Handbook for Postgraduate Studies 2009 · 1 Handbook for Postgraduate Studies 2009 The University of Pretoria SCHOOL OF HEALTH SYSTEMS AND PUBLIC HEALTH INTRODUCTION . In 1998, the

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Handbook for Postgraduate Studies

2009

The School of Health Systems and Public Health

UNIVERSITY OF PRETORIA

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Handbook for Postgraduate Studies 2009

Every attempt has been made to ensure that the information

contained in this handbook is accurate. In the event of

discrepancies, the University of Pretoria’s regulations and /

or the decision of the SHSPH Academic Programme

Committee is considered as the authoritative source.

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INDEX INTRODUCTION ............................................................................................................... 1 ACADEMIC STAFF ............................................................................................................ 2 SUPPORT STAFF ............................................................................................................. 3

Generic E-Mail Addresses .............................................................................................. 3 POSTGRADUATE STUDIES IN PUBLIC HEALTH: AN OVERVIEW ................................ 4 POSTGRADUATE STUDY PROGRAMMES IN PUBLIC HEALTH: FLOW CHART .......... 6 FELLOWSHIPS AND CERTIFICATES IN PUBLIC HEALTH ............................................ 7 POSTGRADUATE DIPLOMAS IN PUBLIC HEALTH ...................................................... 11

Diploma in Tropical Medicine and Health (DTM&H) ..................................................... 12 Diploma in Public Health Medicine (DipPHM) .............................................................. 14 Diploma in Public Health (DPH) ................................................................................... 14 Diploma in Clinical Evidence and Healthcare (DipCEH) ............................................... 18 Diploma in Health Systems Management (DHSM) ....................................................... 18 Diploma in Occupational Medicine and Health (DOMH) ............................................... 21 Diploma in Occupational Health (DipOH) ..................................................................... 21 RESEARCH PROJECT FOR DIPLOMA STUDENTS .................................................. 23 Research project specifications .................................................................................... 25

HONOURS DEGREE IN PUBLIC HEALTH ..................................................................... 33 The Baccalaureus Scientiae Honours (Bsc Hons) with specialization Biostatistics (Public Health) .............................................................................................................. 34

MASTERS DEGREES IN PUBLIC HEALTH ................................................................... 36 Master of Public Health (MPH) ..................................................................................... 37 MPH Curriculum structure ............................................................................................ 40 Basic components of the MPH programme .................................................................. 42 Assessment and examinations ..................................................................................... 46 List and description of MPH tracks: 2009 ..................................................................... 49 Epidemiology and Biostatistics ..................................................................................... 50 Subtrack: Monitoring and Evaluation ............................................................................ 54 Subtrack: Field Epidemiology and Laboratory Training (FELTP) ................................. 56 Health Policy and Management.................................................................................... 62 Environmental and Occupational Health ...................................................................... 64 Disease Control ............................................................................................................ 68 Health Research Ethics ................................................................................................ 70 Health Promotion .......................................................................................................... 73

MAGISTER SCIENTIAE (MSc) PROGRAMME ............................................................... 75 MSc Epidemiology ........................................................................................................ 79 MSc Clinical Epidemiology ........................................................................................... 80 MSc Community Health ................................................................................................ 81 MSc Biostatistics (Public Health) .................................................................................. 82

MASTER OF MEDICINE (MMED) PROGRAMME .......................................................... 83 DOCTORAL DEGREES IN PUBLIC HEALTH ................................................................. 90 GENERAL ACADEMIC INFORMATION .......................................................................... 94

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Academic literacy and numeracy .................................................................................. 95 Module outlines and prerequisites ................................................................................ 97 Module enrolment ......................................................................................................... 97 SHSPH Module enrolment form(also available on-line) ............................................... 99 Assignments ............................................................................................................... 100 Mark page for assignments ........................................................................................ 104 Applied research methods (TNM 800) ........................................................................ 105 Faculty Day ................................................................................................................ 106 Procedure for writing up a research protocol .............................................................. 106 Faculty of Health Sciences Research Ethics Committee ............................................ 107 Research report specifications (final report) ............................................................... 108 Accreditation of modules ............................................................................................ 112 Concurrent registration for two study programmes ..................................................... 114 Prescribed books ........................................................................................................ 115 Demystifying the academic code ................................................................................ 124

GENERAL ADMINISTRATIVE INFORMATION ............................................................. 132 Cost of courses and financial support ........................................................................ 133 Student support, facilities and services ...................................................................... 134 Things to do and places to go .................................................................................... 141 Health services and hospitals in Pretoria ................................................................... 142 Other useful information ............................................................................................. 143 Map to the SHSPH ..................................................................................................... 145 Notes .......................................................................................................................... 146

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The University of Pretoria

SCHOOL OF HEALTH SYSTEMS AND PUBLIC HEALTH

INTRODUCTION In 1998, the School of Health Systems and Public Health (SHSPH) was established by the University to enhance its ability to engage one of society's most valued goals: health. The SHSPH grew out of the Department of Community Health and was tasked with preventing diseases, and promoting and restoring health. The School has taken over the programmes of the Department of Community Health and has increased the scope and depth of these in its efforts to ensure that its postgraduate students contribute to a better health system in South Africa and other African countries. The SHSPH is a multi-disciplinary School and is staffed by experts from a number of university faculties and from numerous outside institutions that have public health promotion as one of their core components. This blend of expertise and interests makes for an exciting postgraduate learning experience for the students who enrol with us. We are confident that students will enjoy the programmes we offer and enrich their professional lives in the course of their learning. We encourage students to make the best use of the resources that the SHSPH has to offer and to view their postgraduate studies with us as an entry point into further exploration of health systems and public health at the University.

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ACADEMIC STAFF Name Surname Title Position E-mail

Lesley Bamford Prof Extraordinary Professor [email protected]

Andy Beke Dr Senior Lecturer [email protected]

Anne-Marie Bergh Dr Extraordinary Lecturer [email protected]

Riana Bornman Prof Extraordinary Professor riana.bornman.up.ac.za

Eric Buch Prof Professor [email protected]

Pieter Carstens Prof Affiliate: Pretoria [email protected]

Nico Claassen Dr Extraordinary Lecturer [email protected]

Mary Crewe Ms Affiliate: Pretoria [email protected]

Tiaan De Jager Prof Associate Professor & Research Coordinator

[email protected]

Brendan Girdler-Brown Dr Extraordinary Professor [email protected]

Sue Goldstein Dr Extraordinary Lecturer [email protected]

Bernice Harris Dr Extraordinary Lecturer [email protected]

Ernest Kenoshi Dr Extraordinary Lecturer [email protected]

Mariana Kruger Prof Affiliate: Pretoria [email protected]

Goedele Louwagie Dr Senior Lecturer [email protected]

John Matjila Prof Professor [email protected]

Lucky Moropeng Mr Junior Lecturer [email protected]

Mary Mwaka Mrs Senior Lecturer [email protected]

Zola Njongwe Dr Senior Lecturer [email protected]

Ethel Pather Mrs Affiliate: Johannesburg [email protected]

Anne-Marie Radloff Dr Extraordinary Lecturer [email protected]

Kirstie Rendall-Mkosi Ms Senior Lecturer [email protected]

Paul Rheeder Prof Professor [email protected]

Fiona Robinson Dr Extraordinary Lecturer [email protected]

Teresa Rossouw Dr Extraordinary Lecturer [email protected]

Anton Stoltz Prof Extraordinary Professor [email protected]

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Petro Terblanche Dr Extraordinary Professor [email protected]

Delphin Tshibangu Dr Extraordinary Lecturer [email protected]

Jeroen Van Ginneken Prof Extraordinary Professor [email protected]

Jan van Rensburg Mr Affiliate: Pretoria [email protected]

Frans Viljoen Prof Affiliate: Pretoria [email protected]

Kuku Voyi Prof Chairperson & Associate Professor [email protected]

Elize Webb Ms Lecturer [email protected]

Margaret Westaway Prof Extraordinary Professor [email protected]

Janine Wichmann Ms Lecturer [email protected]

Liz Wolvaardt Ms Lecturer [email protected]

SUPPORT STAFF Name Surname Title Position E-mail

René De Waal Mrs Student Administrator [email protected]

Tiaan Eksteen Mr Operational manager [email protected]

Estelle Grobler Mrs Librarian [email protected]

Samantha Hodgson Mrs Administrator [email protected]

Damaris Magolego Ms General Assistant [email protected]

Kgomotso Modingoana Ms Administrator [email protected]

Kathy Pieterse Ms Administrator [email protected]

Reuben Sehone Mr Student Administrator [email protected]

Generic E-Mail Addresses The following e-mail addresses are specifically for student administration: Student administration Submission of assignments Application enquiries

[email protected] [email protected]

Student administration Letters Application enquiries

[email protected]

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POSTGRADUATE STUDIES IN PUBLIC HEALTH: AN OVERVIEW

Students may enrol for postgraduate studies in the field of health systems and public health on the basis of their previous training in the health sciences or in any other field relevant to health systems, public health, or health care, or with relevant experience in the health field. Those with previous learning in the health sciences are traditionally considered as “health professionals” in comparison to other professionals such as educators, who are often not considered to be part of the health professions. For the purposes of our definition of a “health professional”, we do include this latter group. Any discipline that can be applied to the health field and is relevant to improving health is of interest to us. Examples of the type of previous training in this second group include sociology, economics, engineering, veterinary science, environmental sciences, biology, nutrition, education and communication, law, medical technology, psychology, business administration, management and commercial sciences, accountancy, and inorganic chemistry, to name a few. The essence of postgraduate training in public health is the obtaining by students of knowledge, skills, attitudes, and competencies that enable these students to optimise the use of their expertise (gained through basic tertiary education and health sector experience) to the benefit of the complex and broad field of health systems and public health. Both staff and students in the public health learning environment are mature and goal oriented, and come from a large variety of professional backgrounds. The postgraduate study programmes need to accommodate this to prevent unnecessary duplication of previous learning, and to increase the efficiency of learning by encouraging students to identify their own level, intensity, and direction of learning. In addition, most students occupy senior positions in the public or private health sector and thus do not have the option of taking time off for studies. To meet the needs of postgraduate students that are part of the School, the programmes in health systems and public health offered by the SHSPH are extensive and complex. The basic building block for learning is a “module”, which is a learning unit with its own objectives, learning opportunities and assessment. By

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grouping or “chaining” modules, students can build up substantial learning in many different directions, at different levels of intensity, and at a pace that suits them.

All or graduate programmes start with a first common module: Learning in Public Health (PHM 870 for master students and PHM 770 for postgraduate diploma students).

Once it is understood that modules are the basic building blocks of graduate learning in public health, it becomes easier to understand our programmes and to identify which individual learning option is most appropriate for your career. For calculation of credits for each module the guidelines of the National Qualifications Framework (NQF) are used. This framework was established by the South African Qualifications Authority (SAQA) in 1995. The overall credit value of the MPH (in NQF units) is 200 credits at level 8 (post-primary degrees). The NQF credit allocation is based on ”notional hours”, i.e. the time an average student requires to master a subject. A module with a credit value of 5 units is based on approximately 50 hours of work, including course preparation and assessment. Credits are allocated to a completed module and no partial accreditation is possible. The same applies to accreditation of modules previously studied. All components of a module must be completed to the satisfaction of the School before any credits can be given. All diploma codes start with a “7” and all masters codes start with an “8”. Given the unique nature in which the programmes are presented, it is required of all students enrolled for any postgraduate programme within the School to spend at least one full calendar year within the programme before graduating. A graphic representation of all the graduate study programmes in health systems and public health is displayed on the next page.

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POSTGRADUATE STUDY PROGRAMMES IN PUBLIC HEALTH: FLOW CHART

Fellowships and Certificates

The following certificates are available: • SARETI Fellowships in Health Research Ethics • Certificate in Health Emergencies in Large Populations

Postgraduate Diplomas The SHSPH offers four different types of diplomas for medical and dental professionals and three similar, non-clinical diplomas for non-clinical professionals (indicated with an asterisk). • Diploma in Tropical Medicine and Health (DTM&H) • Diploma in Public Health Medicine (DipPHM) • Diploma in Public Health (DPH) * • Diploma in Clinical Evidence and Health Management (DipCEH) • Diploma in Health Systems Management (DHSM) * • Diploma in Occupational Medicine and Health (DOMH) • Diploma in Occupational Health (DipOH) *

Masters Degrees Successful completion of modular course work in all Master’s degrees is required. Further details are given later in this handbook. The SHSPH offers the following degrees: Research master’s degrees - Magister Scientiae (MSc) with specialisation in:

• Clinical Epidemiology; • Community Health; • Epidemiology; or • Biostatistics (Public Health)

Taught master’s degree (with limited research component): • Master of Public Health (MPH).

Professional master’s degree (for medical professionals only): • Master of Medicine (Community Health).

Doctoral Degrees The Philosophiae Doctor (PhD) is offered in the following specialisations:

• Community Health; • Environmental Health; • Epidemiology; • Health Systems; or • Public Health.

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FELLOWSHIPS AND CERTIFICATES IN PUBLIC HEALTH CERTIFICATE IN HEALTH EMERGENCIES IN LARGE POPULATIONS (HELP) This is a three-week course organised jointly by the International Committee of the Red Cross (ICRC), the School of Health Systems and Public Health at the University of Pretoria, and the World Health Organization (Division of Emergency and Humanitarian Action). HELP I: Health Emergencies in Large Populations (Weeks 1 and 2) The purpose of the first module is to provide health professionals with the necessary public health tools, which will allow them to make the appropriate decisions when assisting the victims in emergency situations involving large populations. During the course the participants are encouraged to share their experiences from the field. The course sets the ground for common approaches to public health among humanitarian organisations. Overall this contributes to better programme coordination in emergency operations. HELP II: Health, Ethics, Law and Policies (Week 3) Assisting the victims of armed conflicts is closely linked with their protection. The HELP II course provides the participants with an overview of the main legal instruments, particularly International Humanitarian Law that provides legal protection for victims of armed conflicts. The course examines the health-related ethical issues in humanitarian actions. By raising the participant’s awareness of their responsibilities, they will be in a position to better influence the health policies in their organisations and ensure the policies respect the dignity of the victims they seek to assist.

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SARETI FELLOWSHIP IN HEALTH RESEARCH ETHICS Introduction Using the same modules, SARETI provides two non-degree fellowship programmes leading to a University certificate which is targeted at senior professionals with bio-medical, public health, or social and behavioural science backgrounds who have at least a Master’s qualification, or professionals without a Master’s degree who are actively engaged in health research or the ethical review of health research, for whom obtaining another degree is not important, or who do not have the time to complete a Master’s degree. The certificate programmes consist of modular course work, with practical experience in an Ethics Review Committee or at a field site. Both of the fellowships programmes last a minimum of 3 or a maximum of 6 months. Each year, approximately four fully funded fellowships are available through SARETI. Fellowship Certificate programme options Ethics Review Committee Training Programme Certificate (ERCTP) Certificate candidates for this fellowship will receive key theoretical and practical learning in the ethical review of health research to enable them to provide more expert opinions in ethics review of health research, and to help institutionalise research ethics review. This Certificate programme has 3 compulsory modules and 1 elective module. An executive member must approve any deviations from the recommended syllabus. Fellows are required to prepare a research paper on a topic in health research ethics in their area of work before being awarded the Certificate. Senior Fellowship Certificate This is a sabbatical-type fellowship programme, intended for senior professionals wanting 3 to 6 months of sabbatical time to deepen their knowledge of health research ethics. There are no minimum course criteria, and successful candidates are invited to structure their own fellowships from the available modules, practicals, and research components. Senior fellows are also required to prepare a research paper on a topic in health research ethics in their area of work before being awarded the Certificate.

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Who should apply? All professionals whose work is intimately involved with health research ethics, such as senior researchers, ethics committee members, or institutional representatives responsible for the oversight of health research. Journalists, lawyers, philosophers, social scientists, and others involved with health interventions and health research may also apply. Applicants should have at least a Bachelors (Honours) or 4-year equivalent degree to be eligible to enrol for a Master’s degree. In addition, current experience and future involvement in the ethics of health research are essential. SARETI welcomes applications from experienced clinicians and public health practitioners who wish to spend a sabbatical period on deepening their understanding of health research ethics. Outline of the ERCTP Code Module Name Credits

Compulsory modules

HET 872* Introduction to Bio-ethics 5

HET 873* Evaluating Research Designs 10

HET 876* Institutionalising Ethical Review of Health Research 5 * Codes used for timetable purposes only

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Outline of the modular SARETI Fellowship Programme Students must choose five compulsory modules and one elective module from the list. Code Module Name Site Credits

HET 870 Public Health, Ethics and Human Rights UP 5

HET 871 Introduction to Philosophy for Health Researchers UP 15

HET 872 Introduction to Bioethics Up 5

HET 873 Evaluating Research Designs UP 5

HET 874 Introduction to Human Rights for Health Researchers UP 5

HET 875 Introduction to Health Law and Health Research UP 5

HEP 870 Critical Issues in Informed Consent UKZN 5

HEP 871 Culture, Morality and Comparative Ethics UKZN 5

HET 876 Institutionalising Ethical Review of Health Research UKZN 5

HET 877 Ethical Issues in International Collaborative Health Research

UKZN 5

Elective Modules

HEP 872 Professional Ethics in Health Research UKZN 5

HEP 873 Behaviour and Research UKZN 5

HEP 874 Ethical Issues in Community Based Research UKZN 5

HEP 875 Ethical Issues in HIV Vaccine Trials UKZN 5

HEP 876 Ethical Issues in Women’s Health Research UKZN 5

HEP 877 Religion and Ethics in Health Research UKZN 5 Module codes used are for timetable purposes only Programme Coordinator: Prof Mariana Kruger

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POSTGRADUATE DIPLOMAS IN PUBLIC HEALTH Diploma in Tropical Medicine and Health (DTM&H) Diploma in Public Health Medicine (DipPHM) Diploma in Public Health (DPH) Diploma in Clinical Evidence and Health Care (DipCEH) Diploma in Health Systems Management (DHSM) Diploma in Occupational Medicine and Health (DOMH) Diploma in Occupational Health (DipOH)

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POSTGRADUATE DIPLOMAS IN PUBLIC HEALTH

Diploma in Tropical Medicine and Health (DTM&H) Introduction The Diploma in Tropical Medicine and Health (DTM&H) is aimed at medical and dental practitioners working, or intending to work, in the field of tropical health either in a hospital (curative) setting, or in preventative and disease control settings. The course focuses on communicable diseases and health in Africa. Learning primarily takes place through student-conducted, written literature reviews of relevant, selected topics. These reviews are presented to the class for discussion. The seminar presentations count as "hand-in" examinations for the modules of the course, and, as such, are externally adjudicated. They are augmented by practical work, and by a field trip in one of the modules. Extensive use is made of international learning materials and external guest lecturers, who are experts in their fields. Outline of the DTM&H programme The diploma is offered as a part-time course over a one-year period. Within this period, six modules are completed over five contact weeks. This course is worth a total of 50 credits.

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Curriculum: DTM&H

Block Code Module Name Credits

1 PHM 770 Learning in Public Health 5

2 CDC 774 Seminars in Tropical Health 1 (Host) 10

3 CDC 772 Seminars in Tropical Health 2 (Agent) 10

4 CDC 773 Seminars in Tropical Health 3 (Environment) 10

5 CDC 771 Principles of Communicable Disease Control 10

6 CDS 770 Clinical Tropical Medicine (1-5)* 5

Total credits for DTM&H 50

*In order to meet the requirements for the module CDS 770, students are also required to successfully complete the Foundation for Professional Development (FPD) three-day HIV/AIDS Management course (this is a no-cost course for DTM&H students but students are required to make their own arrangements for attendance). Programme Coordinators: Dr Bernice Harris ([email protected])

mailto:[email protected]

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Diploma in Public Health Medicine (DipPHM)

Diploma in Public Health (DPH) Introduction These courses are aimed at professionals for whom the understanding of systems that determine and influence health and through which health care is provided is important. The courses provide an essential introduction to health managers that enables them to understand the external environment in which they operate. The Diploma in Public Health Medicine (DipPHM) is aimed at medical and dental practitioners, while the Diploma in Public Health (DPH) is aimed at other professionals with a relevant Bachelors degree. Outline of the DipPHM / DPH programmes The diplomas are offered as part-time courses over two years.

