Courses

The objective of this course is to examine Global Health Systems (GHS) through a transdisciplinary lens, while gaining insight into the ways in which issues and solutions are approached. The causal links between socio-ecological indicators and human health are complex and often indirect, displaced in space and time, and dependent on a number of modifying forces. A Global Health Systems approach is based on several principles including systems thinking, trans-disciplinarity, and community-based participatory research and is conscious of social and gender equity.

Learning Outcomes:

• Think critically about the core questions in the emerging field of global health systems.
• Gain a working knowledge of the approaches used to analyze global health systems, focusing on the world’s most vulnerable populations.
• Independent research skills by applying their knowledge for analyzing global health systems to a specific issue in a specific setting 
• Leadership and interpersonal skills, through working in teams.

This course teaches various methodological approaches to conduct and evaluate global health research and, importantly, how to interpret research / evaluation findings to synthesize actionable evidence for global health interventions.

Learning Outcomes:

• Understand how trend data on diseases of global health importance are generated and utilized.
• Understand how health research methods are accurately applied to generate evidence needed to guide global health decisions.
• Interpret research / evaluation findings in public health
• Apply evidence from health assessments in public health decision

Delivered by the Ivey School of Business, this course provides fundamental knowledge in program management, financial accountability, organizational structure, and leadership.

Learning Outcomes:

• Develop foundational knowledge of leadership styles, effective team-working and communication skills to solve problems and achieve specific goals in their workplace and other settings.
• Develop foundational knowledge and practice the application of approaches, tools, and frameworks for managing financial, marketing, technological and strategic resources to aid in planning, decision making and stakeholder
• Develop understanding of analytical tools such as PEST and SWOT analysis, to aid in assessing the social, cultural, ecological, technological, and economic information and evidence to effectively assess organizational needs, manage resources and people and respond to externalities and changing
• Display excellent oral (in-class discussions, teamwork) and written communication (essay writing, accurate referencing) skills in professional settings and to a wide variety of audiences both scientific and
• Engage with and apply ethical considerations to analysis, judgement and decision making and develop self-awareness, reflective capability, and ethical reasoning, using case-based discussions and evaluations.

Delivered by the Faculty of Arts and Humanities, this course teaches effective communication and rhetoric in interdisciplinary and intercultural contexts.

Learning Outcomes:

• Identify and define rhetorical contexts for professional
• Identify, define, and understand ‘purpose for writing’ within the rhetorical
• Understand the relationship between context, purpose, and audience and how that relationship should shape a
• Use that understanding to develop a persuasive
• Generate ideas for a variety of communicative purposes, such as communicating a negative message with positive
• Understand basic principles of cross-cultural communication and their
• Understand basic principles of document design and apply
• Write cohesive and coherent prose using the grammar and conventions of Standard Written English.
• Identify and correct errors in composition, grammar, and
• Incorporate feedback into

Participants will develop their abilities to identify, analyze, and address the ethical, practical, and political complexities of engaging in health care, or health research, in culturally or institutionally unfamiliar settings and with marginalized groups.

Learning Outcomes:

• Apply a critical, bio-social, and interdisciplinary approach to the analysis of global health priorities and
• Identify key logistical facilitators and barriers to the successful achievement of desired outcomes in global health
• Engage in informed discussion on the ethics of transnational healthcare
• Develop personal preparedness for local and global work in unfamiliar institutional and cultural

TUsing strategic analysis and systems-thinking frameworks, students will develop capabilities to assess, implement, and scale innovations that achieve global health goals in complex cultural and political environments. Students learn that, for these health innovations to be successful, we must consider the importance of local contexts, local collaborations and the critical role of the external environment including its social, cultural, ecological, technological, and economic attributes to be harnessed and respected.

