mapping and measuring diseases and health
7. Infectious diseases
8. Chronic diseases
9. Controlling epidemics
10. Ageing and public health
11. Ethical principles and ensuring data privacy in public health
12. Health promotion
Teaching Methods
The course will be delivered through lectures and student-led seminars. The lectures and student-
led seminars will form the basis for the final essay and mid-term examination. Moreover, working
in groups, students will lead a presentation of assigned theoretical readings backed by a case study
selected by the group. Each group will make a presentation after each lecture.
Measurement of Learning Outcomes
Learning Outcome Final
essay1
Mid-term
exam2
Group
presentation3
1. Explain the principles and functions of
public health and epidemiology
✓
✓
✓
2. Explain the key theories and concepts in
public health and epidemiology
✓
✓
✓
3. Apply advanced techniques in disease
prevention, mapping and control
✓
✓
✓
4. Evaluate fundamental issues in designing
epidemiological studies
✓
5. Effectively communicate information on
public health and epidemiological issues to a
wide range of populations in different ways
✓
Assessment
50% Final essay: Students will be required to submit an essay of 2000 to 2500 words by
answering the selected question(s) from a set that will be given to students. The essay is
meant to assess student’s knowledge and understanding on the key learning outcomes.
Students will be expected to analyse some public health and epidemiological issues by
offering evidenced-based solutions and proposing appropriate epidemiological theories,
methods and techniques to track and manage a suggested case. The essay may also examine
students understanding of the theoretical and conceptual aspects of public health and
epidemiology. Deadline for the submission of this essay is 30th November 2023 and must be
submitted through Moodle.1
30% Mid-term exam: In the mid-term exam, students will be expected to reflect on the conceptual
3
issues in public health and epidemiology. In the exam, students must be able to define and
explain fundamental concepts and theories on public health and epidemiology. This will be
a 90-minute exam. 2
20% Group presentation: Students will form groups to make a presentation on assigned readings.
Each group must demonstrate how the lessons and arguments from the reading relate to
concepts discussed in the lectures and the implications for public health and epidemiological
practice. Each group will be present for 20 minutes and each team member must present
within the allotted time. Deadline for the submission of presentation PPT is 27th November
2023 and must be done on Moodle.3
Required/Essential Readings
Week 1: Meaning and historical perspectives of public health and epidemiology & Public health system
in Hong Kong and Main land China
Celentano, D. D., & Szklo, M. (2018). Gordis Epidemiology (6th ed.). Philadelphia:
Elsevier. Chapter 1
Schneider, M. J. (2020). Introduction to public health (6th ed.). Jones & Bartlett Learning.
Chapter 1
Week 2: Determinants of health and diseases
Goldsteen, R. L., Goldsteen, K., & Dwelle, T. (2015). Introduction to Public Health:
Promises and Practices (Second ed.). New York: Springer. Chapter 1
Schneider, M. J. (2020). Introduction to public health (6th ed.). Jones & Bartlett Learning.
Chapter 1
Week 3: Planetary health
Zhao, Q., Guo, Y., Ye, T., Gasparrini, A., Tong, S., Overcenco, A., ... & Li, S. (2021). Global,
regional, and national burden of mortality associated with non-optimal ambient
temperatures from 2000 to 2019: a three-stage modelling study. The Lancet Planetary
Health, 5(7), e415-e425.
Redvers, N. (2021). The determinants of planetary health. The Lancet Planetary Health, 5(3),
e111-e112.
Week 4: Health Promotion
Fleming, M. L., & Baldwin, L. (Eds.). (2020). Health Promotion in the 21st Century: New
approaches to achieving health for all. Routledge. Chapter 2
Woodall, J., & Cross, R. (2021). Essentials of Health Promotion. Sage. Chapter 2
Snelling, A. M. (Ed.). (2014). Introduction to health promotion. John Wiley & Sons. Chapter 1
Week 5: Infectious and Chronic diseases
Schneider, M.-J. (2016). Introduction to Public Health (Fifth ed.). Mary-Jane Schneider:
Jones & Bartlett Learning. Chapter 10, 11
Goldsteen, R. L., Goldsteen, K., & Dwelle, T. (2015). Introduction to Public Health:
Promises and Practices (Second ed.). New York: Springer. Chapter 4, 5
Week 6: Emergency preparedness and COVID-19/Monkey Pox
Schneider, M.-J. (2016). Introduction to Public Health (Fifth ed.). Mary-Jane Schneider:
Jones & Bartlett Learning. Chapter 30.