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Curriculum: DipPHM

Code Module Name Credits

CDC 771 Principles of Communicable Disease Control 10

CDC 772 Seminars in Tropical Health 2 (Agent) 10

CDC 773 Seminars in Tropical Health 3 (Environment) 10

CDC 774 Seminars in Tropical Health 1 (Host) 10

CDS 770

Clinical Tropical Medicine (1-5)(For medical/dental practitioners only) (For DPH these 5 credits should be substituted by any other diploma module.)

5

DEG 770 Principles of Demography 10*

EHM 770 Basis of Environmental Health 5

HCL 770 Legislation and Health 10

HCM 772 Health Policy and Systems 10

HME 770 Introduction to Health Measurement 10

PHM 770 Learning in Public Health 5

PHA 770 Research Report / Project for DipPHM/DPH ** 30

Total credits required 120

* DEG 770 has a 10-credit value for diploma students versus a 5-credit value for Master students **See research project for diploma students Programme Coordinator: Dr Andy Beke ([email protected])


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Curriculum: DPH


Fundamental


Core

BOS 770 Principles of Data Analysis 10

CDC 770 Introduction to Disease Prevention and Control 5

DEG 770 Principles of Demography* 10


HCI 770 Health Systems Operations Management 10


PCM 770 Introduction to Primary Health Care 5

SCM 770 Society and Health 5

Subtotal 65

Minimum total elective credits required 25

PHA 770 Research protocol / Project for DPH 30

Total credits required 120

Suggested elective modules (as a reflection of students’ possible areas of interest):


Electives for those interested in Disease Control


CDC 772 Seminars in Tropical Health 2 (Agent) 10

CDC 773 Seminars in Tropical Health 3 (Environment) 10

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CDC 774 Seminars in Tropical Health 1 (Host) 10

CDS 770 Clinical Tropical Medicine (1-5)

(For medical/dental practitioners only) 5

Electives for those interested in Health Policy and Management

HCE 770 Introduction to Health Economics 10

HCF 770 Financial Management in the Public Sector 10



HCM 774 South African Health System 10

HCS 770 Project Management for the Health Sector 10

HCS 773 Contract Management and Decision Making 10

HIN 770 Introduction to Health Informatics 10

HRM 770 Principles of Human Resource Management 10

TQM 770 Principles of Quality Assurance 10

Electives for those interested in Clinical Epidemiology

CLI 770 Principles of Clinical Epidemiology 10

CLI 771 Evidence Based Medicine etc 10



Electives for those interested in Environmental Health

EHM 771 Health Risk Assessment 10

EOH 770 Intro to Occupational and Environmental Health 10

HME 772 Epidemiology Primer 10

OHT 770 Principles of Occupational Hygiene and Toxicology 10 * DEG 770 has a 10-credit value for diploma students versus a 5-credit value for Master students **See research project for diploma students Programme Coordinator: Dr Andy Beke ([email protected])


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Diploma in Clinical Evidence and Healthcare (DipCEH)

Diploma in Health Systems Management (DHSM) Introduction These diplomas are aimed at professionals working or intending to work in the public health field for whom the understanding of a system in which health is determined and provided is important. The courses provide strong management orientation with opportunities to gain new knowledge, opinions, skills and competencies in key management and measurement issues in health care. The courses emphasise decentralised systems, cost centre development, process analysis, re-engineering for cost-effectiveness, and change management. The Diploma in Clinical Evidence and Health Care (DipCEH) is aimed at medical and dental practitioners, and adds clinical epidemiology / evidence-based decision making to the clinician’s toolbox, while the Diploma in Health Systems Management (DHSM) is aimed at other professionals with a relevant B-degree. Outline of the DipCEH / DHSM programme The DipCEH / DHSM course work forms the basis for understanding the external environment for health managers. Combined, the modules provide substantial learning experience for anyone wishing to pursue a career in management in the health sector, whether in the public sector or private sector.

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Curriculum: DipCEH

Code Module Title Credits

Compulsory modules






HME 772 Epidemiology Primer* 10

CLI 770 Principles of Clinical Epidemiology * 10

CLI 771 Evidence-based Medicine and Critical Appraisal of the Medical Literature **

10

Subtotal 75

Minimum total elective credits required 20





HCS 773 Contract Management and Decision Making 10



Subtotal 20

AHM 771 Research Report *** 30

Total credits for DipCEH 120 * Students should complete this in year 1 of study ** Students should complete this in year 2 of study ***See Research Project for Diploma Students Programme Coordinator for both: Prof Eric Buch ([email protected])

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Curriculum: DHSM

Code Module Title Credits Group

Compulsory modules






Subtotal 45

Electives: Students are encouraged, but not obliged, to select one from each group

HCE 770 Introduction to Health Economics 10 3

HCL 770 Legislation and Health 10 1

HCM 774 South African Health System 10 1

HCS 770 Project Management for the Health Sector 10 2

HCS 773 Contract Management and Decision Making 10 2

HIN 770 Introduction to Health Informatics 10 3

PCM 770 Introduction to Primary Health Care 5 1

TQM 770 Principles of Quality Assurance 10 2

Subtotal 45

AHM 771 Research Report *** 30

Total credits for DHSM 120

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Diploma in Occupational Medicine and Health (DOMH)

Diploma in Occupational Health (DipOH) Introduction These courses are aimed at professionals who wish to further their careers in Occupational Medicine and Health. The Diploma in Occupational Medicine and Health (DOMH) is aimed at medical practitioners, while the Diploma in Occupational Health (DipOH) is aimed at other professionals with a relevant B-degree. The primary objective of the DOMH / DipOH is to provide candidates with a strong occupational health orientation. During this orientation, important public health principles are interwoven, focusing on assessing occupational health and hygiene problems and health risks, and providing clinical expertise (DOMH). The course is aimed at leaders in the field of occupational health. The DOMH is strongly recommended for medical practitioners wishing to become registered specialists in occupational health. Outline of the DOMH / DipOH programmes Although the diplomas can be completed within one year, the courses are offered in a modular format on a part-time basis and are usually completed over two years.

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Curriculum (DOMH and DipOH)

Module code Module Name Credits

Year 1

EOH 770 Introduction to Occupational and Environmental Health 10

HME 772 Epidemiology Primer 10

OCM771 Clinical Skills in Occupational Medicine 1– 4 (Part 1 of module for medical practitioners only)*

2.5


SCM 771 Human Resources Management and Industrial Sociology 10

Year 2


HCL 771 Occupational Health Law 10

HCM 773 Managing Occupational Health Services 10

OCM 770 Principles of Occupational Medicine (for medical practitioners only)

10

OCM 771 Clinical Skills in Occupational Medicine 5–8 (Part 2 of module for medical practitioners only)*

2.5

OHT 770 Principles of Occupational Hygiene and Toxicology 10

Elective Modules – Student’s choice when to complete 15 credits required for DipOH





AOH 770 Research Report /Project*** 30

Total credits for the DOMH (DipOH) 120 * Only for the DOMH students *** See Research Projects for Diploma Students Programme Coordinator: Dr Fiona Robinson ([email protected])

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RESEARCH PROJECT FOR DIPLOMA STUDENTS To fulfil the requirements for the study programmes, students enrolled for diplomas (except the DTM&H) are required to do a research paper or project, to the value of 30 credits. It is compulsory that the research must be in line with the main focus area of the diploma. As a student you may choose between a number of options for the research report. A full study with an approved protocol and fieldwork and literature review is not a basic requirement. The table below outlines which research project options are suitable for each of the diplomas. DIPLOMA RESEARCH PROJECT OPTIONS SPECIFICATIONS

Dip OH / DOMH health risk assessment Page 25 literature review Page 27

DHSM

literature review Page 25 strategic plan Page 28 policy analysis and proposal Page 30 circumscribed descriptive study Page 31

DipCEH evidence-based medicine literature review Page 32 DPH / DipPHM literature review Page 25 strategic plan Page 28 policy analysis and proposal Page 30 Generally, the topic will arise from an issue in your work situation, but this is not a requirement. Either way, all projects should conclude with recommendations to address the challenges / questions identified. The topic should be chosen in consultation with your supervisor. The starting point for you is to think of a / some possible option(s) and to make an appointment to see the Diploma Coordinator(s) to discuss it. This will help you to focus your topic and ensure a feasible and manageable choice. Your Diploma Coordinator(s) will also determine the most suitable supervisor for you. If you are aiming to finish the diploma in one year, you should have determined your topic by July, and if over two years then by the beginning of the second year. Note: The research component needs to be passed independently of other course work and, like any other module, should be enrolled for in the year in which students plan to start with the research project.

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In all instances literature sources should be fully referenced according to the Vancouver style. SUBMISSION OF TOPICS Submit a topic by completing a form and handing it in to the Academic Programme Coordinator. Students may also submit their topics electronically via the diploma page on the SHSPH website. Topics are then submitted to the Academic Programme Committee for approval. Students will be informed whether their topic has been approved via e-mail. Meeting dates of the Academic Programme Committee are posted on the student board in the Reception area and are also available on the homepage of the SHSPH website. Students are also welcome to contact the Academic Programme Coordinator, via e-mail, for feedback. Submission of report Please use the standard mark page and mark your assignment for the attention of the Diploma Co-ordinator, for administrative reasons. All reports must be submitted directly to [email protected]. Due Date: 30 October of your final year at the latest.

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Research project specifications HEALTH RISK ASSESSMENT Health risk assessment (HRA) is the scientific process used to evaluate the toxic properties of a chemical agent and assess human exposures in order to ascertain potential health effects. Health risk assessments are integral to the determination of adverse effects that environmental contaminants have on population health. The basic goal for a quantitative HRA is to apply public health findings to the public policy process. The findings, especially estimates of health risk, play a central role in decision making at the individual, societal, political, and regulatory levels. This technique is essential for the development of skills necessary to summarise public health information to be used in a regulatory setting. The completion of an HRA should achieve the following objectives: • A general comprehension of the concept of quantitative health risk assessment

and its application to public health problems; • A recognition of the value and limitations of quantitative risk assessment in policy

making and the use of epidemiologic data in risk assessment; • An understanding of the process of completing health risk assessments that

synthesize evidence from scientific research on environmental health problems. The HRA report includes five sections for presenting the essential findings on an agent of interest, typically a chemical contaminant or other adverse agent found in the environment. The format of the HRA should incorporate each of these five main sections, or though additional components may be included. A comprehensive HRA should be 35 to 50 pages in length and include relevant tables and figures summarising key findings. The essential sections are set out below. Section 1: Background The first section discusses the source and uses of an environmental agent and provides a general literature review of the agent and its physical and chemical properties. This section emphasises the production and release of toxic agents into the environment. Population exposure and health effects are discussed in later sections of the report. Section 2: Hazard Evaluation This section presents the toxicologic and epidemiologic data available for the specific agent. This component of an HRA involves gathering and evaluating data

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on the various types of health effects that may be produced by a substance under the conditions of typical human exposure. It should summarise available information in order to conclude whether the specific agent poses health risks for exposed persons. Section 3: Dose-response Assessment This section provides detailed information from which to evaluate the quantitative relationship between a dose and a health response. The relationship between (1) the dose of an agent, either “administered dose” or "absorbed dose" and (2) the extent of toxic injury produced by that chemical or agent for plausible ranges of dose can be expressed either as the severity of health effects or as the relative proportion of exposed subjects affected. Section 4: Exposure Assessment This section contains data that describe potential human exposure to the agent. In this component of an HRA, the nature and size of the population exposed to the agent is described quantitatively. The evaluation could involve past exposures, current exposures, or anticipated exposures for the defined population of the HRA. Section 5: Risk Characterisation In the final step, the human health risks posed by the agent are estimated. This component of the HRA involves integration of the data and analyses involved in order to determine the likelihood that humans will experience any of the various forms of toxicity associated with the substance. Further, this section of the report requires the presentation of key uncertainties and assumptions associated with the risk estimates.

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LITERATURE REVIEW The overall purpose of the literature review is for students to build their ability to identify and review the literature on a relevant subject, to write an incisive report and draw appropriate recommendations. Determine a provisional topic and the question you wish to answer and meet with Diploma Coordinator(s). This may become more refined as the work unfolds. If you have chosen a topic for which there is a mass of literature, then narrow down your subject. For the purposes of the diploma review you should do a sufficient but not completely exhaustive review of the literature. Search the formal and also informal literature for appropriate articles. At all stages you can also get help from our SHSPH librarian. A Google search is not enough by itself because it misses much of the formal literature, but is sometimes useful. You should explore at least one of the major databases such as Pubmed, which you can do on the Internet on your own. You can usually obtain an abstract on line that will help you decide if an article is relevant. Collect a list of the articles you want and then ask the SHSPH librarian to get the full text articles for you. Although it is impossible to give an exact number of references that is suitable for all topics, one would anticipate about 30 to 40 articles. A few hints for literature reviews • It is easy to lose track of your articles. Prepare an indexing system, either

numerical or alphabetical, and file your articles according to this system. • After thinking about your subject and reading a few key articles, prepare a draft

structure for your report. (The structure may change over time as your understanding develops.) Then note which articles need to be linked to which sections and the key points of each article. Some articles may make one specific point, while others may need to be drawn on many times. If the article is not relevant, discard it even if you have had to work hard to get it.

• There are two good ways to get references other than literature searches. If you have found a very apt reference many references in the bibliography may be useful for you. Another route is to identify experts in the field, such as WHO staff in the field you are exploring. They will often be aware of monographs, policy documents, etc. that would be extremely difficult to find otherwise. Get their e-mail addresses and write to them.

• When reading and reviewing the literature keep a list of recommendations that you want to make. This will assist you when finalising your review.

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STRATEGIC PLAN The overall purpose of the strategic plan is for students to build their ability to prepare a well-written, crisp, strategic plan for a field in health management. Determine a provisional health / health service challenge on which you wish to prepare a strategic plan and meet with the Diploma Coordinator(s). The topic may become more refined as the work unfolds. For the purposes of the diploma you should keep a lid on the scale of the strategic plan. Certainly, you are not required to hold team strategic planning meetings, nor to overdo original data collection that you might wish to have had to back up your plan. Students do not need to prepare a detailed operational plan, nor draw on the literature extensively. However, you may feel the need to draw on some reference material. There are many approaches to preparing and writing up a strategic plan. The following is a guideline that should be adapted to the needs of your topic. Introduction • Explain what you are doing and why (context); • State your objective, including the time frame that the plan covers; and • List the structure of the plan. Background Provide sufficient background on the subject of your plan so that someone who doesn’t know your situation can get a picture of the situation. Mission, vision, values • Mission (What you are there for); • Vision (What will the situation be like in x years’ time if the plan is successful?); • Values (What values do, or would you like to, underpin the service you are

aiming to improve?). Broad aim Outline in broad terms what you would define as “success” in x years time, i.e. clarify the aim broadly in qualitative and quantitative terms. (Some authors only recommend this is done after the internal and external environment analysis. However, this tends to result in the “SWOT” analysis being loose and unfocused.)

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The internal and external environment Not in a general manner but in terms of what will help you achieve your mission, vision, values and target, outline the strengths within your organisation and the opportunities external to it. Likewise identify the weaknesses and threats that will hinder you from maintaining your strengths and using the opportunities. Major changes Specify the major changes that you envisage are required to achieve your broad aim. Goals and targets Set down your goals and targets, taking cognisance of: • Your broad aim; • Your mission, vision, and values; • What you can gain from your strengths and learn from your weaknesses and

major changes; and • Your ideas for meeting your opportunities and overcoming your threats. Tactics for effectiveness You may well have covered this in your section on goals and targets, but, quite often, strategic plans don’t address the “soft” issues that are critical to success, e.g. building a team or adopting a new management style. You may want to include these as additional goals and targets or include them in a separate section. First-year implementation plan Prepare an action plan for the first year of implementation of the plan, including how much do you expect to achieve in terms of each target and tactic for effectiveness and who will do what, how and when. This plan should be at the broad level to help direct your work. It does not need to be at the level of fine detail. Driving, monitoring and evaluating Explain who will drive the implementation of the plan overall and how you will monitor your progress. Implicit in the outline provided is a message that this is an iterative process. As you develop one section you may find you need to make changes to an earlier one, or even that you have to merge sections.

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POLICY ANALYSIS AND PROPOSAL The overall purpose of the policy proposal is for students to build their ability to undertake a policy analysis and prepare a health or health system policy proposal. Prepare a report that goes through all the steps in the policy process (analogous to the planning cycle), leading to a clear statement of intent to achieve a societal goal. Agenda for the policy What is the issue for which a policy is to be developed? Why is it important to develop this policy? What is the gap in the current situation? Formulation of the policy This should explain the policy options, and their advantages and disadvantages, and should analyse them. It should frame the chosen policy and then provide further detail about it. Adoption of the policy This should indicate the process by which the policy will be adopted. It should further indicate what education; information and lobbying will be undertaken, as well as the targets (including public opinion) and the methods that will be used. Implementation of the policy The broad framework of an approach to implementing the policy that ensures that it is successfully implemented should be provided. In policy proposals one does not present either a detailed strategic or operational plan. However, the reader should receive enough information to feel confident that the implementation process will be successful. Evaluation of the policy This should outline how you envisage that the success or otherwise of the policy and its implementation should be monitored and evaluated, bearing in mind that the costs of evaluation should not be excessive. You should include indicators to be used.

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CIRCUMSCRIBED DESCRIPTIVE STUDY The obstacle facing students choosing this option is that we do not include basic research methods in our DHSM course. However, if the study is kept tight and simple (but in a manner that still produces valuable information), or if a student already has some background in research, or if they are willing to do an additional research methods module, then this is still an attainable option. If you choose to do a study, then the report will need to be divided into the sections discussed below. You will also need to prepare a research protocol that has been approved by the Faculty of Health Sciences Ethics Committee prior to implementation. Introduction Explain why you think your idea is a good idea. Support your explanation by citing available published evidence. Do a full literature search to ensure that nobody has researched your topic before. Objective State clearly and briefly the objective or hypothesis of your study. This is best stated as a single question to be answered by a “Yes” or “No” or by a number. You should also be able to answer the questions under each of the headings below. Relevance What is the relevance of the proposed research? Will it increase our understanding of health-related phenomena? Will it influence others to change the way they attempt to solve a problem? Is the research intended as a contribution to the international scientific literature, an aid to local planning, etc? Study population, sample selection and size Who are the subjects taking part in the study? How will they be selected? Will results on the sample be valid and generalisable to larger populations? How many people must there be in the study to meet the objective? Measurements What are you going to measure? Why? Are the measurements repeatable? Are they valid? What precautions are you taking to avoid random and systematic bias? If using a questionnaire, how will you ensure that questionnaire biases are avoided? Ethics How will consent for participation be obtained? Will the subjects lose income by participating in this project? Are invasive methods of data collection being used? Will the information on the health status of subjects be made available to them?

