‘Health Economics’ is a module aiming to provide an introduction to key concepts in health economics that support decision-makers at local,...

‘Health Economics’ is a module aiming to provide an introduction to key concepts in health economics that support decision-makers at local, national, and international levels, to maximise health outcomes given scarce available health care resource.

More specifically, you should be able to do the following after successfully completing this module:


	Demonstrate knowledge and understanding of the principles of scarcity, choices and opportunity cost and their relevance to health care
	
	
	Demonstrate knowledge and understanding of microeconomics applied to health and health care
	
	
	Demonstrate knowledge and understanding of the principles and methods of economic evaluation in health care
	
This is an advanced module and is optional for Year 3 students on the BSc Population Health Sciences programme. The module will also be open to a limited number of students from other departments. Spaces are limited. The module is only available in Term 2 of the academic year.

The Master’s degree culminates in a research project of the student’s own design. This project is documented by a final research report or...

The Master’s degree culminates in a research project of the student’s own design. This project is documented by a final research report or dissertation. The student's work is guided by an academic supervisor. It also is supported by a variety of key skill programmes. Students are expected to construct a research project that includes original research, deliberate methodological choices, and shows relevance to significant conversations within the discipline. The dissertation should represent the very best research and analysis a student can produce.

In this module you will teach as well being taught. In it, you will be introduced to the frameworks used by secondary school history teachers for planning,...

In this module you will teach as well being taught. In it, you will be introduced to the frameworks used by secondary school history teachers for planning, teaching and evaluating historical learning. We will examine, with reference to practical examples and ongoing debates, how teachers structure their pupils’ learning about sources and the use of evidence, causation, change and continuity, diversity, historical significance and interpretations. You will then design and teach a short lesson to a group of pupils at Key Stage 3 (ages 11-14). This is a challenging intellectual exercise, requiring students to think clearly about the construction of knowledge as well as about the knowledge itself. In pairs or small groups, students will need to decide what they want the pupils to understand as well as know. Is it important for them ‘just’ to know ‘the story’? In which case, what story? Or should they also understand how historical knowledge is constructed? If so, why? And how will they achieve that?