4
Kiruthika, S., & Raja, G. (2020). Emerging issues and challenges of public health
infrastructure of covid-19 in India. International Review of Business and
Economics, 4, 260-264.
Week 7: Mid-term Exams
Week 8: Role of data in public health and epidemiology
Schneider, M.-J. (2016). Introduction to Public Health (Fifth ed.). Mary-Jane Schneider: J
ones & Bartlett Learning. Chapter 8
Week 9: Epidemiology study designs
Celentano, D. D., & Szklo, M. (2018). Gordis Epidemiology (6th ed.). Philadelphia:
Elsevier. Chapter 7-9
Week 10: Ageing and public health
Schneider, M.-J. (2016). Introduction to Public Health (Fifth ed.). Mary-Jane Schneider:
Jones & Bartlett Learning. Chapter 29
Prohaska, T. R., Anderson, L. A., & Binstock, R. H. (Eds.). (2012). Public health for an
aging society.
Week 11: Public health and management & group presentation
Altman, D. G. (2006). Synergies between public health and management. Journal of Public
Health Management and Practice, 12(5), 482-484.
https://doi.org/10.1097/00124784-200609000- 00014
Week 12: Group Presentation [9 Groups]
Week 13: Group presentation [8 Groups]
Recommended/Supplementary Readings
Goldsteen, R. L., Goldsteen, K., & Dwelle, T. (2015). Introduction to Public Health: Promises
and Practices (Second ed.). New York: Springer.
South, J. (2013). People-centred public health. Bristol: The Policy Press.
Yip, K., Leung, Y. S., & Wong, M. K. T. (2016). Health Policy and Disease in Colonial and
Post-Colonial Hong Kong, 1841-2003. London: Routledge.
Additional readings may be given weekly on a topic by topic basis.
Important Notes:
(1) Students are expected to spend a total of 9 hours (i.e. 3 hours of class contact and 6 hours of
personal study) per week to achieve the course learning outcomes.
(2) Students shall be aware of the University regulations about dishonest practice in course work,
tests and examinations, and the possible consequences as stipulated in the Regulations
Governing University Examinations. In particular, plagiarism, being a kind of dishonest
practice, is “the presentation of another person’s work without proper acknowledgement of
the source, including exact phrases, or summarised ideas, or even footnotes/citations,
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whether protected by copyright or not, as the student’s own work”. Students are required to
strictly follow university regulations governing academic integrity and honesty.
(3) Students are required to submit writing assignment(s) using Turnitin.
(4) To enhance students’ understanding of plagiarism, a mini-course “Online Tutorial on
Plagiarism Awareness” is available on https://pla.ln.edu.hk/.
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Schedule
Term 1, 2023/24
Monday 17:30 – 20:30
Classroom: LBY-G02
Week Date Topic
1 September 4, 2023 Meaning and historical perspectives of public
health and epidemiology & Public health system in Hong
Kong and Main land China
2 September 11, 2023 Determinants of health and diseases
3 September 18, 2023 Planetary health
4 September 25, 2023 Health Promotion
5 October 9, 2023 Infectious and chronic diseases
6 October 16, 2023 Emergency preparedness and COVID-19/Monkey Pox
7 October 30, 2023 Mid-Term Exams
8 November 6, 2023 Role of data in public health and epidemiology
9 November 13, 2023 Epidemiology study designs
10 November 20, 2023 Ageing and public health
11 November 27, 2023 Public health and management
12 December 4, 2023 Group presentation [9 Groups]
13 December 11, 2023 Group presentation [9 Groups]
Assessment rubrics for final essay (50%)
Criteria Excellent Good Fair Failure
Understanding of
topic
(10%)
Comprehensive
understanding and
coverage of issues.
Insightful and well-
informed.
Clearly answers the
question.
Clear discussion of
relevant issues.
Shows good insight
into the subject.
Answers the
question.
Shows some
coverage and
understanding of
main issues.
Does not answer the
question
fully/directly enough.
Very little or no
understanding of
the issues.
Does not answer
the question.
Use of evidence
(10%)
Wide range of
evidence used to
support arguments.
Adopt a good range
of evidence to
support arguments.
Adequate range of
evidence used.
Poor use of
evidence to support
argument.
Thoroughly
researched.
Use of primary
sources.