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EVIDENCE-BASED LITERATURE REVIEW OPTION The overall purpose of the project / assignment is for students to build their skills in analysis of clinical evidence and its application to strengthening health policy and management. Although there is room for flexibility, the final product should cover: • The evidence-based question and why it is relevant; • The search method used to identify relevant literature; • The method used to review the literature; • A critical appraisal of the literature, incorporating a summary of the evidence (this can

be presented in narrative or tabular form or a combination of both); • Further analysis that would be desirable; • Conclusions drawn from the evidence; • Explanation of perceived / rapidly appraised current practice; and • Recommendations for policy and management. To achieve a suitable end product, you will need to complete the steps below. Identify a clear, focused question Generally the topic will arise from an issue in your workplace but this is not a requirement. A preliminary search of the literature should be undertaken to ensure that there are at least some articles published in the field. If there is a large body of literature, it may be desirable to limit the review by narrowing it down, e.g. to studies in Africa. The topic can be purely clinical, e.g. the treatment schedule for tuberculosis or asthma, or applied clinical, e.g. supervision of treatment through DOTS, or the impact of strengthening chronic disease clinics on adherence, but should not be non-clinical management, e.g. impact of motivating staff on absenteeism. Search the literature and review selected studies The literature should now be more formally searched and selected studies should be reviewed according to a standardised format, with inadequate studies discarded as appropriate. Draw evidence-based conclusions from the literature review Conclusions should be drawn from literature sources that are of suitable quality. In doing so, you are expected to summarise the evidence, but are not expected to undertake complicated analyses of the data such as meta-analysis. You may, however, wish to indicate what further analysis would be useful. Consider the implications for policy and management You are expected to report on the implications of the conclusions drawn for policy relating to, or management of, the subject reviewed.

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HONOURS DEGREE IN PUBLIC HEALTH BSc (Hons) with specialisation Biostatistics (Public Health)

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HONOURS DEGREE IN PUBLIC HEALTH

The Baccalaureus Scientiae Honours (Bsc Hons) with specialization Biostatistics (Public Health) This Honours programme is a postgraduate level programme in quantitative techniques for the health sciences that is presented in conjunction with the School of Health Systems and Public Health and the Department of Statistics at the University of Pretoria. Teaching and supervision responsibilities are shared: statistics courses will be offered at the Department of Statistics at the main campus, and public health courses will be offered at the SHSPH. The Honours programme is a one-year full-time programme. Students with a three-year BSc degree can apply for admission, and should be able to complete their Honours study in one academic year on a full-time basis. Requirements for admission A candidate must hold a bachelor’s degree deemed acceptable by the head of department for the proposed field of study or an equivalent qualification deemed acceptable by the Senate of the University for the proposed field of study [extract from M8 (a)]. Applicants who have a bachelors degree in disciplines that do not include mathematical statistics at the undergraduate level will be required to take and pass four mathematical statistics courses at the 300 level of the University of Pretoria, Department of Statistics: (WST 311) Multivariate Analysis 311 18 credits).

• (WST 312) Stochastic Processes 312 (18 credits).

• WST321 Time Series Analysis 321 (18 credits).

• (WST322) Actuarial Statistics 322 (18 credits).

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Curriculum: BSc Hons

Code Module Title Credits

Compulsory modules

KGW 700 Composed of:

BOS 770 Principles of Biostatistics 10


PHM 770* Learning in Public Health 5

RAL 780 Applied Regression Analysis 10

Seminar 1 Multivariate Methods 5

Seminar 2 Time Series Analysis 5

Seminar 3 Econometrics 5

Seminar 4 Applied Regression Analysis 5

Research report 20

Examinations 20

Subtotal 90

Electives students to complete two from the list

EKT 713 Econometrics 10

MVA 710 Multivariate Methods I 5

MVA 720 Multivariate Methods 2 5

TRA 720 Time Series Analysis 10

TNM 800 Applied Research Methods n/a

BSK 701** Biostatistics n/a

Minimum total credits 105

* Includes the attendance of a library-user course. ** The attendance of the Faculty required BSK 701 would be waived for students who specialise in Biostatistics. Programme Coordinator: Mrs Loveness Dzikiti

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MASTERS DEGREES IN PUBLIC HEALTH Master of Public Health (MPH) Magister Scientiae (MSc) Clinical Epidemiology Community Health Epidemiology Biostatistics (Public Health) Master of Medicine (MMed)

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Master of Public Health (MPH) Overview The Master of Public Health (MPH) programme prepares professionals for leadership roles in the management, improvement, and evaluation of health, health interventions, and the health care system. It is a degree with international recognition, even though MPH degree programmes around the world vary widely in terms of intensity, scope and depth. It is primarily a practice-oriented degree, not a research degree. Note that the term “public health” refers to the health of entire populations. It is not limited to public sector health. Students from both public and private health sectors find that the MPH degree programme provides them with essential learning and competencies that assist them in their work and careers. The MPH programme enables students to acquire a solid understanding of the many facets of health and health care. It also exposes the students to the many disciplines involved. At the same time, the field of health systems and public health is far too wide for a student to become a specialist in all its aspects. For this reason, the MPH programme is structured in such a way that students, in consultation with School staff, can select one area of concentration, or “track", in public health. At the end of this programme, students will not only have acquired an understanding of the entire field of health systems and public health but will also have developed sufficient competence in one particular field. All graduate courses and modules are presented in English. Through a (non-credit) course at the University, the School offers language programmes to assist those who do not speak English. Enrolment for a language programme can be arranged through the Student Administrator. Sufficient fluency in English is needed before starting the MPH programme. The language courses are presented at the main campus of the University of Pretoria. Specific goals of the MPH Programme The MPH programme has been designed to create a learning environment in which students can acquire knowledge, competencies and attitudes to optimise health and health care. Students can specifically attain or acquire: • Comprehensive understanding of health; the health care system; health

problems; and the social, economic, and political context of health;and of

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measures that can be taken to address problems and to promote, restore, and optimise health;

• Competence in the core disciplines of health systems and public health; • Specialist expertise in one major field of health systems and public health; • Growth into leadership positions in public health, locally and internationally; and • A bias towards promoting equity in health. University-wide character of the MPH The MPH degree course is a multi-faculty, university-wide degree course. All interested disciplines can offer modules that are relevant to a practitioner in the field of health systems and public health. The responsibility for coordination and quality control of the MPH degree rests with the School of Health Systems and Public Health (SHSPH). The Academic Programme Committee overseeing the programme is structured to include staff of all participating faculties and departments. The School for Environmental Sciences, the School for Public Management and Administration, the Faculty of Law, Schools in the Faculty of Health Sciences and in the Faculty of Economic and Management Sciences all contribute to the academic programme. MPH student profile MPH students come from many different backgrounds. What these students have in common is that their work or career has, or will have, an impact on the health of people and on the health care system under which they work. Everyone will have a primary graduate qualification, and will have discovered that there is more to health than individual practice alone, be it in medicine, nursing, engineering, law, economics, sociology, theology or in any other professional practice. Previous professional education, therefore, does not have to be a traditional health qualification. Previous education is only relevant in that it will give the students a particular expertise which, coupled with the expertise gained in the MPH programme, will increase their ability to identify, solve, manage, and evaluate health and health system problems. For example, an economist will find the MPH useful in enabling him or her to become a better health economist. A lawyer will, after completing the MPH, better understand the interaction between law and health (or law and medicine). A theologian can use the degree to enhance his or her ability to contribute to the spiritual health of people.

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For medical doctors and nurses, the MPH opens the health world: it provides the context in which individual patient care takes place. Many MPH graduates will turn their focus to populations rather than individuals, but even those continuing with individual care will have become better health care providers and will derive greater satisfaction from their practice. In short, the different types of students who enrol for the MPH programme include: • Mid-level managers in public or private health sectors, seeking to enhance their

effectiveness; • Those with extensive experience in the health field, preparing for advancement

to mid- or senior-level management positions; • Staff interested in an academic or research career in the field of public health; • Professionals outside the traditional health sector who find that their work is

increasingly influencing health or health services, including economists, engineers, communication experts, educationalists, social scientists, agriculture and rural or urban development professionals, information technology experts, environmental scientists, and many other professionals who find that their primary professional education is increasingly insufficient in dealing with the health impact of their professional activities.

Educational approach in the MPH programme We strongly believe that all our graduate students are self-directed learners. For this reason, the MPH programme is very flexible in time and content. The programme is focused on enabling students to learn what is important, in light of previous education and a vision of their own future in the health system. The prescribed core course work is kept to a minimum to maximise the options, but it is sufficient to give adequate exposure to, and competence in, the scope of public health. The MPH programme creates a learning environment for students, not a teaching format for the School. Although there are lectures and other teaching sessions, the emphasis is on students’ defining of what they need to learn, and their use of the MPH programme to achieve that. Students are therefore the most important role players, and those who do not actively participate in identifying the modules that are required will not benefit as much as they can from this programme. Modules have theoretical and practical components. Specific problems or case studies form the basis for teaching whenever feasible and most modules have a substantial practice base. Small group work constitutes a major part of learning in all modules offered.

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Modules are offered, where possible and useful, in an integrated manner by staff from more than one discipline. Teachers are recruited from academia, research and service organisations, from communities and from both public and private sectors and are all respected in their fields, either locally or internationally. In other words, the SHSPH does not provide a simple in-house course; instead, we aim to offer students the best available learning. Distance learning To accommodate professionals, the University of Pretoria is committed to providing the MPH degree on a full-time and on a part-time basis. Many modules have a substantial component of work that students will need to do away from the campus, i.e. in their own time, alone or in groups. Progressively more of our modules will use web-based or web-supported learning, thus further reducing the need for students to be on campus. Duration of the course All masters programmes can be completed within a minimum of 24 months and within a maximum of four years.

MPH Curriculum structure Modules and credits All graduate programmes in the School are divided into modules. Successful completion of a module leads to the awarding of a certain number of credits. A module is defined as an independent unit of learning that has its own objectives, learning materials and methods, and its own assessment. A total of 155 credits of course work must be accumulated from all modules taken in the MPH, and 45 credits must be attained for the research component (total degree requirement is 200 credits).

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The credits are divided among the different components of the MPH as follows:

MPH Component Credits %

Core (fundamental) modules 60 30

Integrative case studies (2 @ 5 credits each) 10 5

Compulsory and elective track modules 80 40

Research paper 45 22.5

TNM 800 module 5 2.5

Total 200 100

Prerequisites For entry into certain modules other modules must have been successfully completed. This requirement is listed on the timetable and our web page. If you are in doubt, contact the module presenter or Student Administration. The completion of the MPH core modules in your track is generally required for entry into any non-core module in that track. Continuous support and continuous learning Learning in modules and during the entire MPH programme can often be optimised with the assistance of a mentor or supervisor. In order to facilitate this, all MPH students must select a track as soon as possible, preferably within the first six months of study. Thereafter, track coordinators will assist students in:

• Selecting the most optimal package of modules; • Conducting the MPH research or intervention project.

Until the students have chosen a track, they should refer their general academic enquiries to the Academic Programme Coordinator. An overall principle regarding the teaching and learning in the MPH programme is a firm commitment to continuous academic support and development of both MPH students and staff during and after the formal MPH programme.

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Basic components of the MPH programme The MPH programme has the following four components:

• Core (fundamental) modules • Compulsory and elective track modules • Integrative case studies • Research report

MPH core / fundamental modules These modules provide an overview of the essential disciplines of health systems and public health. They are compulsory for all MPH students. The modules cover the scope of public health in an introductory manner, and comprise 30% of course work requirements (60 credits) for the MPH. Most core modules are also the first modules of a track, and these modules must be completed successfully before students will be allowed to enter more advanced modules. The core modules are scheduled in the first six months so that students who wish to write their core exams in the first year can be accommodated. Although it is preferable that students complete the core modules before proceeding to more advanced modules, it is not essential. Students who have decided on their track may choose to pursue their track modules before completing their core modules.

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The following core / fundamental modules are compulsory:


BOS 870 Biostatistics 1 (Week 1) * 10

BOS 870 Biostatistics 1 (Week 2) *

CDC 870 Introduction to Disease Prevention and Control 5

DEG 870 Principles of Demography 5


HCM 870 Introduction to Health Management (Week 1) * 10

HCM 870 Introduction to Health Management (Week 2) *

HME 870 Introduction to Health Measurement (Week 1) * 10

HME 870 Introduction to Health Measurement (Week 2) *

PCM 870 Introduction to Primary Health Care 5


SCM 870 Society and Health 5

Total 60

* Weeks 1 and 2 form one module of 10 credits. They cannot be taken separately. Compulsory and elective modules Modules are grouped into areas of concentration, each of which forms the basis for a specialisation within the MPH degree programme, referred to as an area of concentration or track. Some modules may be compulsory for students following one track, but elective for students taking a different track. Within each track there is a progression both in terms of complexity and content. For this reason some modules have prerequisites that must have been completed before these modules can be undertaken. It is the student’s responsibility to ensure that these prerequisites have been met before enrolling for a module. It is therefore important that students select their track in the first six months of their MPH programme.

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It is also imperative that students study the guidelines for following a specific track and consult the track coordinator where necessary to ensure that they understand how modules in that particular track are grouped. Fifty per cent of all credits for course work (80 credits) must come from the area of concentration. These 80 credits may come from both compulsory modules and elective modules. Limitations on the choice of modules include the following:

• Any variation on the package of modules taken must have the approval of the Academic Programme Committee.

• In some cases, the successful completion of previous modules is an entry requirement for the next module.

• At least 50% of the course credits must come from within one track. • Some modules may not be available every year because of staff limitations,

or may not be possible because of too few, or too many, enrolments. • Two integrative case studies are compulsory for all MPH students and

students should only enrol for these once 25% of the course has been completed. Students may enrol for any two integrative case studies provided that they have different codes.

MPH research report The MPH degree offered at the SHSPH is a taught Master’s programme. It is a practice-oriented degree, not a research degree, and is aimed primarily at practitioners in the field of health systems and public health. For this reason the research report contributes 45 credits to the total credit requirement. This is equivalent to 450 “notional hours”, or eight to ten weeks of full-time work (which includes all work related to the research report). The expected outcome of the MPH research report is that students must be able to identify and investigate health and health system problems in a comprehensive manner, and that they should be able to formulate appropriate interventions. Note: The research component needs to be passed independently of other course work and, like any other module, should be enrolled for in the year in which students plan to start with the research protocol. Students are cautioned against embarking on a project that is too ambitious, as all research work must be completed within the maximum study period of four years.

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Depending on the area selected by a student, the report may be more oriented towards

• Implementing change in the system (an intervention project); • A quantitative and qualitative assessment of health or health care (a research

project). In an intervention project, the report will be evaluated in terms of the implementation of the management processes needed to affect change. A research project will be evaluated more intensely on epidemiological, bio-statistical, or qualitative methods used, and on the inferences drawn from the findings and the validity of conclusions and recommendations made. Draft article Master of Public Health students may choose to hand in a draft article in lieu of a research report. This article must be written in the format of an identified peer-reviewed journal. Individual studies as part of elective modules To increase the flexibility of the MPH degree programme further, students are given the option of conducting credited studies under the personal supervision of an academic staff member in cases where no formal course work is being offered. Such arrangements must be made with permission of the Academic Programme Committee and are subject to formal assessment. A maximum of 40 credits (25% of the MPH course work requirements) may be obtained in this manner. The following points are important:

• Students must request permission from their track coordinator first; then hand in a written, motivated request to the Academic Programme Committee via the Academic Programme Coordinator. The Committee will respond to the request in writing.

• Permission will not be given for individual studies on material that already exists in SHSPH modules.

• Permission will not be given to replace the integrative case studies or the research report with individual studies.

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There are three options:

• ACM 871 Individual studies in public health (10 credits) • ACM 872 Individual studies in public health (30 credits) • ACM 873 Individual studies in public health (30 credits)

Individual versus group reports Students are encouraged to work together on larger projects, or to participate in one of the ongoing programmes in the School or any of the affiliated University groups. Consultation with the track coordinator is essential. When it is clear what is planned, and each group member has an identifiable role in the project, the protocol should be submitted to the Academic Programme Committee for consideration. A student is still required to produce his / her own report that is identifiably different from that of the other members of the group. Under no circumstances must students proceed without permission from the Faculty of Health Sciences Research Ethics Committee. Finally, students are advised to plan well in advance, as there will be delays in the processing of the research or intervention proposal, and in setting up the logistical arrangements for implementing the project.

Assessment and examinations Assessment of modules Assessment is necessary to assess the extent to which a student has mastered a subject. Assessment is usually by means of written assignments, but other assessment methods are also used, including group marks, peer review, oral presentations for the class, written papers or computer-based examinations. These methods can be used on their own, or in combination with other forms of assessment. Assessment may be of an individual or group effort, depending on the brief provided by lecturers. In all cases, students will know in advance what type of assessment will be used, and, in all cases, feedback will be provided to assist students to decide where they need to add to their learning.

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Students are required to pass each module with at least 50% If a student fails a module but obtains a mark of 40% to 49%, the assignment for that module must be repeated. The student must arrange for this repeat with the module presenter. If a student passes this re-assessment, a 50% mark will be given as an overall pass mark for that module. If a student fails a module and obtains a mark of less than 40%, he or she must re-enrol for the entire module in the following year. If a core/fundamental module is not passed after two attempts, the student will not be allowed to continue with the MPH programme. A compulsory track module can only be repeated once. If it is not passed after the second attempt, the student will be asked to change tracks. If the student fails after two attempts in the second track, he or she will not be allowed to continue with the MPH programme. If an elective module is failed after two attempts, the student will have to choose another elective module. Final examination of the MPH The MPH has an additional assessment of its course work other than through the assessment of individual modules. There are two comprehensive examinations; the decision lies with the examiners as to whether these examinations will be written and / or oral. The first examination may be taken after successful completion of all the compulsory core modules, and covers basic knowledge in public health. The second examination may be taken after the successful completion of all the compulsory track modules, and covers the modules taken as part of the track or area of concentration. As with modules, each examination must be passed with at least 50%. If a student fails either of the examinations, he or she will be required to re-write at the next examination opportunity. If the student fails for a second time, he or she will not be allowed to continue with the MPH.

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Evaluation of the research report The research report must be passed independently, with a minimum of 50%.

Summary of the MPH assessment and examination Each module is evaluated individually, and must be passed with at least 50%. (The combined module mark contributes 40% of the overall mark for the MPH.) Students must pass a comprehensive examination paper covering the core modules (PHM 870) and a comprehensive examination paper covering the area of concentration (PHM 871). Each paper must be passed with at least 50%. (The combined exam mark contributes 40% of the overall mark for the MPH.) The research report must be passed independently with at least 50%. (The combined evaluation/s of the report contributes 20% of the overall mark for the MPH.) Cum Laude The MPH degree is conferred with distinction on a student who has obtained an average of at least 75% overall and a final mark of at least 75% for the research report.

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List and description of MPH tracks: 2009 Introduction This section lists all tracks currently available in public health. The best way of selecting modules is, firstly, to determine in what area of concentration or track one wishes to specialise during the MPH. There are currently eight available areas of concentration:

• Epidemiology and Biostatistics; • Epidemiology and Biostatistics subtrack - Monitoring and Evaluation; • Epidemiology and Biostatistics subtrack – FELTP • Epidemiology and Biostatistics subtrack – PHLP • Health Policy and Management; • Environmental and Occupational Health; • Environmental and Occupational Health subtrack –Occupational Hygiene • Disease Control; • Health Research Ethics; and • Health Promotion.

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Epidemiology and Biostatistics Track Coordinator: Prof John Matjila ([email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and an additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules.

Course component Credits % of required course work credits

MPH core modules 60 40

Integrative case studies (2) 10 6.5

Compulsory track modules: Health Measurement 67 44

Elective modules 15 9.5

Total course work credits required 152 100

Research component Credits % of required research credits

Compulsory module: TNM 800 5 10

Research report: PHR 870 45 90

Total research credits required 50 100

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Please note that only a limited number of students (maximum 15) are accepted into this track. Only student who have obtained at least 60% in both HME 870 and BOS 870 will be considered for this track. The selection is finalised by the end of June.

