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GLOBAL HEALTH COURSES
Students are required to complete three core courses from the following list. One of these courses must be "Introduction to International Public Health." Any course listed as GBL HLTH is considered a core course except for GBL HLTH 390 Introduction to Epidemiology and GBL HLTH 390 Introduction to Public Health. Each year, Global Health Studies offers approximately 8-10 core courses.
GBL HLTH 301 Introduction to International Public Health
This advanced level course introduces NU students to the field of international public health with an emphasis on the developing world. The course orients students to the skills and sensitivities that must be mastered in order to understand the structural underpinnings and culture-specific interpretations of health and sickness in resource-poor settings. It explores the continuum between health and sickness and emphasizes the contribution of distal, as well as proximal, chronic, as well as acute, factors on health and well-being. Students learn about the major players in international health--the multilateral and bilateral donor communities, Ministries of Health, UN agencies--and understand the key shifts in donor policies towards healthcare delivery as promulgated at Alma Ata, Mexico City, Cairo and Beijing. Students are introduced to the major health problems currently impacting the developing world, and alerted to the importance of employing a population-based vs. a purely clinical approach to solving these health problems.
GBL HLTH 302 Global Bioethics
Bioethics represents an area of great challenge that, many would argue, requires an interdisciplinary approach. It is a relatively new area of focus, appearing only twenty-five or thirty years ago, as biomedicine developed new social and economic powers, as health resources became expensive and scarce, and as political concerns emerged about identifying a just way of allocating resources in the face of scarcity. Furthermore, the interconnectedness between clinical medicine, research medicine, public health, and the public and private funding of research, became very clear.
GBL HLTH 303 Gender and Global Health
How do the biological category "female" and the cultural category "woman" affect patterns of health and disease for both individuals and populations? How do different cultural constructions of gender, sex, and sexuality shape public policies concerning the inequitable distribution of health and disease within the US, Africa, Japan, South America, and Europe? How do the intersections of gender, biology, sexuality, class, race, and racism produce health inequities? To address these questions, this course explores case studies of breast cancer, sexual and reproductive health, mental health, violence, substance abuse, physician-patient interactions, infectious diseases, and access to health resources.
GBL HLTH 308 Global Health in Human History
This course will explore patterns of pre- and proto-historic adaptations to human disease, health and medicine. A bio-cultural perspective on patterns of disease will provide a link between past perspectives and current realities. No explicit background in biology or osteology is required to be successful in this course.
GBL HLTH 310 Supervised Global Health Research
GBL HLTH/GNDR ST 332 Public Health and Its Discontents
In this course we begin with an examination of two contemporary controversies in the United States (the "epidemic" of obesity and the debate over the HPV vaccine) in order to consider what constitutes a public health crisis in the context of broader transnational debates about health and "risk." We will consider the origins of "public health" as a concept and the institutions and practices that grew up around this concept in the 19th and 20th centuries, both in European and American cities and as part of colonial projects. We will also examine critiques (as well as strategic uses) of public health discourse from "below" by those groups who were targeted by these campaigns. We then turn to an examination of the futures of public health as we shift to a regime of biomedicalization and the production of an increasingly stratified global healthcare "market." The course will introduce key terms in the history of science and medicine¿medicalization, biomedicalization, biopower, and biocapital¿but will foreground the ways in which race, gender, and sexuality are central to conceptions of the "public health."
Sociology 376 Global Health and Transnational Social Movements
This course examines relationships between global health issues and transnational social movements, non-governmental organizations (NGOs), and other groups seeking to further democratize efforts to address global health problems. We will examine ways that movements interact with international and state institutions, organizing across national borders to galvanize resources and often challenging authorities and elites. Investigation into theory and case studies will illuminate how certain social conditions enable or constrain the development of these networks, and how organizing across different local contexts can present specific challenges. We will also take into account criticisms of transnational health movements, especially regarding questions about the ways in which resources become allocated and distributed. The course will begin with an examination of organizations such as "Partners in Health" that seek to establish the delivery of medical care in developing nations, and will then turn to a focus on theorizing transnational social movements in relation to global health challenges. The latter portion of the class will be devoted to additional case studies including the international women's health movement and global AIDS treatment activism.