Learning Outcomes:

• Critically review and evaluate a range of theories, models, principles and concepts underpinning global health systems innovations, settings, leadership and
• Use social, cultural, ecological, technological, and economic information and evidence to effectively manage health resources and people and respond to externalities and changing needs.
• Apply knowledge of leadership styles, effective team-working and communication skills to solve problems and achieve specific goals in their workplace and other
• Apply approaches, tools and frameworks for strategic planning, decision making and stakeholder
• Display excellent oral (in-class discussions, teamwork) and written communication (essay writing, accurate referencing) skills in professional settings and to a wide variety of audiences both scientific and
• Think reflectively and appreciate the limitations of your own knowledge and develop the capacity to find appropriate expertise and build effective collaborations with other experts and incorporate these into effective action and implementation

This course introduces students to health policy processes and health policy issues of national, regional, and international interest. It explores the theoretical foundations of global health policy development and implementation. Students will develop an in-depth understanding of how local and transnational developments converge to influence health policy agendas in national and international policy arenas. They will learn about healthcare reforms in both developed and developing countries, as well as health policy development on transnational health issues such as HIV/AIDS, malaria, and maternal health.

Learning Outcomes:

• Explain the theoretical underpinnings of global health policy development.
• Apply various theoretical frameworks to analyze relevant global health policies.
• Critically analyze the transnational and contextual factors shaping health policy reforms in various countries.
• Explain the role of transnational actors in global health policy development and implementation.
• Explain local processes of policymaking on various health issues of a transnational nature.

This survey course aims to provide students with an overview of the descriptive epidemiology (incidence and prevalence) and analytic epidemiology (risk and protective factors) of some of the infectious and chronic non-communicable diseases that are the leading causes of death and disability globally.

Learning Outcomes:

• Describe the epidemiological characteristics and relative impact of major infectious and chronic non-communicable diseases, both nationally and
• Explain approaches to the prevention and control of these diseases from a public health perspective.
• Identify methodological challenges associated with epidemiological studies of each condition

This course assists students to acquire a global perspective of health and how social, economic, biological, and environmental factors affect health. Issues of social justice and health equity in global health will be addressed, as will the roles of individual practitioners and organizations.

Learning Outcomes

• Expand understandings of global health and health
• Demonstrate critical insights into the inter-relationships among economic, social, political, environmental, and health
• Analyze the roles of international organizations, international professional associations, and individual practitioners in international
• Critically examine social justice issues in global health and international health
• Critique relevant research and literature.
• Share personal experiences and perspectives about global
• Enhance understanding about colonialism, geography, economics, and history as determinants of Indigenous health and well-being

This course focusses on Indigenous health situations and matters. Throughout the course, participants will have the opportunity to develop an understanding of philosophical and theoretical foundations for understanding Indigenous health from multiple perspectives, Indigenous and non-Indigenous. Grounded in critical race theory, themes will be examined as they relate to creating equitable practices and policies in Indigenous health. This course enhances participants’ critical thinking skills through readings and discussions in various learning activities, as well as through reflection.

Learning Outcomes:

• Explain, describe, and analyze Indigenous health situations and matters using multiple perspectives, Indigenous and non-Indigenous
• Integrate, evaluate, and apply Indigenous health policy and practice knowledge on the distal determinants of health for Indigenous
• Assess and re-dress personal and professional bias and colonial narratives that may shape personal, professional, and inter-professional beliefs and
• Appraise and integrate Indigenous health practice and/or policy research to inform an engagement plan that will contribute to improving the health outcomes and equity for Indigenous

This course provides a multidisciplinary approach to examine the introduction, spread and ecological impact of infectious diseases; the underlying biological and social determinants of infectious diseases with an emphasis on the effects of environment and socio-economic status; lessons learned from global pandemics; treatment/prevention of infectious diseases and challenges with implementation in under-resourced communities. This course has several local and external guest lecturers who are experts in their field.

Learning Outcomes:

• Global infectious diseases and the frailty of marginalized and economically poor human societies.
• Viral, bacterial, fungal, and parasitic pathogens responsible for current and past global epidemics.
• The global impact of diarrheal diseases and their association with water management and treatment.
• Vector-borne illnesses and how elimination of the vector (e.g., mosquito) would harm our ecosystem.
• Treatment and prevention strategies available to combat many global infectious diseases, but addressing the difficulties of implementation and economic cost of
• The current HIV epidemic and how the world is
• How pathogens impact our food supply and lead to malnutrition, war and other
• How probiotics and the microbiome can displace and prevent various infectious

Concepts of health equity have developed over the past 20 years to fundamentally shape global and national policy directions and alter the ways we think about health. This course provides learners with the opportunity to explore and apply key concepts, frameworks, and initiatives relating to health equity. Learners will experience this content from both the viewpoint of the professionals who operationalize health equity values, and the diverse populations whose lived experience we seek to improve.

