Applied Epidemiology and Biostatistics

The course is elective and given within the Master's Programme in Global Health (V2GLH). The course can also be offered as a freestanding course on advanced level.

Prerequisits are

• A Bachelor's degree worth 180 credits
• MGH102 Quantitative and qualitative methods 15 credits or MPH221 Epidemiology and biostatistics 15 credits
• English 6. Or: English level 2. Or: an equivalent level of an internationally recognized test, for example TOEFL, IELTS

This applied quantitative course aims to introduce a broad range of relevant methods that can be used in quantitative research to address the questions of when, where, who and why in the context of studying the distributions and determinants of health and disease. For public health workers at different levels, the skill to answer the question when, where, who and why is important. For example, in research on infectious disease epidemiology, health authorities and researchers react to the disease outbreak (an epidemic) by mapping the epidemic curve (when), areas most or least affected (where), populations in vulnerable contexts impacted by the outbreak (who), and the reasons behind a specific time and place distribution and population affected (why). The same logical framework could be applied to understand other health problems, such as the obesity epidemic, the increase in mental health issues and suicides, the persistence of underweight and stunting in certain countries, teenage pregnancies, the re-emergence of dengue fever, the impacts of conflicts or disasters on population health, etc.

Students will learn the basic concept of each method, its utility, and its application in quantitative research. At the same time, students will practice applying the methods at an introductory level in computer sessions and discuss how to critique and interpret the analysis and results and their relevance to policies and interventions. The course covers a wide range of epidemiological and biostatistical methods, giving students a good opportunity to further deepen their knowledge and skills in the future.

On successful completion of the course, the student will be able to:

Knowledge and understanding

• describe quantitative research methods to answer the questions of “who, when, where, and why” in the context of studies of the distribution and determinants of health and disease;
• describe the concepts of 'surveillance' and 'time and space' in epidemiology and their application in the context of spatial and temporal patterns of health and disease;
• explain the theoretical frameworks used to understand the determinants of health;
• define the concept of causality, understand different types of causation, explain counterfactual thinking for causal inference and interpret causal diagrams

Competence and skills

• evaluate the quality of available surveillance data and apply methods to analyse and visualise the spatial and temporal data;
• argue for the relevance of the concept of social explanatory factors and apply an intersectional approach to identify patterns, drivers and intervention points to address health and disease;
• apply the causal framework to understand the association between health factors and health outcomes, and analyse causal diagrams;

Judgement and approach

• assess the scientific quality of research articles with a focus on scientific rigour and potential bias based on the formulation of research questions, choice and application of analytical methodology, interpretation of results and practical implications of research findings for policies and interventions;
• reflect on the ethical implications of choosing irrelevant methods, using biased data and misinterpreting research results.

The course is sustainability-related, which means that at least one of the learning outcomes clearly shows that the course content meets at least one of the University of Gothenburg's confirmed sustainability criteria.

The central part of the course consists of in-class lectures with interactive discussion, critical paper reading, data analysis computer exercises, and seminars.

Language of instruction: English

The course is examined based on the following:

Seminars (4 sessions x 0.75 hp) Individual written examination (4.5 hp)

The seminars are compulsory; students who cannot attend the seminar must submit a supplementary assignment.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U). The final grading scale comprises Pass with Distinction (VG), Pass (G), and Fail (U), assessed based on the individual written examination. The seminars are graded as Pass (G) and Fail (U). Students must pass all the seminars to pass the course.

Course evaluation takes place in written format and orally in dialogue with the students and course coordinator. The course coordinator compiles the analysis of course evaluation and provides suggestions for course development. Analysis and suggestions are shared with the students. The results and any changes to the course structure are communicated both to the students who carried out the evaluation and to the students who start the course.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.