GBL HLTH 390/ BMD_ENG 395 Managing Global Health Challenges
Disease knows no borders. Both pathogens and lifestyles move around the world and the people of every country share the risks. The responsibility for ensuring the public health rests with governments at local, national and international levels. Public health interventions require cooperation and partnerships at each level and with civil society organizations, corporations, businesses and individuals. These interventions are affected by public policies, availability of resources, and theories of public health and disease. Existing health organizations are increasingly challenged by the scope and magnitude of the current and future threats to public health such as the AIDS pandemic; the emergence of new and more virulent infectious diseases; the threats of bio-terrorism; growing resistance to antibiotics; lack of basic infrastructure of water, sanitation and inadequate access to drugs in developing countries; and overabundance of foods and complications from affluence, leading to health problems such as diabetes in higher income countries. This course will examine the global epidemiology of these diseases and threats to the populations of the world, and the current organizational structures that have been established to respond. A series of diseases, and geographical regions will be analyzed to consider how the international community is organizing its response to current problems in international public health. Special attention will be given to examples of effective strategies in interventions.
GBL HLTH 390 Achieving Global Impact Through Local Engagement
This course is designed for those global health students who are seeking ways to have an impact on global health issues by engaging in local programs and organizations which are addressing these global health challenges. Students taking this course will explore roles and programs of global and local public, private and civil society sectors in addressing specific health issues. Each student will be expected to identify a local organization or program prior to the start of the course, with which they would like to engage.
GBL HLTH 390 Theories of Global Health
Global Health is an emerging field of interdisciplinary study which focuses on the global dimensions of health with special attention to improving the health of the world’s poorest and most vulnerable citizens. This seminar will draw on an interdisciplinary and international body of work by scholars and practitioners to explore an emerging values discourse as it relates to global health priority-setting, policy, governance, practice, and research, focusing on case studies in Africa, Europe, Asia, and the Americas.
GBL HLTH 390 International Perspectives on Mental Health
This course will explore issues of mental health in cross-cultural, international perspective and examine the impact of psychological illness on the global burden of disease.
GBL HLTH 390 Comparative Health Care Systems and Reforms
The core objective of this seminar is to examine the manner in which health care systems are organized in Europe and the US, the problems they are currently confronting, and the reforms designed to address these problems.
GBL HLTH 390 Disability and Global Health
This course will address the bio-psychosocial impact of disability in locations around the world. The course provides an overview of theoretical models of disability, including medical and social models, and explores the nature of complex phenomena including identity, stigma, marginalization, and empowerment. The course will take a critical stance on dominant perceptions of disability and raise questions about how societies deal with biological diversity.
GBL HLTH 390 Anthropology and Public Health: An Integrated Approach
GBL HLTH 390 Introduction to Community Health Program Planning
Disease knows no borders, both pathogens and lifestyles move around the world and the people of every country share the risks. The responsibility for ensuring the public health rests with governments at local, national and international levels. Public health interventions require cooperation and partnerships at each level and with civil society organizations, corporations, businesses and individuals. These interventions are affected by public policies, availability of resources, and theories of public health and disease. Existing health organizations are increasingly challenged by the scope and magnitude of the current and future threats to public health such as the AIDS pandemic; the emergence of new and more virulent infectious diseases; the threats of bio-terrorism; growing resistance to antibiotics; lack of basic infrastructure of water, sanitation and inadequate access to drugs in developing countries; and overabundance of foods and complications from affluence, leading to health problems such as diabetes in higher income countries. This course will examine the global epidemiology of these diseases and threats to the populations of the world, and the current organizational structures that have been established to respond. A series of diseases, and geographical regions will be analyzed to consider how the international community is organizing its response to current problems in international public health. Special attention will be given to examples of effective strategies in interventions.
GBL HLTH 390 Global Perspectives on Gender & Race, Medicine, & Culture
The practice of what has been variously labeled as female circumcision, female genital mutilation, and female genital cutting remains important culturally in many African countries, but the practice has also caused international disputes. Female genital cutting (FGC) remains central to debates over women's rights, cultural pluralism, and international human rights. The practice of FGC occurs both within certain African cultures and within immigrant populations in the United States and Europe, adding an additional layer of complexity to the debates. Additionally, in countries like the United States, Sweden, and Great Britain, where the practice of FGC is illegal, women may legally pursue female genital cosmetic surgeries - making the non-therapeutic cutting of some women's genitals legal and others not. In this course, we will examine the practice of FGC in both its African and non-African contexts as a case study in order to explore the intersections of medicine, culture, gender, and race. The course will be framed around the following questions: When is a procedure a medical versus a cultural practice? How do gender, race, and country of origin complicate this definition? How does cultural relativity interact with medical relativity? Who decides what is cultural and what is medical? How have individual communities and medical practitioners in the United States dealt with respecting cultural traditions and the law? How do we compare FGC with the elective female genital plastic surgeries women are undergoing in the United States and Great Britain, which often involved cutting away parts of the labia and removing the clitoral hood? How do we define healthy female genitalia, culturally and medically? What are the implications for female sexuality? What are the implications for female health? What is FGC and who defines what constitutes FGC? Is the practice of FGC a human rights violation? How does where FGC occurs influence this discussion? What is the history of FGC in Africa and in the United States and Great Britain? How does this history complicate an understanding of FGC? How, and who, has framed FGC in the United States? How has FGC been portrayed in the US media? What are the controversies over legislation restricting the practice in immigrant populations in the United States? What are the rights of the child? Is there a difference between the practice of FGC if is it performed on a child versus an adult woman? What is the role of law in the matter of a medical and/or cultural procedure? What role do international advocacy groups opposed to FGC play in this subject? What have African women who have had FGC say about FGC? This course will be taught as a seminar in the fall quarter. For students who wish to continue and delve further into ideas about culture, medicine, race, and gender (ideas which can either continue work on FGC or expand to other topics), a directed research option will be available in the winter quarter.