Epidemiology and Biostatistics Track

Compulsory track modules

BOS 871 Biostatistics 2 (Week 1) 10

BOS 871 Biostatistics 2 (Week 2)

EPM 871 Epidemiologic Study Design 5

EPM 873 Conducting Surveys (Week 1)

15 EPM 873 Conducting Surveys (Week 2)


EPM 874 Disease Surveillance 5

HET 870 Public Health Ethics and Human Rights 5


HMS 871 Scientific Writing 2

HMS 872 Health Data Management 5

QHR 870 Qualitative Research Methods 10

Subtotal 67

Suggested electives for interest in: EPIDEMIOLOGY

AHM 870 Reproductive Health Epidemiology 10

CDE 870 Principles of Chronic Disease Epidemiology 5

CDT 870 Infectious Diseases Epidemiology 10


EOM 870 Environmental Epidemiology 10

EPM 870 Analytical Epidemiology 5


HME 873 Monitoring and Evaluation 15

Suggested electives for interest in: BIOSTATISTICS

BOS 873 Survival Analysis 5

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Suggested electives for interest in: HEALTH POLICY AND MANAGEMENT

CDS872 Economic Evaluation of Disease Control Interventions 10

HCE870 Introduction to Health Economics 5

HCF870 Financial Management in the Public Sector 10


HCM872 Health Care Systems 10

HET875 Introduction to Health Law and Health Research 5

Suggested electives for interest in: DISEASE CONTROL

BOS872 Infectious Diseases Modelling 5

CDE870 Principles of Chronic Diseases Epidemiology 5

CDS871 Outbreak Investigations and Control 10

CDS872 Economic Evaluation of Disease Control Interventions 10

CDT870 Infectious Diseases Epidemiology 10

CDX870 Prevention and Control of HIV/AIDS 5

HCS870 Project Management for the Health Sector 10

HME873 Monitoring and Evaluation 15

SCM872 Introduction to Mental Health 10

Suggested electives for interest in: HEALTH PROMOTION



HRM870 Principles of Human Resource Management 10

SCC871 Communication in Health 10

SCP870 Health Promotion 10

SCP872 Health Promotion in Practice 10

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Suggested electives for interest in: ENVIRONMENTAL & OCCUPATIONAL HEALTH

CDE870 Principles of Chronic Diseases Epidemiology 5*

EHM871 Health Risk Assessment 10

EHM872 Methods in Exposure Assessment 10

EOH870 Introduction to Environmental and Occupational Health 10

EOH871 Introduction to Toxicology 10

EOM870 Environmental Epidemiology 10



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Subtrack: Monitoring and Evaluation Track Coordinator: Dr Andy Beke ([email protected]) Within the Biostatistics and Epidemiology Track it is possible to focus on a specific area within the field of health care and health programme evaluation entitled Monitoring and Evaluation (M&E). The purpose of this grouping of modules is to provide students with a pre-selected set of modules which, when combined, optimise learning needed by professionals who aim to be, or perhaps already are, in specific functions in the public or private health sectors. These functions include quality assurance, epidemiological monitoring, programme evaluation, and health information sections. In addition, through an agreement with the Carolina Population Center at the School of Public Health at the University of North Carolina at Chapel Hill and with USAID, there are five scholarships awarded annually for professionals following the Monitoring and Evaluation sub-track.



Integrative case studies (2) 10 6

Compulsory track modules: Monitoring and Evaluation

102 58

Elective modules 0 0






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Monitoring and Evaluation Sub-track


AHM 870 Reproductive Health Epidemiology 10

BOS 871 Biostatistics 2 (Week 1) 10


CDX 870 Prevention and Control of HIV/AIDS 5





HET 870 Public Health, Ethics and Human Rights 5


HME 873 Monitoring and Evaluation (Week 1)

15 HME 873 Monitoring and Evaluation (Week 2)






Total credits 102

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Subtrack: Field Epidemiology and Laboratory Training (FELTP) Track Coordinator: Dr Bernice Harris ([email protected]) This sub-track is a 2-year full-time residency programme offered by the South African Field Epidemiology and Laboratory Training Programme (SAFELTP). It is conducted in conjunction with the Department of Health (DoH), National Institute of Communicable Disease (NICD) and the U.S. Centers for Disease Control and Prevention (CDC). The purpose of this programme is to provide students with opportunities to apply their knowledge and skills in field epidemiology to identify public health problems and design interventions targeted to impact the overall public health of South Africa. The programme also aims to incorporate and integrate the laboratory as an essential member of the epidemiological team. Students of this sub-track may include individuals who are interested in pursuing leadership and management positions in the field of public health in South Africa. Scholarships may be available to cover expenses associated with participating in the classroom and field based activities. This programme also requires a 3-year commitment to work in the South African Public Health System after graduation.


MPH core modules 60 35.9


Compulsory track modules: Field Epidemiology and Laboratory

67 40.1

Individual studies 30 18







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Compulsory MPH Core modules

Code Course name Credits Setting

BOS 870 Biostatistics 1 (Week 1) 10 Fellowship*


CDC 870 Introduction to Disease Prevention and Control 5 UP

DEG 870 Principles of Demography 5 UP

EHM 870 Basis of Environmental Health 5 UP

HCM 870 Introduction to Health Management (Week 1) 10 UP

HCM 870 Introduction to Health Management (Week 2)

HME 870 Introduction to Health Measurement (Week 1) 10 Fellowship*

HME 870 Introduction to Health Measurement (Week 2)

PCM 870 Introduction to Primary Health Care 5 UP

PHM 870 Learning in Public Health 5 UP

SCM 870 Society and Health 5 UP

Total 60 * Module to be done at the National Institute for Communicable Diseases (NICD) or at a selected field site ** Large portion of the programme will be in service at a public health department, where you will conduct epidemiological investigations, including research

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Field Epidemiology and Laboratory Sub-track



EPM 873 Conducting Surveys 15 UP

EPM 874 Disease Surveillance 5 Fellowship*

HMS 872 Health Data Management 5 UP

HME 873 Monitoring and Evaluation 15 UP

CDC 871 Principles of Communicable Disease Control 5 Fellowship*

CDE 870 Principles of Chronic Disease Epidemiology 5 UP

CDS 871 Outbreak Investigation and Control 5 Fellowship*

EPM 870 Analytic Epidemiology 5 Fellowship*

CDS 872 Economic Evaluation of Disease Control Interventions

10 Fellowship*

HMS 871 Scientific writing 2 Fellowship*

Total 72 * Module to be done off campus at the National Institute for Communicable Diseases (NICD)

MPH Individual Studies


ACM 872 Individual Studies in Public Health** 30 Fellowship*,**

Total 30 * Module to be done off campus at the National Institute for Communicable Diseases (NICD) or at a selected field site ** Large portion of the programme will be in service at a public health department, where you will conduct epidemiological investigations, including research

Integrative Case Studies


ICX 875 Responding to HIV/AIDS – Interventions and Programs 5 Fellowship*

ICX 876 Scientific writing and communication 5 Fellowship*

Total 10 * Module to be done off campus at the National Institute for Communicable Diseases (NICD)

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Subtrack: Public Health Laboratory Programme (PHLP) Track Coordinator: Dr Bernice Harris ([email protected]) Included within the Epidemiology and Biostatistics Track is a specific programme that concentrates on applying epidemiology and biostatistics to field-based scientific investigation and research. This sub-track is entitled the Public Health Laboratory Programme (PHLP). This sub-track is a 2-year full-time residency programme conducted in conjunction with the Department of Health (DoH), National Health Laboratory Services (NHLS), National Institute of Communicable Disease (NICD) and the U.S. Centers for Disease Control and Prevention (CDC). The purpose of this programme is to provide students with opportunities to apply their knowledge and skills in public health laboratory science and management to improve the public health laboratory services of South Africa and the collaboration between the public health and laboratory services. Students of this sub-track may include individuals who are interested in pursuing leadership and management positions in the field of public health in the South African laboratory services. Students selected for this sub-track will be eligible for a scholarship to cover expenses associated with participating in the classroom and field activities. This program also requires a 3 year commitment to work in the National Health Laboratory Services (NHLS) after graduation.

Course Component Credits % of required course work

credits MPH core modules 60 35.9

Integrative case studies 10 6.0

Compulsory track modules: PHL 62 40.1

Individual studies 30 18.0

Total course work credits required 162 100.0

Research Component Credits % of required

course work credits

Compulsory module: TNM 800 5 10.0

Research report: PHR 870 45 90.0



60


Code Course name Credits Setting BOS 870 Biostatistics 1 (Week 1) 10 Fellowship* BOS 870 Biostatistics 1 (Week 2)

CDC 870 Introduction to Disease Prevention and Control 5 UP

DEG 870 Principles of Demography 5 University of Pretoria (UP)

EHM 870 Basis of Environmental Health 5 UP

HCM 870 Introduction to Health Management (Week 1) 10 UP

HCM 870 Introduction to Health Management (Week 2)

HME 870 Introduction to Health Measurement (Week 1) 10 Fellowship*

HME 870 Introduction to Health Measurement (Week 2)

PCM 870 Introduction to Primary Health Care 5 UP PHM 870 Learning in Public Health 5 UP SCM 870 Society and Health 5 UP Total 60 * National Health Laboratory Services (NHLS) or National Institute for Communicable Diseases (NICD) Code Course name Credits Setting EPM 874 Disease Surveillance 5 Fellowship*

HMS 872 Health Data Management 5 UP

HME 873 Monitoring and Evaluation 15 UP

CDC 871 Principles of Communicable Disease Control

5 Fellowship*

CDS 871 Outbreak Investigation and Control 5 Fellowship*

EPM 870 Analytic Epidemiology 5 Fellowship*

HCS 875 Laboratory skills in Public Health 10 Fellowship*

TQM 870 Principles of Quality Assurance 10 Fellowship*

HMS 871 Scientific writing 2 Fellowship*

Total 62 Code Course name Topics Credits Setting ACM 871 Individual

Studies in public health

Year One - Rotation and placement in NHLS reference laboratories.

10 Fellowship*

ACM 872 Individual Studies in public health

Field Placement Year Two – Rotation and placement in NHLS

30 UP

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laboratories. Total 30 * National Health Laboratory Services (NHLS) or National Institute for Communicable Diseases (NICD) Code Course name Topics Credits Setting ICX 875 Integrative Case

Study Assessments, Surveys and Other Measurement Tools in the Laboratory Setting

5 Fellowship*

ICX 876 Integrative Case Study

Economic Evaluation in the Public Health Laboratory Setting

5 Fellowship*

Total 10 * National Health Laboratory Services (NHLS) or National Institute for Communicable Diseases (NICD)

Research Component Credits


TNM 800 Research Methods 5 UP

PHR 870 Research Report 45 UP

50

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Health Policy and Management Track Coordinator: Prof Eric Buch ([email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and an additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules.




Compulsory track modules: Health Policy and Management

40 27







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Health Policy and Management Track

Compulsory modules

HCF 870 Financial Management in the Public Health Sector 10




Subtotal 40

Suggested electives





HCS 873 Contracting and Decision Making 10



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Environmental and Occupational Health Track Coordinator: Prof Kuku Voyi ([email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and an additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules.




Compulsory track modules: Environmental Health

55 37







65


Environmental and Occupational Health Track

Compulsory modules


EHM 872 Methods in Exposure Assessment 10

EHM 873 Environmental Chemical Pollution and Health 5*

EOH 871 Introduction to Toxicology 5




Subtotal 55

Suggested electives for interest in Epidemiology and Biostatistics

BOS 871 Biostatistics 2 10



Suggested electives for interest in Health Policy and Management

HCM 872 Health Policy and Management 10



Suggested electives for interest in Health Promotion

SCC 871 Communication in Health 10

SCP 870 Health Promotion 10 * This module is presented in alternate years and students are advised to attend this module when it is available.

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Environmental and Occupational Health: Occupational Hygiene Track Coordinator: Dr Nico Claassen ([email protected])

The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and the additional 45 credits are allocated to a research or intervention project. Students need to select one area of concentration or track. This is the area in which a student wishes to specialise within the overall MPH programme. The overall course work in the MPH programme is constituted as follows: 1. Core MPH modules compulsory for all MPH students 2. Integrative Case Study modules (2) compulsory for all MPH students 3. Compulsory track modules compulsory for track students 4. Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules. Course component Credits % of required

course work

credits


Integrative Case Studies (2) 10 6

Compulsory track modules: Occupational Hygiene 60 20


Total 150 100

Research component Credits % of required

course work

credits





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Environmental and Occupational Health: Occupational Hygiene direction

Compulsory modules



EHM 873 Environmental Chemical Pollution and Health 5





*ACM 871 Individual studies in public health

(Practical skills in Occupational Hygiene)

10

*ACM 870 Postgraduate seminars in public health

(Portfolio activities in Occupational Hygiene) 20

Subtotal 60

Suggested electives for interest in Epidemiology and Biostatistics


EPM 874 Disease and Surveillance 5


Suggested electives for interest in Health Policy Management

HCM 872 Health Policy and Management 10



Suggested electives for interest in Health Promotion


SCP 870 Health Promotion 10

* Students who want to specialise in occupational hygiene need to follow the modules ACM 871 and ACM 870 indicated with an asterisk (*) and must not register for EOM 870, EPM 871 and HCM 873.

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Disease Control Track Coordinator: Dr Bernice Harris ( [email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and the additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules.




Compulsory track modules: Disease Control

70 47







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Disease Control Track

Compulsory modules


CDC 872 Seminars in Tropical Health (Agent)* 10*

CDC 873 Seminars in Tropical Health (Environment)* 10*

CDC 874 Seminars in Tropical Health (Host)* 10*

CDS 872 Economic Evaluation of Disease Control Measures 10

CDS 871 Outbreak Investigation and Control 10

CDT 870 Infectious Diseases Epidemiology 10

Subtotal 70

Suggested electives







15 HME 873 Monitoring and Evaluation (Week 2)


HMS 872 Health Data Management 5 * Students must complete all three modules first as a prerequisite for entering this track. Exceptions will be considered on the basis of a written motivation.

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Health Research Ethics Track Coordinator: Prof Mariana Kruger ([email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and the additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students



Integrative case studies (2) (10*) (7)

Practical Ethics Committee (IRB) participation

10 7

Compulsory track modules: Health Research Ethics

75 52





Total research credits required 45 100 *Students in this track are exempted from completing the two integrative case studies, but must, therefore, participate in the Practical Ethics Committee (IRB) so that they meet the minimum requirements of this component of the MPH curriculum.

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Health Research Ethics Track

Compulsory modules


HET 871 Introduction to Philosophy for Health Researchers 15*

HET 874 Introduction to Human Rights for Health Researchers 5

HET 875 Introduction to Health Law and Health Research 10

HET 877 Ethical Issues in International Collaborative Health Research 5

ERCTP modules (accreditation may be applied for if completed previously)

HET 872 Introduction to Bio-ethics 5

HET 873 Evaluating Research Designs 10

HET 876 Institutionalising Ethical Review of Health Research 5

* This module can be replaced by FIL 811: The History of Ethics - an Overview (Department of Philosophy).

Practical experience for the Health Research Ethics Track

Code Name Credits

HET 878 Practical Ethics Committee (IRB) Participation 10

HET 879 Visit to Bio-ethics Institute, John Hopkins University ** 15 ** Compulsory for the scholarship students

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The following modules are presented by the School of Psychology at the University of KwaZulu-Natal in Pietermaritzburg. All the courses are presented on campus and students are responsible for their own travel arrangements, accommodation, etc.

Code Name Credits

Compulsory modules

HEP 870 Critical Issues in Informed Consent 10

HEP 871 Culture, Morality and Comparative Ethics in Health Research 5

Suggested electives

HEP 872 Professional Ethics in Health Research 5

HEP 873 Behaviour and Research 5

HEP 874 Ethical Issues in Community Based Research 5

HEP 875 Ethical Issues in HIV Vaccine Trials 5

HEP 876 Ethical Issues in Women’s Health Research 5

HEP 877 Religion and Ethics in Health Research 5

HES 870 Children and Health Research 5

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Health Promotion Track Coordinator: Kirstie Rendall-Mkosi ([email protected]) The completion of the MPH degree requires that modular course work be completed. A total of 155 credits must be obtained for course work and the additional 45 credits are allocated to a research or intervention project. The overall course work in the MPH programme is constituted as follows: 1) Core MPH modules compulsory for all MPH students 2) Integrative case study modules (2) compulsory for all MPH students 3) Compulsory track modules compulsory for track students 4) Elective modules optional for these track students The elective modules provide students with the opportunity to tailor the MPH programme to their particular career requirements and are NOT a random combination of modules. Students should only do those modules that fit into their overall learning objectives, and the supervisor must agree with the selection of these modules.




Compulsory track modules: Health Promotion

70 47







74


Health Promotion Track

Compulsory modules





SCP 870 Health Promotion 10

SCP 871 Sexual and Reproductive Health 10

SCP 872 Health Promotion in Practice 10

Subtotal 70

Suggested electives

CDS 873 Nutrition and Public Health 5





SCM 873 Quality of Life 5

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MAGISTER SCIENTIAE (MSc) PROGRAMME Introduction The Magister Scientiae degree course (MSc) is aimed at professionals who wish to advance their career in research. In the case of the MSc degrees offered through the School for Health Systems and Public Health (SHSPH), the scientific orientation is toward the health sciences and, in particular, the field of public health. The MSc degrees (in Epidemiology, Clinical Epidemiology, Biostatistics [Public Health], and Community Health) and the MMed (Community Health) are considered “research” degrees. For these degrees, the research is estimated at 100 credits, or 1,000 “notional hours”, or 20 to 25 weeks of full-time work (which includes all work related to the dissertation). Please take note that the research must be passed independently of other course work. The emphasis in the MSc is on the assessment of the student’s proficiency in conducting research and preparing a written research report in the form of a dissertation. The scope and depth of the dissertation for a MSc or a MMed degree is roughly two to three times more than what is required for a MPH research report. The research methods used depend on a solid understanding of epidemiology and biostatistics, and on an advanced knowledge of the content area in which research will be conducted. These three parts (i.e. course work in epidemiology and biostatistics, course work in the content area of the research, and the research project itself) form the basis of the structure of the MSc degrees. The final outcome should be a student that demonstrates the ability to do meaningful and substantial health research on his or her own. The generation of “new knowledge” in the field of public health is not the primary aim of a MSc degree, but this is nevertheless aimed at.

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MSc degrees available There are four MSc degrees available. Each of these degrees involves course work and a research project resulting in a publishable dissertation and article.

• MSc Epidemiology This course focuses on epidemiological methods in public health. Students could continue towards a PhD in epidemiology at some future stage.

• MSc Clinical Epidemiology

This is aimed at clinical practitioners who wish to deepen their understanding of epidemiological methods in clinical practice, “evidence-based” decision-making, clinical guideline preparation, and quality assurance in clinical practice.

• MSc Biostatistics (Public Health)

This is aimed at students holding a B-degree in statistics who wish to re-orientate their expertise towards the application of statistics in the bio-medical sciences.

• MSc Community Health

This is aimed at public health professionals who wish to increase their ability to use research to improve public health. The emphasis is on the application of epidemiological and bio-statistical methodology on health problems.