Could have drawn on
more suitable
evidence.
No use of evidence
to support argument
7
Critical analysis
(12%)
Excellent critical
awareness of subject
matter and current
issues.
Shows original
thinking and
analysis.
Analyses material to
develop an argument
that goes beyond
solely description.
More description than
analysis in content.
Needs to draw
material together to
develop an argument.
Describes the issues
but shows
significant
misunderstanding
of basic issues.
Structure of
argument
(10%)
Clear structure.
Presents a
convincing and well-
developed argument.
Clear structure.
Develops a sound
argument.
Structure needs more
clarity. Argument
needs further
development.
Poor structure.
No clear argument.
No clear linkage
from point to point.
Writing and
referencing
(8%)
Uses references
correctly and
consistently.
Demonstrates
excellent writing
skills in terms of
language use and
organisation of paper.
Generally
uses references
correctly but some
parts less well-
referenced.
Competent writing
skills.
Some parts not
referenced correctly.
Writing skills
acceptable but could
be improved.
Not referenced
correctly.
Poor writing skills.
Needed
proofreading.
Assessment rubrics for mid-term exam (30%)
Criteria Excellent Good Fair Failure
Understanding of
topic
(7%)
Comprehensive
understanding and
coverage of issues.
Insightful and well-
informed.
Clearly answers the
question.
Clear discussion of
relevant issues.
Shows good insight
into the subject.
Answers the
question.
Shows some
coverage and
understanding of
main issues.
Does not answer the
question
fully/directly enough.
No understanding
of the issues.
Does not answer the
question.
Use of evidence
(5%)
Wide range of
evidence used to
support arguments.
Thoroughly
researched.
Use of primary
sources.
Use several relevant
evidence to support
arguments.
Inadequate range of
evidence used.
Could have drawn on
more suitable
evidence.
No use of evidence to
support argument.
No use of evidence to
support argument.
Critical analysis
(7%)
Excellent critical
awareness of subject
matter and current
issues.
Shows original
thinking and
analysis.
Goes beyond
description.
Analyses material to
develop an
argument.
More description than
analysis in content.
Needs to draw
material together to
develop an argument.
Describes the issues
but shows significant
misunderstanding of
basic issues.
Structure of
argument
(7%)
Clear structure.
Presents a
convincing and well-
developed argument.
Clear structure.
Develops a sound
argument.
Argument needs
further development.
Structure needs more
clarity.
Poor structure.
No clear argument. No
clear linkage from
point to point.
Writing (4%) Demonstrates
excellent writing
skills in terms of
language use and
organisation of paper.
Shows competent
writing skills in
terms of language
and organisation
of paper.
Writing skills could
be improved.
Poor writing skills.
Needed proofreading.
Assessment rubrics for group presentation (20%)
Criteria Excellent Good Fair Failure
Content
(5%)
Comprehensive
understanding
and coverage of
issues. Wide
range of
evidence used to
support
arguments and
demonstrate
critical thinking.
Clear discussion of
relevant issues.
Support arguments
with several
evidence. Go
beyond description.
Show some coverage
and understanding of
main issues.
Adequate range of
evidence used. More
description than
analysis in content.
Very little or no
understanding of
the issues.
Inadequate use of
evidence to support
the argument.
Describe the issues
but show
significant
misunderstanding
of basic issues.
Critical Analysis and Clear structure. Clear structure. Argument needs Poor structure and
Structure Present a Present a sound further development. no clear argument.
(5%) convincing and argument. Use Structure needs more No critical analysis.
well-developed some of critical clarity. Use a few Referencing is poor
argument. Using analysis. critical thoughts. or even absent.
critical thinking Referencing is Referencing has
and analysis. good and consistent several errors and
Referencing are but can be improved. somewhat
correctly done inconsistently done.
and consistent.
Style of presentation Demonstrate Demonstrate good Presentation skills Demonstrate poor
and effectiveness in excellent presentation skills needs some presentation skills
leading the presentation and communication improvement, and and communication
discussion skills and with audience. communication with with audience.
(5%) communication audience needs is
with audience inadequate.
(e.g. well
articulated and
explain
thoroughly).
Organization of Perfectly timed, Well organised, Delivery of material Extremely poor
presentation and delivery of more or less to time rushed and/or ran out time management
Time management material very and with delivery of time before inappropriate for
(5%) well-paced. of material in the covering all parts of level of assessment.
main well-paced. presentation.