GBL HLTH 390 Infectious Disease & Global Health
Disease knows no borders, both pathogens and lifestyles move around the world and the people of every country share the risks. The responsibility for ensuring the public health rests with governments at local, national and international levels. Public health interventions require cooperation and partnerships at each level and with civil society organizations, corporations, businesses and individuals. These interventions are affected by public policies, availability of resources, and theories of public health and disease. Existing health organizations are increasingly challenged by the scope and magnitude of the current and future threats to public health such as the AIDS pandemic; the emergence of new and more virulent infectious diseases; the threats of bio-terrorism; growing resistance to antibiotics; lack of basic infrastructure of water, sanitation and inadequate access to drugs in developing countries; and overabundance of foods and complications from affluence, leading to health problems such as diabetes in higher income countries. This course will examine the global epidemiology of these diseases and threats to the populations of the world, and the current organizational structures that have been established to respond. A series of diseases, and geographical regions will be analyzed to consider how the international community is organizing its response to current problems in international public health. Special attention will be given to examples of effective strategies in interventions.
GBL HLTH 390 The History & Global Legacy of the Tuskegee Syphilis Study
GBL HLTH 390 Nutrition and Global Health
GBL HLTH 390 International Perspectives on Reproductive and Sexual Health
This course provides an overview of international issues regarding sexual and reproductive health. The overall approach is broad and will take into account economic, social, and human rights factors, with attention to the importance of women's capacities to have good sexual and reproductive health and manage their lives in the face of societal pressures and obstacles. Particular attention will be given to critical issues of women's health such as the demeaning of women, poverty, unequal access to education, food, and health care; and violence. Such issues as maternal mortality, sexually transmitted disease, violence, traditional practices, and sex trafficking will be discussed. This course, however, will not concentrate exclusively on women; we will also focus on international issues regarding men's sexual and reproductive health.
GBL HLTH 390/ENV POL 394 Global Warming and Public Health
This course begins with an overview of the ways in which climate change has already increased public health risks. The course then explores research that provides critical links between public health and human disease and death. We will also discuss how US farming and food consumption are outsize contributors of greenhouse gas emissions, and explore solutions that lower our carbon footprint while promoting healthier habits. Finally, we will evaluate how public health systems in the US and abroad are responding to the challenges of climate change.
GBL HLTH 390 Global Maternal and Child Health
ELECTIVE COURSES
In addition to three core courses, students are required to take four elective courses from the following list. Additional courses may also be considered as electives. If there is a course that you would like to have counted as an elective, please contact Global Health Studies for consideration.
ANTHRO 312 Human Population Biology
Current theory and research in human biological diversity, focusing on the impact of ecological and social factors on human biology; how adaptation to environmental stressors promotes human biological variation.
ANTHRO 314 Human Growth and Development
Integrated biological and cultural perspective on human growth and development from infancy through adolescence; cross-cultural variation in developmental processes and outcomes.
ANTHRO 315 Medical Anthropology
Theories of interactions between culture and biology that affect human health. Beliefs and practices for curing illness and maintaining well-being. Cross-cultural study of infectious and chronic diseases, mental illness, infant/maternal mortality, poverty, and gender.
ANTHRO 320: Peoples of Africa
A survey of the cultures of Africa and the significant similarities and differences among the indigenous societies of the continent. Pre -requisite: 211.
ANTHRO 332 The Anthropology of Reproduction
Marriage and reproduction throughout the world, particularly the developing world and Africa. Conjugal strategies fertility, contraception.