Learning Outcomes:

• Describe the emerging prevalence of global and national strategies towards health equity, and related
• Analyze and interpret factors influencing people's health status using a health equity lens, and a strong foundation in the social determinants of
• Apply terms, frameworks, and measurements related to health equity. (e.g., equity vs equality; cultural competence vs humility; ).
• Communicate the mission of health equity in health systems, within their specific disciplinary lens and in relation to broad values of social
• Evaluate case examples of health-systems and cross-sectoral approaches to health equity

This course provides students with an introduction to the critical study of global mental health and illness. Through weekly case studies, we learners explore how experiences, ideas, and treatment of mental health and illness, in particular, historical and social contexts connect to the values, norms, and power relations at play in understandings and responses to mental distress within those contexts. We will examine how factors such as workloads, access to resources, environment, and social identity can impact social actors’ mental health and provide opportunities or limit resources available for healing.

Learning Outcomes:

• Deepen their understanding of socio-cultural and historical dimensions of mental illness and healing.
• Practice critical health studies analysis skills through writing and in-class
• Unpack and integrate into their research and practice an understanding of the complexities of culture, its pluralism and how one’s cultural context can inform causes, presentations, and responses to mental illness and
• Articulate key concepts, origins, and limitations of universalist approaches in Global Mental Health
• Imagine and rationalize strategies for reducing the stigma and burdens associated with mental health in specific

Oral health is a frequently overlooked aspect of health, especially in global settings. This course in global oral health will highlight the role of societal and individual risk factors for oral diseases progression within the larger context of global health. Students will get an opportunity to further understand the links between oral diseases within the broader context of marginalization and underserved communities such as those living with HIV, LGBT communities, and Indigenous populations. This course will incorporate various interactive teaching pedagogies such as small group seminars, case-based and problem-based learning, guest speakers, and will also include a community engagement component. Assessment will focus on personal and professional development and will mainly include reflective practices such as reflective journals with a focus on critical thinking, group and team building assignments and evidence-based interactive sessions. The vision for this course is to enhance the student learning experience regarding oral health within the bigger context of primary healthcare and social determinants of global health.

The International Field School provides students with first-hand insights into the challenging and innovative nature of health and health care delivery in resource constrained settings. Through daily site visits and lectures by subject matter experts, students gain invaluable insight into the realities of global health and the systems thinking approaches that they have learned about throughout the first two terms of the program. The International Field School is intensive and participatory engaged learning experience by design. Over the course of three weeks, students visit various community health outreach initiatives, national hospitals and labs and mental health facilities. Our alumni cite this innovative teaching and learning approach as an important component of their training.

The International Field School is based in Uganda, premised on extensive pre-existing relationships established by participating faculty (Dr. Jessica Prodger and Dr. Eric Arts). Formal partnerships with the JCRC, in central Uganda, and St. Jude's Agricultural College, in southeastern Uganda provide logistical and physical bases during the 3-week course.

Our Ugandan partners help us deliver a quality immersive experience.

The goal of the Professional Integrated Learning experience is to provide students with an opportunity to gain exposure to global health in practice, interact with professionals in the field, and obtain hands-on experience working on a health-related project. It is also an opportunity for students to demonstrate preparedness and ability to address complex global health issues and demands in real life situations. It will sharpen students’ assessment and evaluation skills to help understand health issues and problems and use evidence to resolve the issues and engage stakeholders. This will also emphasize the proper response to health issues, often requiring coordinated multi-disciplinary action.

Learning Objectives:

• Explain global health history, philosophy, and values
• Identify the core functions of global health
• Explain the critical importance of evidence in advancing global health knowledge
• Explain effects of environmental factors on a population’s health
• Explain the social, political, and economic determinants of health and how they contribute to population health and health inequities

GHS has developed a roster of domestic and international partnerships for providing community engaged learning opportunities for our students. During the Fall term, the GHS Career Services Officer meets with students to identify their current skill base, placement interests, and future career aspirations. All students are matched with an international partnering organization in a global health setting unless the student already has substantial practical experience in a global health setting (i.e., international students) and would benefit more from a domestic placement.

Placements are a minimum of 300 hours, with opportunities of up to 500 hours offered to those who wish to complete longer placements.