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Dissertation During the module TNM 800 (Applied Research Methods), students will refine their protocol for the research project. This may need further refinement in collaboration with the study supervisor. (Preparation for the research project may involve applying for funding. Students should only proceed with the consent of the study supervisor, and budget according to SHSPH guidelines.) The penultimate protocol is presented in a presentation to staff and students of the SHSPH. Any changes suggested are then incorporated in the final protocol. No protocol will be submitted to the Ethics Committee and the Faculty for approval without this public presentation. The protocol is submitted to the Academic Advisory Committee for approval, after which it is submitted to the Health Sciences Research Ethics Committee. This process is carried out via the supervisor and the Academic Programme Coordinator. The research project is initiated and completed under the supervision of the study supervisor. One or more (draft) papers are submitted to the study supervisor for approval to submit for publication. (The study supervisor determines the authorship listing of any papers submitted. This decision must be recorded in the protocol.) The dissertation is submitted via the SHSPH to the Faculty of Health Sciences. (No dissertations will be submitted for approval and awarding of the degree before an acceptable potentially publishable paper has been handed in.) MSc guidelines and Ethics documents A variety of guidelines for MSc students, as well as the documents and requirements for the Ethics Committee, are available on the SHSPH website. Duration of MSc studies A normal MSc degree course will take two to three years to complete. In some instances, upon recommendation of the study supervisor, it is not unreasonable that the student is granted an extension of another year.

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Course work requirements Each MSc student is required to obtain credits by successfully completing modules. The listing of modules is provided below for each of the four directions in the MSc programme. The common basis is the epidemiology, biostatistics, and other research methods courses, with additional modules applicable to the research topic. In the case of the MSc in Biostatistics (Public Health), basic biostatistics courses are waived, and replaced by more general public health modules. All MSc students must obtain at least 77 credits of course work, or with the permission of the supervisor may use other graduate modules not listed in this table to reach 77 credits. Review of progress Supervisors review the learning needs of the students within the first six months of study and a specific learning plan is agreed on with each student. A copy of this learning plan is kept on the student’s file and forms the basis of the annual review of the student’s progress by his or her supervisor.

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MSc Epidemiology Programme Coordinator: Prof MJ Matjila

Code Fundamental modules Credits



TNM 800 Applied Research Methods 5

Subtotal 12

Code Compulsory modules for this specialisation Credits








Subtotal 55

Code Electives Credits


CDE 870 Principles of Chronic Disease Epidemiology * 5



EPM 870 Analytical Epidemiology * 5

EPM 873 Conducting Surveys 15




Subtotal electives required 15

Minimum course work required 80

EPI 890 Dissertation 100 *This module is not presented every year, and students are encouraged to attend when it is available.

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MSc Clinical Epidemiology Programme Coordinator: Prof P Rheeder





Subtotal 12

Code Core modules for this specialisation Credits




CLI 871 Evidence Based Medicine 10




Subtotal 60

Code Electives Credits


CDE 870 Principles of Chronic Disease Epidemiology* 5






KEM 890 Dissertation 100 *This module is not presented every year, and students are encouraged to attend when it is available.

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MSc Community Health Programme Coordinator: Prof K Voyi





Subtotal 12

Code Core modules for this specialisation Credits




Subtotal 30

Code Suggested electives for Monitoring and Evaluation Credits






Code Suggested electives for Environmental Health Credits



EHM 873 Environmental Chemical Pollution and Health 5*







GGS 890 Dissertation 100 *This module is not presented every year, and students are encouraged to attend when it is available.

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MSc Biostatistics (Public Health) Programme Coordinator: Mrs Lovenss Dzikiti

Fundamental modules




Subtotal 12

Core modules for this specialisation

ACM 872 Individual Studies in Public Health* 30




Subtotal 45

Electives

CDE 870 Principles of Chronic Disease Epidemiology 5



Advanced elective modules suitable for the second year of study


CLI 871 Evidence-Based Medicine 10

Total course work required 80

KGW 890 Dissertation 100 * This module consists of linear models, non-parametric methods, sampling techniques, survey methods and data mining.

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MASTER OF MEDICINE (MMED) PROGRAMME Head of Department of Community Health: Prof MJ Matjila ENTRY REQUIREMENTS Minimum admission requirements: MBChB, MBBS or equivalent medical qualification, proof of current registration with the HPCSA as a medical practitioner in the category independent practice, curriculum vitae and satisfactory performance during the selection interviews by the selection panel. Conditions for appointment: Admission to the programme dependents on the availability of a service-linked sponsored full-time registrar post. Applications will only be entertained when a post is available. The applicant must also submit a certified copy of his/her identity document (or passport). Period of training The period of training in a full-time registrar post is 4 years (48 months). Exemption from a maximum of two years’ (24 months) Community Health training may be granted to a qualifying candidate who holds The Fellowship of the College of Public Health Medicine or the Fellowship of the College of Occupational Health Medicine qualification of the (CMSA) as described in Faculty Regulation M.3 (d)(v). SCOPE Public Health is “the Science and art of preventing disease, prolonging life and promoting health through the organised efforts of society”. Definitions Community Health (Public Health Medicine) is that branch of medical practice that specialises in public health. Aims and Objectives The aim of the Public Health Medicine training programme is to produce post-graduate medical public health practitioners and academics who are relevant to the health needs of the South African population, are critically aware, collaborative and creative in addressing the current and future health challenges facing South Africa. The objective of the programme is to ensure that after completion of the training programme the registrars have the knowledge, competencies and attitudes to:

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i) Collect, generate, synthesize, analyse and interpret relevant data as well as communicate effectively the results

ii) Assess quantitatively and qualitatively the health status, health risks health needs of, and health outcomes in a community or population

iii) Assess critically the performance of health interventions and the purported evidence of effectiveness of health interventions, health programmes and health services for the purpose of improving these and the health of communities or populations served.

iv) Prioritise the health interventions, programmes, and services within the existing resource constraints for the optimal benefit of the community or population.

v) Influence the development of rational health intervention policies, implement strategies and assess the impact of policies on health.

vi) Support the improvement of access to and equity in health care, quality of health care and governance in the health service.

vii) Work as an effective team member with multidisciplinary participants and effectively use the media to advance the health of a public.

viii) Promote the health of populations through influence on policies, the environment, lifestyles and health education.

ix) Protect the health of a population from known communicable and environmental health hazards.

x) Display professionalism and cultural sensitivity in behaviour and attitudes that support the practice of public health.

xi) Play a leadership role in the development and management of the health services and health programs

xii) Teach and conduct public health research CURRICULUM Course structure The course is organised into three components: academic program, service learning and a research project for dissertation. Programme content Curriculum covers the following fields: xiii) Theory and applied Epidemiology, Biostatistics, Demography, Health

Informatics and Health Information System. xiv) Social, cultural and behavioural aspects relating to health and health care. xv) Communicable diseases epidemiology and their control. xvi) Non-communicable diseases epidemiology and their control. xvii) Leadership in public health. xviii) Health systems, health policies and their evaluation, xix) The South African health care system, health legislation, health policies and

their implementation, as well as the management of health services. xx) Health Services Monitoring and Evaluation. xxi) Health economics, health care financing and budgeting as well as prioritization

in health care. xxii) Project management. xxiii) Environmental health, occupational health and occupational health services. xxiv) Health promotion and disease prevention.

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The academic programme will be covered through the Core Modules in the first 6 months of registration, other recommended modules (maximum of 8 in any calendar year as well as through tutorials, seminars, assignments and journal club discussions to be held over the 4 year period of training. Service learning Service learning (described in detail under 6 below) will be undertaken through rotational attachments, visits to sites of unique public health importance and participation in undergraduate teaching. Dissertation A dissertation under supervision by an approved academic within the SHSPH, that has been approved by the Faculty’s Research and Ethics Committee, has to be passed for the degree to be awarded. In accordance with the Faculty policy for postgraduate trainees, registrars shall also undertake the TNM module before submitting protocols for the dissertation the Research and Ethics Committee for approval Selection for a topic has to be done in consultation with the academic supervisor. Once the protocol has been adequately prepared the Academic Supervisor, should arrange for its submission to the SHSPH Academic Advisory Committee for review. Thereafter the protocol must be submitted by the Registrar to the Faculty’s Research and Ethics Committee for approval. Data collection should commence only when approval has been granted by the Research and Ethics Committee. As required by the National Department of Health to register all health research, online application and registration of a proposed research project must be lodged with and approval obtained from the National Department of Health before commencement of the research. All data captured for any research project by a registrar must be presented for storage at the end of the project, as prescribed for all the members of staff of the SHSPH. The Academic Supervisor must take the responsibility to ensure the storage of such data as prescribed. An alternative to a dissertation is a Cochrane type systematic literature review on a topic approved by the Head of the Department as described under Faculty Regulation M.3 (iii). ASSESSMENTS Formative assessments are done six-monthly.

• Results of modules undertaken in the period of assessment will form part of the Formative Assessments

• Each registrar is advised to compile a portfolio of knowledge and skill gained. Such a portfolio should be structured to reflect the skills gained in relation to the scope indicated in the programme content.

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• Feedback will be provided during modules, tutorials, seminars journal club discussions and through the assignments

Summative assessments shall be conducted in the form of written and oral examinations (described in detail in the Faculty Handbook). The written examination shall consist of two parts, (a) the prerequisite subjects which are theory-based and assess the knowledge content of the public health principles and public health theories and (b) the final subject which assess the candidate’s ability to apply public health and related knowledge for the advancement of the health of a population a) The three theory-based pre-requisite subjects that are to be passed in the

first 30 months of registration for the programme: i) Epidemiology, Biostatistics and Demography (EBD 800) (one paper) ii) Communicable and non-communicable health-related conditions

(ONO 800) (one paper) iii) Administrative Theory and Health-related Social Sciences (ASW 800)

(two papers - with a sub-minimum of 45% for each paper). A registrar may be exempted from one or more of the three prerequisite subjects if s/he has credits for a set of modules described in table 3 of Rule M.3 (e)(v) in the Faculty Regulations, provided that credits for such modules have not been and will not be used towards another degree. b) The one final examination subject (Community Health – GGS 800) which will

assess the registrar’s ability to synthesize, integration, critically analyse as well as to apply public health knowledge for the advancement of current and future health of the South African population. The assessment which is done at the end of the training programme, has 4 components. i) Continuous Formative Assessments over the 4 year-period of training ii) A short publishable report which may be prepared from knowledge

gained during one or more of the rotational attachments. iii) A written examinations that consists of 3 equally weighted examination

papers • Paper 1 MCQ • Paper 2 Short questions • Long questions

iv) The oral examination to be conducted after the written examination. NB The components ii), iii) and iv) of the GGS 800 are subject to External Examiner Evaluation

[Refer to Table 1 in Faculty Regulation M.3 (v) for more information]

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SERVICE LEARNING – Rotational Attachments: Purpose The purpose of the rotational attachments is to afford the Registrars the essential experiential learning in the organization and functioning of the South African Health Care System, the application of the health legislation, health strategies and health policies, the challenges experienced by the service providers and consumers as well as the approaches to solutions of these problems. At the end of each rotational attachment the registrar should have acquired the relevant knowledge, skills and attitude that will prepare him/her for a future role as leader in the field of Public Health Medicine in South Africa. Other secondary aims of rotational attachments are to participate in the building of the capacity of the local public health service providers, to build the capacity of the Department of Community Health to respond to the Health care needs of the local population, to fulfil the service obligation that the Registrars have towards the Pretoria Academic Hospital and the Gauteng Provincial Department of Health, Sites The available Health service sites through which the Community Health Registrars will rotate are the following:

1. Steve Biko Academic Hospital or Kalafong Hospital 2. Gauteng Provincial Department of Health (GDH): A Directorate within the

GDH or Tshwane-Metsweding Regional District Health services 3. The City of Tshwane Municipal Health Services and Municipal Environmental

and Occupational Health Services 4. National Institute for Communicable Diseases (NICD) 5. National Institute for Occupational Health (NIOH) 6. Other health service organizations suitable for serving as public health

teaching platforms The scope • Health Information System • Applied Epidemiology • Legislation and policies governing the relevant programmes, services as well

as other aspects of the health service, • Health services planning and management, • Health resources management relevant to the services under study • Communicable and non-communicable disease control • Different Health programmes (e.g. TB, HIV and STI control programmes,

Maternal & Child Health programmes, mental health programme, chronic disease control programme, youth health programmes etc.)

• Environmental and Occupational Health.

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How attachments are organized a. Trainees undergo rotational attachments of 6 months duration each, to a

range of health service providers over a total period of 36 months. The 6 months’ rotation attachment that each registrar is subjected to, takes place in the 36 months of the 48 months of the prescribed training period. It thus overlaps with some of the academic training that takes place within the SHSPH.

b. In addition registrars will be exposed to additional essential experiential learning to settings not available in the rotational attachments, through visits to selected sites of Public Health importance. These include the areas with malaria control programme, health care in rural communities and facilities with port health services.

NB The allocation of assignments or projects by the Service Mentor (to registrars) that are not part of the routine service activities should be done in consultation with the Academic Supervisor. It is the responsibility of the registrar to ensure that the Academic Supervisor supports his/her engagement in such a project.

Expected outputs a. Each Registrar is expected to make at least one oral presentation to the

service provider during the period of each rotational attachment, where the Academic Advisor will be invited (responsibility of the registrar to arrange)

b. Produce at least two written reports by the end of each rotational attachment period one of which should be on what has been learnt during the attachment period.

Supervision a. Academic Supervisor

i. To guide and encourage the registrar to study the relevant classical or

other material of importance to registrar training particularly in the supervisor’s field of expertise.

ii. To guide the registrar in the selection, preparation and implementation of attachment-related projects, their documentation and in the presentation of their results.

iii. To guide the registrar in the planning and conduct of meetings, and staff development or teaching sessions for service staff undertaken during the period of the registrar’s attachment.

iv. To liaise with the programme coordinator or the head of Community Health at least once quarterly on the registrar’s learning and development needs.

v. To review the registrars’ progress on a regular basis and to offer him/her a constructive feedback.

vi. To participate in the formative assessment of the registrars.

b. Service Mentors: The responsible person in a Health Authority or service provider to whom the Registrar is attached may assign a Service Mentor (a staff member in his/her

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service who is knowledgeable about work in the division to which the registrar is allocated during the attachment) to orientate, guide or oversee on a day- to-day basis the registrar’s work or service activities. Supervision during rotations is for the day-to-day activities to be done by the service mentor and for the academic inputs, the assigned academic supervisor

Leave arrangements Approval of leave shall remain the function of the Department of Community Health. All applications for leave must be submitted to the designated academic supervisor (Dr G Louwagie). The registrar must make arrangements with and inform the Service Mentor of any planned leave arrangements. Similarly, in the event of a sick leave the onus is on the registrar to inform the service provider of his/her absence from work.

Concurrent Registration for another degree or diploma No concurrent registration shall be permitted for a student in the first year of registrar training. Only a registrar who has completed a full academic year of study and has, during that year, achieved above-average results (a minimum of a 65% mark) in both of his or her formative and summative assessments will qualify to be recommended for concurrent registration. The following rules apply: • Permission for concurrent registration must be requested in writing from the

Head of the Department not later than 30 January in a given academic year. • The requirements for Public Health Medicine training shall, as a primary field

of study, enjoy priority attention over those of the second field of study (e.g. MSc).

• Permission for concurrent registration must be applied for annually. • Endorsement of continued concurrent registration in the subsequent years of

study shall be conditional on satisfactory academic progress by the student in both the fields of study.

Conditions for writing CPHM of the CMSA Registrars will not be permitted to sit for the College of Public Health Medicine examinations unless they have paid all their fees for the three years of the MMed training programme

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DOCTORAL DEGREES IN PUBLIC HEALTH Philosophiae Doctor (PhD)

Community Health Environmental Health Epidemiology Health Systems Public Health

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DOCTORAL DEGREE (PhD) Introduction The Philosophiae Doctor (PhD) degree course is aimed at professionals who wish to advance their careers in research. In the case of the PhD degree offered through the School for Health Systems and Public Health (SHSPH), the scientific orientation is toward the health sciences and, in particular, the field of public health. The research methods used depend on a solid understanding of epidemiology, biostatistics, and on an advanced knowledge of the content area in which research will be conducted. These three components form the basis of the structure of the PhD degree. The final outcome is that a student should be able to conduct health research, substantially on his or her own, that will add new knowledge to the field of public health. Basic outline of the PhD degree The student follows the steps outlined below from application to completion of the degree; The student applies. A first appointment with a relevant staff member must be set up through the office of the PhD coordinator (Chairperson of the SHSPH). The purpose of this first interview is to assess the previous education, experience, and research interest of the student. The student is expected to have thought seriously about a research topic, and should send a draft protocol outlining his or her research to the supervisor prior to the first meeting. All PhD students at the School are required to register as a ‘special’ doctoral student for the first academic year. This allows the student the time to complete any required coursework and to prepare a pre-final protocol. Students will meet with their supervisor within four weeks of the academic year and should complete their annual plan. This then forms the ‘contract’ against which the student will be evaluated at the end of the year. The Oral Defence of the Protocol will be done by a School committee and is based on the following:

• Protocol • Supervisors annual review of general progress

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• Three 15-20 page papers n topics relating to the general area of their thesis, this will form the review if the PhD topic. One of the topics should focus on issues of underlying theory, one on methodology and one on a policy issue.

The review may be an oral presentation of protocol or evaluation of written protocol and is at the discretion of the Chairperson of the School. Students who have made adequate progress will be invited to apply for doctoral studies in the next academic year. The protocol is submitted to the Academic Advisory Committee for approval, after which it is submitted to the Health Sciences’ Research Ethics Committee. The research project is initiated and completed under supervision of the study supervisor appointed formally by the SHSPH / Faculty of Health Sciences. One or more (draft) papers are submitted to the study supervisor for approval to submit for publication. (The study supervisor determines the authorship listing of any papers submitted. This decision must be recorded in the protocol.) The penultimate research publication(s) are presented to staff and students of the SHSPH, and a final presentation, Oral Defence of Thesis, is delivered as a public presentation, which includes the supervisory committee for the research project. Any suggested changes are then incorporated in the final thesis. For the PhD thesis, the review panel to whom the thesis is presented will include expert staff from outside the university, and where possible, staff from international institutions. The thesis is then submitted to the Faculty of Health Sciences. No thesis will be submitted for approval and awarding of the degree before at least two acceptable papers (i.e. publishable in international journals) have been handed in. Academic responsibilities During the time of their studies, PhD students are considered to be part of the staff of the SHSPH, and will be allocated academic responsibilities by their supervisors. Duration of PhD studies The minimum period of study is 12 months and the maximum four years.

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Course work requirements The PhD degree is a research degree, and students enrolling for this programme are already advanced in the field in which they want to do research. Should this knowledge be broken down into components, the School would expect that, in previous training, all PhD students would have adequately passed courses in such fields as:

• Epidemiology; • Community Health; • Health Systems; • Public Health; • Environmental Health.

Students will normally first complete a MSc degree in the SHSPH before enrolling for a PhD degree. In such cases, students will have completed most course work requirements of the PhD already. Depending on the PhD research to be conducted, attendance of some further courses may be required. Each PhD student and his or her research supervisor will determine these further courses. Students who completed Masters degrees elsewhere will need to convince the Chairperson of the SHSPH that they have done sufficient course work or have obtained sufficient relevant experience. As a minimum requirement, this previous training or experience should be equivalent to the MSc degree course work requirements. There is no minimum or maximum limit on course work, as students will be required to convince their supervisor that they have sufficient knowledge of quantitative and qualitative research methods and specialist knowledge of the content of their area of research. The supervisor decides what modules are required during the annual review of progress. Review of progress Supervisors review the learning needs of the students within the first six months of study and a specific learning plan is agreed on with each student. A copy of this learning plan is kept on the student’s file and forms the basis of the annual review of the student’s progress by his or her supervisor.