ANTHRO 334: The Anthropology of HIV/AIDS
The experiences of HIV-positive people; local and global policies shaping access to treatment; contributions of anthropologists to reducing HIV/AIDS globally. Readings from classicand current ethnographies. Prerequisite: 1 300-level course in anthropology or sociology.
ANTHRO 354 Gender and Anthropology
Cross-cultural survey of women 's roles from three perspectives: biosocial, sociocultural, politico economic. Theory of gender inequality. Emphasis on the third world.
ANTHRO 386: Methods in Human Biology Research
Laboratory-based introduction to international research in human biology and health; methods for assessing nutritional status, physical activity, growth, cardiovascular health, endocrine and immune function. Prerequisite: 213 or consent of instructor.
ANTHRO 390 The Anthropology of HIV/AIDS
Why is the human cultural experience of the HIV virus so different for a heterosexual woman in West Africa, for an African-American youth in New York City, for a single mother in rural Georgia, for a gay man in San Francisco, for a college student in Evanston? Why do a few people survive well with HIV and why do so many suffer so needlessly? What is the experience of an AIDS physician in the USA - how difficult is it to specialize in HIVAIDS care? What are the special qualities of an AIDS doctor? These questions are central to the anthropological study of HI/AIDS. Medical anthropologists are interested in the relationship between biology, disease, and culture.
BIOL SCI 319 Biology of Animal Viruses
The life cycle of many animal RNA and DNA viruses will be examined. The aim of the course is to emphasize fundamental knowledge in molecular biology and cell biology, highlighted by specific examples with animal viruses, e.g. glycoprotein synthesis, the exocytic pathway, 3-dimensional structure using influenza virus hemagglutinin and neuraminidase as examples, RNA splicing using SV40 and adenovirus as examples; transformation of cells using DNA tumor viruses and RNA tumor viruses as examples; frameshifting using RNA tumor viruses and alpha-viruses as examples; DNA replication using SV40 and cleavage-activation of biological molecules using influenza virus and paramyxoviruses as examples; antigenic sites using influenza virus hemagglutinin as an example.
BIOL SCI 355 Immunobiology
The immune system is the primary defense mechanism of vertebrates against invading pathogenic organisms. This cellular system has the remarkable ability to recognize as foreign any material which is not normally a constituent of an individual's own tissues. This includes not only bacteria, viruses, and tumor cells when they express modified or new proteins, but nearly all compounds from a chemist's shelf - natural and synthetic. The immune system confronts this vast universe of foreign materials, referred to as antigens, by synthesizing an equally vast array of proteins each of which can bind to one antigen, and by so doing eliminate it. How this array of antigen-receptors is generated, how the genes which encode these are organized, the strategies adopted by the immune system to specifically activate the cells which bear the receptors and fastidiously eliminate self recognition are addressed in this course.
BMD ENG 395: Medical Devices, Disease & Global Health
BUS_INST 394: Lessons in Nonprofit Management
This course brings together students from a variety of academic disciplines and leverages their diverse talents in the field to consult nonprofits facing organizational challenges in addressing issues such as poverty, homelessness and education. Bridging the divide between academic experience and civic engagement, teams of five undergraduate students have the opportunity to work on ten-week engagements with nonprofits under the supervision of Kellogg MBA students.
CIV ENV 361: Public and Environmental Health
Current problems in public and environmental health, such as the worldwide burden of major infectious diseases, emergence of new pathogens, and environmental reservoirs of infectious organisms. Prerequisite: 361-1 or consent of department
COMM ST 343-0 Health Communication
Examination ofhow communication can enhance and maintain the wellbeing of citizens in intentional health care contexts.
ECON 307 Economics of Medical Care
Health care constitutes some 15 percent of GDP in the U.S. Why has this GDP share tripled over the past half-century? Why is insurance so important in health care? What forms does insurance take in health care markets? Why has the technology of health care changed so dramatically, and what are the consequences? What forms of health care "should" and should not be provided, and why? How should "quality" be measured in health care, and why is its measurement important? How should health care be financed, and how does the choice of finance mechanism affect the economy? Has the cost of health care really risen dramatically? Why is the health care sector regulated so heavily -- e.g., pharmaceuticals, hospitals, and nursing homes--and what are the regulatory issues? Why is so little known about the safety and efficacy of herbal medications, and does that have anything to do with economic forces? Why do doctors no longer make house calls? Why are nonprofit organizations so important in health care? Is prevention really cheaper than cure?
ECON 326: The Economics of Developing Countries
Structure, performance, and problems of developing economies. Topics may include land use, labor, migration, credit, insurance, and famine. Prerequisites: 281, 310-1,2, 311.