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GENERAL ACADEMIC INFORMATION

Academic literacy and numeracy Module outlines and prerequisites Module enrolment SHSPH Module Enrolment Form Assignments Mark page Procedure for writing up a research protocol Faculty of Health Sciences Research Ethics Committee Research report specifications (final report) Accreditation of modules Concurrent registration for two study programmes Prescribed books Committees of the SHSPH

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Academic literacy and numeracy The SHSPH has two initiatives to support students in academic literacy and numeracy as these are key skills that students will put into practice throughout their careers Academic Literacy Project Training in academic literacy forms part of the Learning in Public Health module that is scheduled at the beginning of the first year of study. Being a competent writer of academic and scientific reports and papers is essential for professionals in public health. As part of their initial training in academic literacy, students will be given a short written exercise that tests two things - the knowledge of writing this training has given them and the writing competence they bring with them to their postgraduate studies. The results also enable the School to identify students who need further training in academic literacy on a one-on-one basis, and this training will be compulsory for these students. For those people who are already competent or fairly competent writers, one-on-one training is available as well and we recommend that they make appointments to see the School’s academic literacy trainer at intervals throughout their studies. The constant improvement in writing skills shows up in students’ increased confidence as writers and better results in assignments. Students have the opportunity to work with the trainer on compiling their research protocols, reports, and dissertations and to have the first drafts of these edited. The process of transforming an average academic text into a really good one through careful editing and re-editing is one that teaches the skills all successful public health professionals need. Useful tips and guidelines are available in the section entitled ‘Demystifying the Academic Code’ later in the section ‘General Academic Information’. Students who struggle with the mathematical and statistical concepts in the core modules of epidemiology and biostatistics are encouraged to contact the academic numeracy trainer at the earliest opportunity to arrange for one-on-one tuition.

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Academic Numeracy Project The field of public health requires strong numeracy skills to function in the academic environment. In 2004 the School began developing the Academic Numeracy Project to build the capacities of MPH students who have had a weak mathematical background or struggle with the statistical components of public health. In 2005, the project was offered to students. It is estimated that approximately 25% of MPH students are in need of mathematical skills upgrading. The project provides one-to-one assistance to improve basic mathematical skills and its application to quantitative research. This assistance is integral to the success of students applying their public health knowledge in the academic environment. The project offers students an opportunity to improve their ability to do research using statistical modelling, usage of statistical packages for data analysis and production of articles for publication in accredited journals. The project provides approximately 12 hours of assistance per week to students. Students from the School of Health Systems and Public Health are not the only ones who are utilizing this project. Through word of mouth students from other faculties within the University of Pretoria have also utilized the numeracy assistance available. Academic Literacy Trainer: Barbara English E-mail: [email protected] Academic Numeracy Trainer: Loveness Dzikiti E-mail: [email protected]

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Module outlines and prerequisites Module outlines and prerequisites are available on the SHSPH website: http://shsph.up.ac.za Please look under “Academic Offering” for the latest information. If no information is available, please contact the course coordinator directly. Before enrolling, ensure that you have met the modular prerequisites. These prerequisites are listed on the timetable.

Module enrolment Enrolment must always be in writing, and at least three weeks before the starting date of the module. In all cases, always insist on a written confirmation that the enrolment has been noted and agreed to. (This last point is important, as some courses require previous modules to be successfully completed.) Adequate records of confirmation of the courses enrolled for are the responsibility of the student. Cancellation of enrolment must be done in writing as well. There is a:

• Late registration fee (registration less than three weeks before the starting date of the module); and a

• Late cancellation fee (cancellation less than three weeks before the starting date of the module for which you had enrolled).

These fees may be automatically added to your account. Non-payment of accounts will result in you being prevented from enrolling for further modules and from viewing your marks on-line. Do not assume that registration in the MPH programme automatically guarantees attendance of any modules. The School will accommodate latecomers only where possible, as some modules have higher attendance than others. Furthermore, certain courses will not be provided should there not be a sufficient number of students. For this reason, we encourage you to enrol early.

http://shsph.up.ac.za/

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Enrolments and cancellations can be done through: • Online bookings or e-mail to the Student Administrator; or • Fax or personal bookings by using a SHSPH booking form.

No verbal bookings or those done through other staff members will be considered valid. Due dates for enrolment Students are expected to enrol at least three weeks prior to the course’s starting date. Where numbers are limited, enrolments will be accepted on a first-come, first-serve basis. Attendance of modules It is compulsory for students to attend all modules until completion. Students will be required to repeat a module in the following year's cycle if their attendance is less than 100%, irrespective of their final mark in that module, and will still be held liable for the full amount of fees for that module. No exceptions will be made to this rule. This applies to all students enrolled for Diplomas, Honours and Masters degrees. Students will also be held liable for the full amount of fees for each module. Deregistration of modules Students are required to de-register for any module that they are unable to attend PRIOR to the module. In those exceptional cases where this is not possible, modules should be de-registered within the same calendar month as enrolment to avoid billing.

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SHSPH Module enrolment form(also available on-line)

NAME

STUDENT NUMBER

PROGRAMME REGISTERED FOR (MPH, MMED, etc.)

Registration of modules

CODE Module name Date

De-registration of modules

CODE Module name Date

Student Signature: ____________________________ Date: _______________ Contact details in case of cancellation: _________________________________ All registrations must go through the Student Administration Office Tel: +27 (0) 12 354 2409 or 354 1314 Fax: +27 (0) 12 354 1750 E-mail: [email protected]


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Assignments Assignments are the basic form of assessment in many modules. They can be done on their own, or in combination with other forms of assessment. They can also be done individually, or as a group effort. There is a standardised format for assignments, which should be conformed to. A course presenter may change the format of assignments to better serve the work that he or she has set. In such cases, students will be given specific instructions. Students must be sure that they understand the scope of, and instructions for, any assignment they are given before leaving the classroom. After the assignment has been handed in, it will be marked by the course presenter within a period of approximately four weeks, and it will then be sent back to the Student Administrator’s Office for record purposes and for registration of the mark. After this period, students may collect their corrected assignments from the student cabinet so that they can learn from the comments made by the course presenter. General guidelines for preparing written assignments An assignment should be considered as a report addressed to the management of a health service or programme, and it should be compiled from that point of view. In general, preparation of an assignment begins with a literature review, which is a comprehensive and systematic way of searching for published information on a specific topic. In order to make sense of and give meaning to this information, a student should spend adequate time reviewing the literature. There is a standard front page that must be completed and submitted with all assignments. (See Mark Page.) Students may also download an electronic version from the School’s website.

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Assignment specifications LAYOUT The standard front page must be used. Unless specified otherwise, the standard assignment must:

• Be six to ten pages long, excluding references, but including graphs and tables;

• Be typed (Arial) in 12 font size, 1 ½ or double spacing; • Look professional, i.e. have indents, spacing, headers, footers, page

numbers, titles and an index page, a bold typeface, italics, and other editing facilities, where appropriate;

• Contain a shaded box for the executive summary or abstract; • Contain graphs or tables, made either by the student or downloaded from the

Internet, to illustrate the assignment; and • Be checked for spelling errors.

STRUCTURE There are two basic structures to select from, each of which should include at least the headings listed under each structure presented below. 1. Using a research paper structure This should include an “executive summary” / abstract of not more than 250 words and the following main sections: 1.1 Introduction, in which you:

• State the problem being addressed; • Review the available evidence; • Conclude with a sentence that describes the purpose of your paper.

1.2 Methods used, including limitations to your work or methods; 1.3 Results obtained; 1.4 References to the information you have used; in specifically:

• Literature used (use the correct medical journal format); • At least three Internet sites with information of relevance to the case;

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• Other useful addresses / contacts. 2. Using a policy or management report structure This should include an “executive summary” / abstract of not more than 250 words and the following main sections: 2.1 Background, in which you:

• State the extent / severity of the problem, and its causes; • State current and potential impact of programmes, their available experience

with these interventions, possibly their cost-effectiveness; • Conclude with a sentence that describes the purpose of your report.

2.2 Proposal, in which you:

• Propose what intervention you think can be undertaken, but this should be specific;

• List potential obstacles and how these can be overcome; • List potential supporting factors; • List experience of others elsewhere.

2.3 Conclusions and Recommendations, which is a section just before the references; 2.4 References to the information used; specifically:

• Literature used; • At least three Internet sites with information of relevance to the case; • Other useful addresses / contacts.

REFERENCING METHOD Students must use the Vancouver method as the preferred referencing method. It is also compulsory to include at least three journal articles and three websites as references. Information regarding the Vancouver method is available from the Academic Information Services (AIS) web page or from the librarian. The direct link to the AIS website, which has a guide on the Vancouver method, is: http://www.ais.up.ac.za/med. DUE DATES Each assignment has a due date for submission. These dates will be announced at the time that assignments are handed out. Assignments not handed in on time may

http://www.ais.up.ac.za/med

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be considered as not having been submitted, and a student may consequently fail because of this. If there are valid reasons for a delay in the submission of the assignment these should be confirmed in writing with the module presenter. A 10% reduction of the final mark may be invoked as a penalty for late submissions even if permission for late submission has been granted. Submission Unless otherwise specified, assignments are submitted electronically to: [email protected]. Please ensure that a completed mark page is sent with your assignment. Students may download an electronic version from the School’s website. Record keeping Students are responsible for keeping copies of all their assignments until after they have completed their diploma / degree. Marks Students must view their marks online via the “Student Online Service” (SOS) on the University website (www.up.ac.za). For a student to be able to access their marks, they must ensure that their payments are up to date. PLEASE NOTE:

• All requirements for modules registered for in any particular year must be completed in the same academic year.

• In the case of any assignment (also second assignments) still outstanding at the end of an academic year, the academic record will reflect that the student has not complied with the requirements of the module (code: 984). In this case the student will be required to repeat the module.


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Mark page for assignments

UNIVERSITY OF PRETORIA School of Health Systems and Public Health MARK PAGE FOR ASSIGNMENTS

Format /10 Content /80 References /10 Late submission penalty TOTAL MARK /100 Marked by Signature

Date

Module name

Course enrolled for

Module Code

Title of assignment

Student name & initials

Student Number

Name of module presenter

By submitting this assignment in whatever format I, the student, declare that all work submitted is my own unless stated otherwise. Assignment received by

Date

GENERAL COMMENTS: Please also see detailed comments written in the assignment Format Content References

Literacy support: Please see Ms B English for assistance with your writing skills. Yes

Numeracy support: Please see your supervisor for assistance with your statistical skills. Yes

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Applied research methods (TNM 800) This module is compulsory for all postgraduate (Masters and Doctoral) students at the Faculty of Health Sciences and should be completed before students commence their research. Ideally it should be enrolled for:

• In the second half of the first year of study (full-time students); • In the second year of study (part-time students).

The objective of this module is to enable students to prepare and finalise a protocol for any research study. Students are expected to finalise their research topic and draft protocol with their supervisor no later than four weeks before the start of the TNM 800 module. Students must remember:

• To contact the Head of Track at least 8 weeks before the module and to present their research idea/s;

• To meet their allocated supervisor at least 4 weeks before the module so that there is sufficient time to prepare a draft protocol;

• To pre-register for the TNM 800 (a form signed by the supervisor is required to register for the module)

• To collect the pre-reading pack from student administration at least 2 weeks prior to the module (a pre-reading pack will only be issued if the supervisor has signed the form); and

• To bring a hardcopy version of the draft protocol to the first day of the module (this will be collected prior to the start of the module).

Students will improve on this draft throughout the week of the module. All issues related to study design, analysis, execution, and ethics will be discussed, and students will reflect on how well these topics have been covered in their protocol. At the end of the week, each student should have a “nearly ready” protocol. After approval of the protocol by the supervisor, the protocol must also be submitted for ethical approval. The module consists of group sessions in the morning and individual self-study in the afternoon and evening to read and improve the protocol. On the last day of the module, each student will give a formal presentation. Previous epidemiology and biostatistics training is essential. Also see “Procedure for writing up a research protocol”.

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Faculty Day All students who have completed their research are encouraged to participate in the annual Health Sciences Faculty Research Day. A student can participate by attending sessions and / or submitting an abstract for consideration. The SHSPH will pay for all expenses incurred in the production of an accepted poster or oral presentation for students who are registered in the School. All scholarship students are required to participate in Faculty Day by submitting an abstract for a scientific poster. The SHSPH will pay the Faculty Day fees for all students who have accepted posters / presentations.

Procedure for writing up a research protocol Students are required to attend one of the TNM 800 modules before starting their research project. This module assists students in going through all the steps necessary to complete a research protocol, which is a first step towards conducting research. Students may not commence with their research protocols before having completed at least half of the required course work. Each student follows the steps presented below.

• The student submits his or her topic via the track coordinator. • The track coordinator will allocate a supervisor. All students must have an

internal supervisor, while an external co-supervisor is optional. If the co-supervisor is not an academic staff member of the University of Pretoria Academic, a copy of the CV of the co-supervisor must be submitted.

• The student works on the research protocol with the supervisor, who will ensure quality and appropriateness of the research proposal. An outline structure of a protocol is available from the “Research” pages of the SHSPH website as well as in the pre-reading pack of the TNM 800 module.

• All Masters students must attend a TNM 800 module (Faculty requirement). During this module, students will refine the protocol for their research project. This may need further refinement in collaboration with the supervisor.

• Following the approval of the supervisor, the student submits the research proposal and accompanying forms to the Academic Programme Committee for approval.

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• There must be written approval by the Academic Programme Committee to support the protocol for submission to the Ethics Committee.

• The student then personally submits the research protocol to the Faculty of Health Sciences Research Ethics Committee for approval.

More information is available in the Health Science Faculty Ethics Committee’s Packs. These pack are regularly updated with the latest requirements and forms. A link to their webpage is available from the Faculty of Health Sciences web page.

Faculty of Health Sciences Research Ethics Committee All MSc, MMed and PhD protocols have to be approved by the Academic Advisory Committee (AAC) before being submitted to the Main Ethics Committee. All MPH protocols have to be approved by the SHSPH Academic Programme Committee (APC) before being submitted to the Main Ethics Committee. The submission requirements and forms for these committees are updated regularly and students should always confirm the latest requirements before submission. . . A link to their webpage is available from the Faculty of Health Sciences web page. Students are to personally submit the required number of copies to the secretary of the Ethics Committee. The protocol must be submitted before the deadline, which is usually four to five weeks before the meeting date. Meeting dates are included on the Committee web pages. The student must make enquiries about the outcome from the secretary of the Ethics Committee. After approval of the research protocol, the student may start his or her research under the close supervision of the supervisor. The Faculty of Health Sciences Research Ethics Committee is located on Level 2, HW Snyman Building SOUTH. Their fax number is 012 354 1367

Main Ethics (All SHSPH students) Mrs Smith Room 2.34 012-354 1330 [email protected]

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Research report specifications (final report) These are general guidelines for:

• MPH research reports; • MSc / MMed dissertations; and • PhD theses.

In the case of dissertations and theses, there are additional Faculty requirements that must be met. Guidelines regarding these are available in the Regulations and Syllabi Book of the Faculty of Health Sciences and from the School’s website. General guidelines The general guidelines for the final report are given below. The document must be written in the following format

• The typeface should be 12-point font size, 1 1/5 or double spacing; • The report must be professional, i.e. have indents, spacing, headers, footers,

page numbers, titles and an index page, bold typeface, italics, and other editing facilities, where appropriate;

• There must be a “shaded box” for the “executive summary” or abstract; • Graphs or tables, made either by the student or downloaded from the Internet

must be used to illustrate the report / dissertation; • The document must be checked for spelling errors; • There is no guideline for the length of a research report. For MPH reports,

however, students are advised not to exceed 50 pages, everything included. Format – Introductory Pieces

• Title Page The front page MUST carry the following information:

(the full title of the dissertation/thesis) by (the full name of the student and student number) Submitted in partial fulfilment of the requirements for the degree………………………… in the Faculty of Health Sciences, University of Pretoria, (Year and date of submission).

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• Abstract (with keywords) A summary/abstract of not more than 250 words (depending on the journal that has been selected for publication, the abstract may need to be structured in a certain way). For our purposes, use four headings: introduction, methods, results, and conclusions.

• Table of Contents • List of Tables • List of Figures • Abbreviations • Statement of Original Authorship

This page contains a statement to the effect that the research report is the student’s own work, and that it has not been used for other degrees or diplomas in the past. If a group of students jointly executed an intervention of a research project, it must be clearly indicated which student was responsible for what part of the project.

Example:

“I declare that the dissertation/thesis, which I hereby submit for the degree ……………….……………at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at another university”.

Also include the following:

• The reference number and date of the approval from the Ethics Committee; • Student’s signature; • Supervisor’s signature; and • Name of journal where the article has been submitted/is proposed to be

submitted. (MSc, MMed & PhD students). • Acknowledgements

The general guidelines for the format of a report / dissertation are given below. There is also a document for MSc / MMed / PhD students on the SHSPH website. All students may refer to this document and are also welcome to look at the example of a MSc dissertation available on the same webpage. Research Results

• Introduction • Background to research

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• Research problem and hypotheses • Justification for the research • Methodology • Outline of the report • Definitions • Conclusion

Literature Review

• Introduction • Headings • Headings • Conclusion

Methodology

• Introduction • Justification for the methodology • Research Procedures • Ethical considerations • Conclusion

Analysis of Data

• Introduction • Subjects • Patterns of data for each research question or hypothesis • Conclusion

Conclusions and implications

• Introduction • Conclusions about each research question or hypothesis • Conclusions about the research problem • Limitations • Further research

References Appendices: Please include the following in your attachments:

• Data collection tools • Consent forms

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• Permission letter from ethics committee • Study protocol

Submission of the research report/dissertation/thesis For MPH students: Two final reports for marking must be submitted via the Academic Programme Coordinator. An unbound copy may be handed in for leather binding at the same time. This report will be kept as a library copy. For MSc/MMed dissertations: Please enquire from the Academic Programme Coordinator for the latest requirements. For PhD theses: Please enquire from the Academic Programme Coordinator for the latest requirements. MMed, MSc and PhD students must hand in both the dissertation / thesis and the journal article/s at the same time. The journal article/s must conform to the instructions for authors of the journal that have been selected for publication. Evaluation of the research report The supervisor will mark the final report, which will also be moderated by an external examiner. Evaluation of the MSc and MMed Masters dissertation The supervisor/s and one to two external examiners will mark the final dissertation. Evaluation of the PhD thesis The supervisor/s and at least two external examiners, of which at least one will be from an international institution, will mark the final thesis. Guidelines on authorship All persons designated as authors should qualify for authorship. Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:

• Conception and design, or analysis and interpretation of data;

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• Drafting the article or revising it critically for important intellectual content; and • Final approval of the version to be published.

All three of the above conditions must be met. It is customary that the student is the first author, unless the research design and conception were those of the supervisor; the supervisor provided much of the background literature, and the supervisor was responsible for the interpretation of the data and conversion of the academic report into a format suitable for submission to a peer-reviewed journal. In other words if the student’s role was limited to data collection and initial data analysis, the student will not be listed as first author. Intellectual property With regard to intellectual property, all students are required to acquaint themselves with the General Regulations (G 57) of the University of Pretoria.

Accreditation of modules General Information Students are encouraged to explore other institutions for courses and modules that may strengthen learning and career goals, as the School of Health Systems and Public Health can only offer a limited choice of formal learning programmes. Please note that only modules or courses completed within the past four years will be considered for accreditation, and that accreditation cannot be partial. You are given either full accreditation for a module or none at all. The University allows, theoretically, up to 50% of all course requirements for any University degree to be taken from elsewhere, provided, of course, that the quality and equivalence of such courses are recognised. However, this does not constitute an easy way to upgrade your qualification. This option is exclusively meant to add those courses or modules or learning experiences to our programmes are considered worthwhile but are not offered by the University of Pretoria for financial or logistical reasons. Procedure for accreditation or waiver of modules done elsewhere Before any module can be accredited, the student must make sure that all fees are paid to date. If fees are not up to date, the application will not be considered. The application form for accreditation of modules is available from the Student Administrator and must be accompanied by:

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1) A motivational letter, which must state clearly the module that the student wishes to be credited for at the SHSPH, its code and the number of credits applied for. The letter must include:

• The name of the institution where the equivalent course was done, and the name of the course presenter (if possible);

• The dates on which the course was started and completed. 2) The following original supporting documents. (Copies will be made on site):

• Detailed course syllabus and timetable; • Proof of completion, by way of a certificate that was awarded or an academic

record; • The nature of the assessment of the module; • Proof of passing that assessment; • An indication of whether the course was done as part of a degree or

postgraduate diploma. The Student Administrator will attach an updated academic record and a letter of confirmation if the fees are up to date. All submissions must be submitted to the Academic Programme Coordinator. The module coordinator will evaluate the application to see if there is a sufficient overlap between the course / module done previously and the module for which accreditation is requested, and will make a recommendation to the Academic Programme Committee. The Academic Programme Committee will review the application and submit it to the Health Sciences Faculty for approval. Note: All applications are approved / refused by the Health Sciences Faculty for the reason that requirements for submission may change during the course of the year. Students should familiarise themselves with the current requirements before submitting an application. Deadline for applications for accreditations and waivers All applications must be submitted before the end of May of each year.

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Procedure for accreditation of modules done at the SHSPH, UP The application form for accreditation of modules is available from the Academic Programme Coordinator. This form must be completed and must be accompanied by: 1) A motivational letter, which must clearly state the date on which the module was completed and the degree or postgraduate diploma enrolled for, at the time when the module was done; and 2) Proof of passing the module, by way of an academic record. All of the above must be submitted to the Academic Programme Coordinator, after which the Academic Programme Committee will review the application and submit it to the Health Sciences Faculty for approval. It is the student’s responsibility to enquire about the outcome of the application. NB: The application cannot be processed if any of the above information is missing.

Concurrent registration for two study programmes Rules The following rules apply for concurrent registration:

• Concurrent registration for two study programmes is a privilege and not a right.

• Applications must be submitted via the Academic Programme Coordinator. • Concurrent registration will only be considered for PhD degrees, Masters

degrees and Postgraduate Diplomas completed at the School of Health Systems and Public Health.

• The student must have spent at least one calendar year in the current study programme before applying for registration for a second study programme and all modules already completed in the current study programme must have been passed satisfactorily.

• Retrospective concurrent registration is not possible.

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• Concurrent registration may NEVER be an excuse not to fulfil ALL requirements of BOTH study programmes.

• In case of the MPH degree, the second programme of study may only be a postgraduate diploma.

• If the current field of study is a postgraduate diploma, then the second programme of study may be another postgraduate diploma.

Procedure for applying for concurrent registration The following procedure must be followed in applying for concurrent registration:

• Students must first discuss the option with the current track coordinator and complete the form (available from the Student Administrator).

• Applications should be sent to the Academic Programme Coordinator. • The student must make sure that all fees are paid up to date. • If fees are not up to date, the application will not be processed. • Applications must include a letter of motivation by the student, which clearly

states the student’s current study programme as well as the second study programme applied for.

• The Student Administrator will attach an updated academic record and a letter to confirm that fees are up to date.

• The forms will be sent to the course coordinator of the second course. • The forms will then be presented at the Academic Programme Committee for

review. • The application will then be sent to the Health Sciences Faculty for approval.

Students should enquire about the outcome of their application 4-6 weeks after submission.

Prescribed books It is recommended that students also refer to the information that is available on the website (http://shsph.up.ac.za/) concerning the latest list of prescribed books.

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Master module code

Diploma module code

Module name Prescribed book

BOS 870 BOS 770 Biostatistics 1 For MPH students (not Epi & Bio or M&E Track): • Medical Statistics at a Glance. Petrie, A & Sabin, C. For MSc and MPH (Epi & Bio) and MPH (M&E) Track: • Rosner, B.R. Fundamentals of Biostatistics.

OR • Pagano, M. Principles pf Biostatistics OR • Altman, D.G. Statistics for Medical Research

BOS 871 Biostatistics 2 None (books from BOS 870 will be used)

BOS 873 Survival Analysis • Kleinbaum, David G. (1996). Survival Analysis: A Self-Learning Text. Springer-Verlag: New York. ISBN: 0-387-94543-1

CDC 870 CDC 770 Introduction to Disease Prevention and Control

• Control of Communicable Diseases manual edited by David L Heymann, 18th edition, published by the American Public Health Association in 2004

CDC 871 CDC 771 Principles of Communicable Disease Control

• Control of Communicable Diseases manual edited by David L Heymann, 18th edition, published by the American Public Health Association in 2004

CDC 872 CDC 772 Seminars in Tropical Health 2 (Agent)

• An Introduction to Human parasitology with reference to Southern Africa. Fourth Edition (PJ Fripp) on CD Rom • Medical entomology for students (MW service)

CDC 873 CDC 773 Seminars in Tropical Health 3 (Environment)

• Rural water supplies and sanitation. (Blair research Bulletin, P Morgan). MacMillan ISBN 0333485696. Order on-line from TVE: http://info.tve.org/ho/doc.cfm?aid-577

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Master module code

Diploma module code


CDC 874 CDC 774 Seminars in Tropical Health 1 (Host)

Nutrition for Developing Countries (F.Savage King and A Burgess. This book can be ordered from TALC on line. Go to http://www.rgp.man.ac.uk/gp/talc/nutrit.htm

CDE 870 Principles of Chronic Disease Epidemiology

• Brownson RC, Remington PI, Davis JR, eds. Chronic Disease Epidemiology and Control. Second Edition. American Public Health Association Washington, DC 1998. • Kuh D, Ben-Shlomo Y, eds. A Life Course Approach to Chronic Disease Epidemiology. Oxford University Press, Inc., New York, 1997.

CDS 870 CDS 770 Clinical Tropical Medicine (1-5)

• Mansons Tropical diseases (21st edition) OR • Tropical Medicine and emerging infectious diseases OR • Oxford handbook of tropical medicine OR • Davidsons: the tropical medicine supplementary OR • Tropical medicine and parasitology 2002, Peters W, Pasvol G.

CDS 873 Nutrition and Public Health

1. Boyle MA (2003). Community Nutrition in Action: An Entrepreneurial Approach. Wadsworth Thomson Learning: Belmont. 3rd ed. 2. Gibney MJ et.al. (2004). Public Health Nutrition. 1st Ed. Blackwell Publishing. Oxford. University Press 3. King FS & Burgess A (1993. Nutrition for developing countries. Oxford University Press. Cape Town. 2nd ed. 4. McKenzie FJ & Smeltzer LJ (2001). Planning, Implementing and Evaluating Health Promotion Programs. Allyn and Bacon. 3rd ed. 5. Tilford S & Tones K (2001): Health Promotion: effectiveness, efficiency and equity. Nelson Thornes Ltd. 3rd Ed.

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Master module code

Diploma module code


CLI 870 CLI 770 Principles of Clinical Epidemiology

Clinical epidemiology: How to do clinical practice research. Haynes RB, Sackett DL, Guyatt GH et al. OR Clinical Epidemiology: The Essentials. Fletcher, RH, Fletcher SW.

CLI 871 CLI 771 Evidence Based Medicine

Evidence Based Medicine: How to Practice and Teach EBM. Third Edition. Strauss E et al. Elsevier Churchill Livingstone

EHM 870 EHM 770 Basis of Environmental Health

• Yassi A, KjellstrÖm T, deKok T, Guidotti T. Basic Environmental Health. WHO 1998 • Last JM. Public health and Human ecology, 2nd Ed Appleton & Lange, Stamford, Ct. USA • Colborn T, Dumanoski D, Myers J. Our stolen future Plume books, New York, 1997

EHM 872 Methods in Exposure Assessment

• Human Exposure Assessment for Airborne Pollutants: Advances and Opportunities, 1991 (http://books.nap.edu/catalog/1544.html)

EOH 870 EOH 770 Introduction to Occupational and Environmental Health

• Environmental Epidemiology (Ed. D. Baker, et al); WHO/SDE/OEH/99.7

EOM 870 EOM 770 Environmental Epidemiology

• Environmental Epidemiology (Ed. D. Baker, et al); WHO/SDE/OEH/99.7.

EPM 870 Analytical Epidemiology

• Rothman, KJ. Epidemiology: An introduction. New York: Oxford University press, 2002.

EPM 871 Epidemiological Study Design

• Kleinbaum DG, Sullivan KM, Barker ND. A Pocket Guide to Epidemiology. Springer, 2007

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Master module code

Diploma module code


HCF 870 Financial Management in the Public Sector

Note: Only for students in the Health Policy and Management track: • “Managing Public Money – A System from the South”; JC Pauw et al. Published by Heinemann Publishers (Pty) Ltd (ISBN 0 79620 141 2), Sandown RSA, 2002

HCM 872 HCM 772 Health Policy and Systems

• World Health Organisation. World Health Report 2000: “Health systems: Improving Performance” Geneva, World Health Organisation, 2001. • Macroeconomics and Health: Investing in Health for Economic Development. Report of the Commission on Macroeconomics and Health, Executive Summary. World Health Organisation, 2001. • Travis P, Egger D, Davies P, Mechbal A. Towards Better Stewardship: Concepts and Critical Issues Geneva: WHO Evidence and Information for Policy Unit, 2002. • Buch E, Ijsselmuiden C. South Africa In: Fried BJ, Gaydos LM, eds. World Health Systems: Challenges and Perspectives. Chicago: Health Administration Press, 2002. • Buch E. A review of the South African Health Sector strategic framework: 1999-2004. In: Ntuli A, et al, eds. South African Health Review. Durban: Health Systems Trust 2000. http://www.hst.org.za

HET871 Introduction to Philosophy for Health Researchers

• Sophie’s World – Jostein Gardener • Philosophy from Africa – Coetzee and Roux • 10 Journal articles on History of Philosophy and 10 Journal articles on Ethics to be compiled on CD rom for use by students during assignments. • Policy documents (in compilation) for afternoon seminar discussions

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Diploma module code


HET 872 Introduction to Bioethics

• Principles of Bioethics (T Beauchamp and J Childress) 2) Philosophical Medical Ethics (R Gillon)

HET 876 Institutionalising Ethical Review of Health Research

• Office for Human Research Protection – IRB Guidebook • Guidelines for good clinical practice in the conduct of clinical trials in human participants in South Africa • CIOMS guidelines for IRBs • WHO guidelines for IRBS • European Guidelines for IRBs

HEP 876 Ethical Issues in Womens Health Research

• Mastroianni AC, Faden R, Fedeman D, (eds). Women and Health Research: Ethical and Legal Issues of including Women in Clinical Studies. National Academy Press, Washington, 1994. Vol 1. • Kass N. Gender and Research, Oxford University Press, 1998.

HEP 873 Behaviour and Research

• Kimmel, A.J. Ethical Issues in Behavioural Research. Oxford, Blackwell, 1996. • Brody, J., Gluck, J., and Aragon, A. Participants understanding of the process of psychological research. Ethics and Behaviour 10, 13-26. 2002. • Fischer, C. and Wallace, S. Through the community looking glass: Reevaluating the ethical and policy implications of research on adolescent risk and psychopathology. 10. Ethics and Behaviour 2000, 99-118. 2002. • Newcomb, S. Influence of consultation on etical decision making. Ethics and Behaviour 10, 65-80. 2002. • Gottliueb, M. Lasser J. Competing values: A respectful critique of narrative research. Ethics and Behaviour 11, 191-194. 2002. • Hadjistavropoulos, T. and Smythe, W.

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Diploma module code


Elements of risk in qualitative research. Ethics and Behaviour 11, 163-174. 2002. • Lawson, E. Informational and relational meanings of deception: Implications for deception. Ethics and Behaviour 11, 115-130. 2002. 8) Smythe, W. and Murray, M. A respectful reply to Gottluieb and Lasser. Ethics and Behaviour 11, 195-200. 2002.

HEP 877 Religion and Ethics in Health Research

• http:www.ethics.acusd.edu/index.html

HME 870 HME 770 Introduction to Health Measurement

• Epidemiology: a research manual for South Africa (2nd edition). Oxford University Press, 2007.

Recommended: Bonita, R; Beaglehole, R & Kjellstrom, T. 2006. Basic Epidemiology 2nd edition. World Health Organisation.

HME 872 HME 772 Epidemiology Primer

• Essential Epidemiology: An introductory for students and health professionals. Penny Webb, Chris Bain & Sandi Pirozzo Publishers: Cambridge University Press 2005

HME 873 Monitoring and Evaluation (Week 1-3)

• Centre for Disease Control: various titles (all provided by SHSPH)

HRM 870 HRM 770 Principles of Human Resource Management

• Human Resources Management; Gerber PD, Nel PS, van Dyk PS, Oxford University Press, 4th edition, 1999; ISBN: 019 571864X. OR • South African Human Resource Management: Theory and Practice; Swanepoel B, Erasmus B, van Wyk M, Schenk H; Juta & Co Ltd 2nd edition 2000; ISBN:0 7021 5184 X.

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OCM 870 OCM 770 Principles of Occupational Medicine

• CD Rom: Occupational and Environmental Medicine • Ladou F. Occupational and Environmental Medicine. Appleton Lange, Stamford. 1997

OHT 870 OHT 770 Principles of Occupational Hygiene and Toxicology

• Ladou F. Occupational &Environmental Medicine. 2nd Edition. • Appleton & Lange, Stamford. 1997 • Schoeman JJ, Schröder HHE. Occupational Hygiene. Juta & co,

TQM 770 TQM 770 Principles of Quality Assurance

• Brassard M, Ritter D. The Memory Jogger: A Pocket Guide of Tools for Continuous Quality Improvement & Effective Planning. GOAL/QPC, 1994. First Edition. ISBN 1-879364-44-1 • Scholtes PR. The Team Handbook. Joiner Associates Inc. 1999. Second Edition. ISBN 0-9622264-0-8

Committees of the SHSPH The following is a summary of the most important committees that students need to take note of. An integrated list of meeting dates of these committees, their respective deadlines and contact persons are listed on the website of the School (see “SHSPH Committee Meeting Dates” on the homepage). RESCOM (Research Committee) This committee deals with all research matters, including research projects, output (conferences and publications), and stimulation of research. Chairperson: Prof T de Jager AAC (Academic Advisory Committee) This committee reviews and approves all MSc, MMed and PhD protocols, supervisors and the appointment of external examiners. It also deals with issues pertaining specifically to the above-mentioned fields of study. Chairperson: Prof T de Jager

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APC (Academic Programme Committee) This committee deals with the planning of the academic programme, including the monitoring of the quality of modules. It reviews applications, including accreditation, waivers and concurrent registrations. It also assigns markers for diploma students’ projects. Chairperson: Prof K Voyi Re-admissions Committee Should any student not complete within the prescribed maximum study period and / or be excluded on the basis of academic performance, they may appeal for re-admission to this committee of the School. In those cases where this committee does not rule in favour of the student, a further appeal opportunity is given and the student may appeal to the Appeals and Re-admissions Committee of the Faculty (details are available). Deadline for submissions is the end of January and appeals may be submitted via the Academic Programme Coordinator. Chairperson: Prof K Voyi

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Demystifying the academic code University study comes with its own set of rules: ways of thinking, reading, and writing. In order to cope, especially at postgraduate level, students have to understand the language and conventions of academic discourse. “Academic discourse” refers to the type of spoken and written communication that is typical of people who study at and do academic work at universities all over the world. Students need to be able to recognise the various features of this discourse and be able to reproduce them in their own speaking and writing. Academic discourse has many conventions that distinguish it from other kinds of discourses like the discourse people use at social gatherings or at home with their families. An example of these conventions is the use of noncommittal, tentative and uncertain phrases, such as ‘it is likely that…’ or ‘data would appear to suggest that…’. This convention exists because academics are trained not to assert something as being true, if this cannot be substantiated through evidence. A further feature of academic discourse is its use of abstract concepts. These are often particularly difficult for students to grasp. Some concepts have been explained in detail in the box below.

Concept Explanation

Argument The presentation of a case for or against something, with reasons, examples and evidence.

Assertion A statement or claim. A person making an assertion has more certainty than someone making a proposition.

Assumption An idea that is assumed or taken for granted. Issue A topic about which there is no general agreement. Proposition A statement offered for consideration.

Premise A proposition or statement from which something else can be inferred or worked out.

Statement A proposition, premise, or assertion, which is factual.

Theory A systematic explanation of something based on patterns that recur during research on that something.

Academic papers are often written in the form of an argument, report, description or explanation and are based on evidence. Sources are acknowledged through the use

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of referencing systems. In order to grasp the basic concepts of academic writing, students need to read the types of reports and journal articles that they are expected to write themselves. Effective Reading Reading opens up the academic world; it allows students to explore the views of other academics, learn, understand and analyse new knowledge, and is indispensable to all studies. What many students do not realise is that reading effectively includes the active interaction with a given text. Research has shown that effective readers are active readers. They engage with their texts; look for information that is relevant to their own research; they summarise and anticipate information; they re-read more than once and they question the reasoning behind what they read. Reading strategy Here are some tips on becoming an active reader. Previewing Previewing stands for the process through which a reader anticipates the content of a text before reading it. Readers can use a checklist before they read a chapter of a textbook, a handout, an article, or a research report.

• Read the title, author, date ands publication details. What can you work out from

• this information? • Who is the writer, and what is his or her viewpoint on the topic likely to be? • When was the text written? • Are there clues to the content such as pictures, diagrams and captions? • What clues do chapter headings, titles and subtitles provide? • What do you know about the topic? • What questions do you want the text to answer?

Previewing activates a reader’s background knowledge, establishes a framework within which a reader can deal with unfamiliar information, helps select what sections a reader reads, and facilitates effective reading.

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Questioning Asking questions of a text is a key feature of active reading. Before reading a text and while reading, the reader needs to ask questions. Assignment questions can be a main guideline, but topics often offer their own questions, even if a text is not read for assignment purposes. A text may not answer all questions asked of it, and may present a reader with more questions to be answered from further reading. Reading Readers have to be conscious of where they are and what they are doing. It is easier to stay alert and focused when sitting at a desk than when lying on a bed, for example. Focusing is often easier when reading-for-study sessions are spaced evenly, with regular breaks and achievable goals. Looking out for the topic sentence within each read paragraph can further help with a reader to focus and help keep track of a text’s main theme and argument. Reviewing The purpose of reviewing is to make sure that the reader has understood a text. Reviewing is done during the reading process and at its end. When reading a reader should pause from time to time to reflect on what has been learnt so far. Taking Useful Notes Note taking plays an important role in study. Notes can be used when preparing for assignments, revising, reading actively, and reviewing work already covered. Note taking helps promote active reading which, as explained above, is an important tool for any student. One of the most important skills used during note taking is selection. The student has to choose which information is relevant and has to select the main themes and ideas within a text, handout or textbook. Purpose and format of notes There are many styles or methods of taking notes, in other words, there is no correct or incorrect method; different methods work for different people. Notes can be made up of single words, phrases, sentences arranged in linear fashion, or of graphic representation of themes and topics. Often the form for note taking that a student chooses should reflect the purpose for which the notes are used.

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Purpose of note taking Possible implications

For future revision.

Must be easy to retrieve notes when needed. Must be understandable after a time lapse. Must contain all main points and be easy to follow.

To provide a record of progress. Should be well-organised.

To make sense of ideas, to sort them out or to order them

Not so important how notes are formatted, as long as they help in sorting out ideas in your head.

To help with concentration and active reading.

Not so important how notes are formatted.

For an assignment. Must be accurate and detailed. It would be helpful if they reflect the potential structure of the assignment.

For others to use, i.e. study group members.

Must be legible and easy to understand.

The characteristics of good notes Although notes can be taken in a variety of forms, all good notes share certain characteristics.

• The main topic, subject and date of the text should clearly show what the notes are based on.

• Headings should be used to highlight main ideas and differentiate between different sections in a clear framework.

• Notes should be taken in phrases and keywords and not in full sentences, which are difficult to review.

• Spaces should be left so that more points can be added later. • The spacing and layout of the notes should be used for clarity.

Methods of note taking As mentioned before, there are a number of different methods of note taking, which can be used to focus students’ selection of information. One framework which can be used is to search for information using main categories, like the ones set out below. With this a method a student would organise notes under three categories:

• Principles, concepts, theories and arguments. • Detailed factual information relevant to the argument. • A student’s own questions or criticisms.

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This approach helps promote active reading and provides a framework within which a student can carry out a critical evaluation of the text. Visual and Graphic Note Taking There is no right or wrong way to take notes and students are encouraged to experiment with different methods until they find one that suits their needs and that they feel comfortable with. One note-taking method is to use mind maps. Mind maps make use of both sides of the brain, the creative, intuitive right half and the logical, sequenced left half of the brain. When you create a mind-map, you combine information into patterns and pictures that are helpful for recalling information, for revision, and for clarifying relationships between arguments, concepts and ideas. Making a mind map Mind maps are developed from general to specifics. Once the main subject has been chosen it is written near the middle of a page and circled. All subordinate information is then arranged in relation to the main idea. In drawing mind maps it is helpful to make use of short phrases and keywords and to add page numbers in brackets, so that additional information can be accessed quickly. Colours can be used to highlight specific information or to indicate relations between points.

CHARACTERISTICS

METHODS

PURPOSE

Mind-maps

Revision Active Reading Selection Recording Progress

Be clear Highlight main ideas Differentiate between different sections Be short and concise

TAKING USEFUL NOTES

Framework Graphic/Visual

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Not all mind maps are developed in the spider shape demonstrated above. Depending on the subject matter, mind maps can take the forms of timelines, matrixes, network trees or cycles. Writing Strategies Writing an assignment requires a student to make use of a variety of skills. The process followed for writing assignments can be broken down into several steps. Step 1: Understanding the requirements of the assignment task The first step in writing an assignment is the unpacking of the assignment question. This means that a student has to analyse the assignment question in detail and has to figure out exactly what is required. This can be done by underlining the task words in the assignment question and by asking what information is needed. Often this process is made easier by breaking an assignment question up into sub-questions or sections. Once the first draft of the assignment is finished, the student can go back and check these questions against the draft to see if everything that is required has been covered. Step 2: Identifying information and taking relevant notes It is often useful to keep the assignment question in mind while studying and making notes. In this way relevant information can be set aside. Before beginning an assignment students are expected to have studied relevant work and to have read extra material. During the gathering of information and resources students should further think critically about the information and should internalise it. Having an in-depth understanding of the broad topic covered by an assignment is critical. Step 3: Developing a structure for the assignment When developing a structure for an assignment the student decides what should be covered and in what order. Assignments are mostly structured into three main parts: the introduction, main body and conclusion. Structuring an assignment clearly aids in making it readable. Introduction The introduction familiarises the reader with the topic and structure of the assignment and gives a general idea of what will be covered. The introduction has

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to relate to the assignment question and must encourage the reader to carry on reading. The body The purpose of the body of the assignment is to present an argument and give evidence validating a certain position. The assignment task analysis can be used to set up a basic structure in the form of sub-headings and section headings. Conclusion Conclusions come at the end of an assignment. They signal to the reader that the discussion or argument has come to a close and reinforce the main point made in the assignment. When compiling a conclusion it is important for writers to make sure that the conclusion refers to the main topic of the assignment and that it does not introduce any new ideas. Step 4: Developing a mind map of or framework for the information selected Once a student has read all available resources, gathered all the information needed and has made notes, the student should use the structure developed above to build up a mind map or framework for the assignment. Once this mind map has been completed, the student should look at it critically, check for duplications and should try to develop a logical sequence on which the final assignment can be based. Step 5: Writing a Draft of the assignment and editing it After writing a first draft of the assignment, using the framework or mind map as a guide, students should get feedback from their lecturer, tutor or a peer and should then self-edit their assignments. Self-editing can be done using a checklist, such as the one provided below:

• Make sure that the assignment begins with a clear introduction (check above for guidelines).

• Make sure that the layout, headings and sub-headings reflect the content of the assignment.

• Check the formatting of assignments. • Make sure that the font and spacing of the assignment conforms to

guidelines given by the lecturer, course instructor, or to the instructions set out in your assignment brief.

• Make sure that arguments are substantiated and that reasons and evidence are provided.

• Check for any repetition.

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• Check if the assignment is written in an academic style and tone. • Check spelling and grammar. • Make sure that the assignment ends with a clear conclusion (check above for

guidelines). • Check that referencing is accurate and consistent.

Referencing All students are expected to be familiar with referencing conventions of the SHSPH. They should know how to quote from texts, how to cite works, and should be able to distinguish between quoting and plagiarising. Plagiarism refers to the use of someone else’s words without their acknowledgement. Students must acquaint themselves with the policies and guidelines available at: (http://upetd.up.ac.za/authors/create/plagiarism/students.htm) Different publications, universities and individuals make use of different referencing methods. The main methods are the Harvard and the Vancouver method. Students in the SHSPH are expected to be proficient in the Vancouver referencing method. Refer to relevant style guides within your department for detailed information on the use of the Vancouver method of referencing. More information on the Vancouver method can be found on the Academic Information Service (http://www.ais.up.ac.za/med).

http://upetd.up.ac.za/authors/create/plagiarism/students.htm

http://www.ais.up.ac.za/med

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GENERAL ADMINISTRATIVE INFORMATION

Cost of courses and financial support Student facilities and services (useful tips) Things to do and places to go Health services and hospitals in Pretoria Other useful information Map to the SHSPH Timetable UP bank details Notes

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Cost of courses and financial support Tuition fees All tuition fees are quoted as an estimated programme cost, as the final cost is dependent on the final number of credits taken and the time spent on the course (there is an annual increase in cost per credit that must be kept in mind), and is only valid for students from SADC countries. For students from non-SADC member countries other fee structures are applicable. As an example, the total tuition fees average around R32 000 for the MPH programme. Please note that these fees are for tuition only and are invoiced on the basis of the number of modules completed. Should modules be repeated, this will be added to the total amount of tuition fees. Tuition fees do NOT include books, major handouts, Internet use, lunches, teas, and so on. The School reserves the right to charge a fee, for habitual offenders in the case of: Late registration: enrolling less than four weeks before the start of the module; Late cancellation: cancelling less than three weeks before the start of the module. Costs of books and handouts It is estimated that Masters students will require approximately R7 000 to purchase books and major handouts over the entire duration of the course. In order to limit costs to students, the SHSPH provides handouts (at an additional cost of approximately R60 per module) rather than a prescribed textbook (at an average price of R750 per module). Use of these handouts is optional and the purchase of these handouts is on a cash-on-delivery basis only. An additional budget of R500 (over the period of the programme) for photocopying and printing is advisable. Invoice procedure

• MPH students are invoiced per credit taken and annual registration.

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• MSc, MMed and PhD students are invoiced for the cost of the programme and annual registration.

• Post-graduate diploma students are invoiced for the cost of the programme and annual registration.

The first invoice is payable before 1 April every year. Note that students need to keep payment updated. Applications for accreditation and dual registration are only considered if payments are up to date. Students whose payments are in arrears will not be able to access their marks on-line. Financial support There is limited financial support available, and information regarding these grants and bursaries is available from the Client Service Centre.

There is a dedicated staff member at the Faculty of Health Sciences (Mr Daan Botha) who can assist students with complex financial enquiries.

Student support, facilities and services Student card The student card (with permanent student number) is the passport to accessing the University's resources. During the first week (Learning in Public in Health) registration will take place. After this, students will have to make their own arrangements to register. Students will not be able to access the University campuses, library, get an Internet account or write exams without a student card. Learning resources Students should be aware of the resources available to them and how to access them. An important first step is to register for library use. While the compulsory texts provided to students form the basis of the study material, the library, Internet, and interpersonal contacts can provide further material and support during a student’s studies. Making Use of Computers and the Internet Students are expected to have basic computer skills. This means that they should be able to use Microsoft Word and compile documents using the programme,

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access the Internet, send and receive e-mails with and without attachments. They should also be able to carry out basic Internet searches and download information. Students are required to have computer skills in order to complete assignments, retrieve relevant information, and to facilitate the communication with the University, which takes place, principally, through e-mail. The School’s website address is: http://shsph.up.ac.za E-mail and Internet use It is essential that students should have access to computers and an e-mail address as almost all communication between the School and students takes place through e-mail. Registered students will automatically have a University e-mail address. The limitation of this e-mail account is that students have to log in to see if any messages have been received. It is essential to send your most convenient e-mail address to Student Administration ([email protected]). Students must register for Internet use and will receive passwords in order to be able to access the Internet. Forms are available from the Student Administrator and students have to phone the number on the application form personally to receive their password (security measures). Internet "Surf Time" is subsidised by R80 per month. If this amount is exceeded, students will be responsible for paying their additional amounts. Printing from the various computer labs will be charged to the students who do the printing. Most modules will require that students access the Internet to retrieve information for the completion of tasks and assignments. Computer laboratories A computer lab is available at the School, which has 20 computers. There are also a number of computer laboratories available at the Faculty of Health Sciences. The Informatorium situated on the main UP campus in Lynnwood Road is a computer laboratory that can be used by registered students during the day and after hours. Please note that you will need a student card in order to access the facilities. Making Use of the Library All registered students have access to the library, although access may be more difficult for students who are not present on campus regularly. Students can use the


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library to access books and journals, make photocopies, and to ask for assistance from the librarian, who is available to help with information searches. Students can also make use of the inter-library loan service to access books from other libraries. The library is located on Level 3 of the HW Snyman building and is open daily (see times posted on the door of the library). Students can contact the library by e-mail or telephone. Information can then be sent to them by e-mail, fax. The academic information specialist assigned to the School is Estelle Grobler. Her e-mail is: [email protected] Students should familiarise themselves with the library and its use early in the year, before assignments are due. Journal articles Many journal articles are available to students on databases that can be accessed through the UP website. UP provides students with access to a range of databases of electronic journals. Articles contained in these databases can be accessed, read, printed, or saved onto disk. Search for articles by using the following Internet addresses.

• http://www.up.ac.za/asservices/ais/med.htm (Medical Library) • http://www.up.ac.za/asservices/ais/ais.htm (Main Library)

Interpersonal Contacts The University provides students with a number of support structures. It is up to the individual student to make use of these resources. (Refer to the heading entitled ‘Student support’ later in this section.) Academic staff Academic staff members are there to assist students with their work and are eager to do so. Students should be considerate of the busy timetables of academic staff and give adequate notice if they need to arrange a meeting. Peer learning groups Meeting up with fellow students in order to go over work and discuss problems and issues to do with studies can be an important tool for all students, especially for those studying part time. Setting up peer learning groups that meet to discuss work either in person, or through e-mail discussions, can provide students with the opportunity to test their understanding of work and to offer advice and moral support.


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Student support The Division of the Student Support (Room 2-13, Student Affairs Building, Main Campus, tel (012) 420 2333) provides a range of services to students. These are: Academic Development, which involves:

• Career Counselling and assessment; • Study methods and reading courses; • Stress management; • Time management; and • Career planning (CV writing, job interviews etc.).

Potential Development, which consists of:

• Conflict management; • Communication skills; • Goal setting; and • Problem solving.

Individual and relationship counselling, including:

• Interpersonal problems (relationship, family etc.); • Stress and depression; • Eating disorders; • Life trauma (loss of loved ones, traumatic events etc.); • Emotional problems; and • Development of life skills.

Services are also provided to students with disabilities, special needs, or learning problems. Sports facilities The University of Pretoria has beautiful sports facilities east of its main campus, in the area of Hatfield. Students can enjoy all the facilities and join the various clubs at a nominal fee. Should you wish to use these facilities, please visit the Department of Facilities of the University of Pretoria and complete a registration form. Students may also contact Mr J Ligthelm at the LC de Villiers sport stadium: Telephone number: +27 (0)12 362 1574 E-mail address: [email protected]

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Health services There is a campus health service, which provides basic health care, available at the University’s main campus. Students need to have health insurance for the use of private practitioners and private hospitals. All students (including international students) must ensure that they have valid and paid-up health insurance. Culture and recreation Pretoria and the University of Pretoria pride themselves on having an active cultural and recreational environment. Cultural events on campus are communicated through notice boards and e-mail, and participation is often free of charge. For your information, a summary of activities in the Pretoria area has been provided further on in this document. The following Internet addresses provide additional information: http://www.visitpretoria.co.za http://www.up.ac.za/za/za.html http://www.pta.online.co.za Safety South Africa is, unfortunately, not renowned for its safety. Please lock classrooms and the computer laboratory when empty and do not bring any valuables to class. Do not go out alone at night in remote areas and around taxi ranks. EMERGENCY TELEPHONE NUMBERS Flying Squad (Emergency Police) 10111 Police Station Sunnyside (012) 422 3600 Police Station Brooklyn (012) 362 1500/1501 Ambulance 10177 Fire Brigade 10177 Emergency Electricians (012) 342 2666 City Locksmith (012) 326 7816 Student services There are several student support services, travel agencies, and other facilities available on campus. The following list contains the most important information:

http://www.visitpretoria.co.za/

http://www.up.ac.za/za/za.html

http://www.pta.online.co.za/

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Office of the Dean of Students Room 1-2, Student Affairs Building Telephone: +27 (0) 12 420 2371 Fax: +27 (0) 12 362 5172 Student Guidance Room 1-4, Students Affairs Building Telephone: +27 (0) 12 362 6790 Fax: +27 (0) 12 362 7320 Student Support Services Council Room 2-13, Student Affairs Building Telephone: +27 (0) 12 420 2333 Fax: +27 (0) 12 362 5172 Offices of the Student Council and other student organisations Tukkiewerf Telephone: +27 (0) 12 362 6790 Campus Travel Shop 1-10, Student Centre Telephone: +27 (0) 12 362 5159 Fax: +27 (0) 12 362 5160 Rented accommodation The University has accommodation available for postgraduate students, but it is highly sought after. Again, early registration will assist students in ensuring adequate accommodation. If accommodation of this nature is required, please enrol early to make the appropriate arrangements.

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Information is available at the following places: Shop 113, Student Centre OR Administration Building (Level) Telephone: +27 (0) 12 362 5112 Telephone: +27 (0) 12 420 2380 Fax: +27 (0) 12 420 4009 Visa and other requirements for international students International students must obtain a valid visa before arriving in South Africa. Enrolment is subject to this. In addition, students are obliged to have valid health insurance for South Africa and proof of this health insurance is required at registration. Additional information related to entering and leaving South Africa, or about status of family members, or extension of visas, is available at the International Students Office on the main campus. In terms of legislation, international students who do not register for studies in their first or subsequent years of study are automatically reported to the Department of Home Affairs. UP INTERNATIONAL STUDENTS OFFICE: Old Arts Building, Room 1-16 Tel: +27 (0) 12 420 2692 OFFICE OF HOME AFFAIRS: Tel: +27 (0) 12 351 1000 Public transport facilities to the SHSPH Please note that timetables and information on routes for City Council buses are available from Church Square.

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Things to do and places to go Shopping Malls Name Address Tel. No

Brooklyn Mall Brooklyn Circle BROOKLYN (012) 346 1063

Hatfield Plaza Burnett Street HATFIELD (012) 362 5842

Menlyn Park Atterbury Road MENLYN (012) 348 8766

Sunnypark Esselen Street SUNNYSIDE (012) 341 7556

Cinemas Name Address Tel. No

Ster-Kinekor All branches 086 030 0222

Nu Metro Hatfield (012) 362 5899

Nu Metro Menlyn Park (012) 348 1303

Museums Name Address Tel. No

African Window Visagie Street PRETORIA

(012) 324 6082

Melrose House 275 Jacob Maré Street PRETORIA CENTRAL

(012) 322 2805

Paul Kruger House 60 Church Street PRETORIA WEST

(012) 326 9172

Transvaal Museum Paul Kruger Street South PRETORIA

(012) 322 7632

Voortrekker Monument Eufees Street M7 PRETORIA

(012) 326 6770

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Day Visits Name Address Tel. No

Austin Robert Bird Sanctuary Boshoff Street NEW MUCLENEUK

(012) 348 1265

Cheetah Research Centre De Wildt R513 (012) 504 1921

National Botanical Gardens Cussonia Drive BRUMMERIA (012) 804 3200

National Zoological Gardens Boom Street Pretoria City Centre

(012) 328 3265

Rhino & Lion Reserve R28 Krugersdorp turn right onto Hendrik Potgieter Drive

(011) 957 0109 (011) 951 0106

Health services and hospitals in Pretoria

Name Type Address Tel. No

Steve Biko Academic Hospital

Public Dr Savage Road (012) 354 1000

Medforum Hospital Private 412 Schoeman Street, Pretoria

(012) 317 6700

Muelmed Hospital Private 577 Pretorius Street, Pretoria

(012) 341 7074

Moot General Hospital Private 18th Avenue, Rietfontein

(012) 330 2020

Also see “Hospitals” in the Pretoria telephone directory.

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Other useful information BANKS ABSA

Branch Tel. No Fax. No

539 Church Street, Arcadia (012) 327 2227 (012) 341 2812

Ben Swart Street, Innesdale (012) 404 1000 (012) 335 4602

1102 Burnett Street, Hatfield (012) 422 3100 (012) 342 1833

Internet: http://www.absa.co.za

First National Bank


Beatrix Street, Arcadia (012) 309 1000 (012) 323 0605

408 Hilda Street, Hatfield (012) 422 3100 (012) 430 2701

Internet: http://www.fnb.co.za

Nedbank


Beatrix Street, Arcadia (012) 3010600 (012) 301 0641

Voortrekker Road, Gezina (012) 335 7243 (012) 335 4752

Burnett Street, Hatfield (012) 362 9500 (012) 362 9575

Internet: http://www.nedbank.co.za

Standard Bank


Sancardia, Church Street, Arcadia (012) 325 3050 (012) 325 6724

Voortrekker Road, Gezina (012) 335 6383 (012) 335 6462

Hilda Street, Hatfield (012) 342 1040 (012) 430 7918

Internet: http://www.standardbank.co.za

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BOOKSTORES Haum Bookstore

Nedbank Forum, Burnett Street, Hatfield Tel: (012) 362 5685

Protea Bookshop

1067 Burnett Street, Hatfield Tel: (012) 362 5683

Juta Bookshop

Hatfield Plaza, 1122 Burnett Street, Hatfield Tel: (012) 362 5799

Van Schaik’s Bookstore

Nedbank Forum, Burnett Street, Hatfield Tel: (012) 362 5669

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Map to the SHSPH

Contact office: Student Administration Office Room: 6.32 Tel: +27 (0)12 354 1314 E-mail: [email protected]

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Notes My student number: Internet: My user name: My Internet password: UP virtual campus: My user name: My Internet password: LIbrary login: My user name: My Internet password: ___________________________________________________________________

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My bank details: Name: Branch: Number:

Documents

Handbook for Postgraduate Studies 2009 · 1 Handbook for Postgraduate Studies 2009 The University of Pretoria SCHOOL OF HEALTH SYSTEMS AND PUBLIC HEALTH INTRODUCTION . In 1998, the