EDIT 390 Special Topics: South African History, Culture and Journalism
This twice-a-week course for Medill undergraduates introduces South Africa, a nation undergoing enormous change. The course also compares various aspects of South African and U.S. life, especially their response to HIV/AIDS, and notes historical and cultural connections between the two countries. In addition, it encourages students to learn about themselves-their identities and values. Finally, the course prepares students for a spring-break reporting project in South Africa and spring-quarter experiences at the Cape Times, Star and other Cape Town and Johannesburg news media. The purpose is to have students tackle a complex subject (HIV/AIDS), convey its political, economic, and social dimensions as well as its medical/health dimensions locally as well as globally, and gain experience producing the kind of journalism they will be asked to produce in South Africa working for South African news media.
ENG 391 Writing about Medicine and Health
Designed for undergraduates interested in medicine, public health, and other health-related professions, this professional linkage seminar aims to help students learn to write and speak clearly and persuasively about science, medicine, and health. Students will develop skills for writing and speaking effectively to a range of audiences, including researchers, physicians, policy makers, and civic groups. Students will also have opportunities to explore the role that communicating scientific knowledge plays in shaping health-related decisions -- from counseling and treating patients to influencing local, national, and global health policy.
GNDR ST 332 Gender, Sexuality, and Health Activism
GNDR ST 390 Topics in Gender Studies: Reproductive Politics
This course will examine conflicts about contraception and abortion that have taken place in the United States during the last 150 years. We will examine these conflicts as part of a recurrent debate about marriage as an institution and the place of women and men within it, but we will also study how reproductive politics have intersected with concerns about immigration, class formation, and racial inequality. The first two-thirds of the course will be devoted to reading the major secondary texts on this topic. At the end of the course we will apply these ideas to analyzing materials from the contemporary pro-life and pro-choice movements.
HISTORY 376 Science and Modern Society
1. Rise of science in early modern Europe and colonial America; relationship with philosophy, theology, and Enlightenment culture; science, society, and utopian thought. 2. Science in Europe and America,1800 -present: physical sciences and the power to transform the world; biological and medical sciences and changing social values.
HISTORY 377 Medicine in American Society
Traces the development of medical theories, practices, and institutions in North America, from the Colonial time to the present.
HISTORY 392 Colonial Medicine in Asia: India, China, Japan and Southeast Asia
Examines the attempt to introduce western medicine into the nations of Asia in the past four centuries. We will consider both the efforts of colonial officials as well as those of individuals and organizations (missionaries, private foundations, adventurers), from the era of the Jesuits to the WHO and Médecins sans Frontières. We will read both indigenous and European accounts of epidemics, medical travails, eugenics, women‚s health, and social outreach programs to understand how the colonial setting shaped scientific and medical exchanges. In examining medical conflicts, we will question assumptions about universal definitions of health and disease. We will see in these readings issues relevant to our current medical debates: Is health a public or private matter? What role do sociocultural values play in health care issues? What is the relationship between a medical system and a belief system?
HISTORY 392 Topics in History: Disease, Segregation and Empire in Colonial Africa
The course will discuss the various interpretations of disease by different actors and groups in select African countries, the influences of these interpretations on the control measures deployed to prevent or control epidemics, and, with specific reference to segregation as a preventive/control option, analyze the rationale, history and changing nature of segregation in colonial urban Africa. Overall, the course will show two thing using African examples. First, that disease is not just about medical facts but how these are socially and politically constructed. Second, that in the context of European colonial expansion and dominance abroad, medicine was an important 'tool of empire'.
INTL ST 394 Creating International Law: The U.N. Convention on Disability
Students will examine the process of creating new international law. The primary focus will be on the current international movement to create a United Nations Convention on the Rights of Persons with Disabilities. Students will have the opportunity to see how international law is created, how support for a law is generated, and how adherence to the eventual law is monitored. Cases studied include the International Campaign to Ban Landmines, the international movement for the rights of children, and the movement to eliminate discrimination against women.
JOUR 372 International Journalism: South Africa
An introduction to South Africa, with a special focus on the country’s newspapers, magazines, and broadcast outlets. Students compare and contrast various aspects of South African and US life—especially the history of the HIV/ AIDS pandemic—and explore historical, political, and cultural connections between the two countries. Required for South Africa Journalism Residency. Prerequisites: 301 and junior standing for Medill students; consent of instructor for others.
JOUR 383 Health and Science Reporting
Students gain in-depth knowledge of health and science issues while covering and writing stories related to health, science, and technology. Students are encouraged to take this course in conjunction with a non-Medill course complementing the subject matter.
LING 325 Language and Medicine
Language is a crucial functional tool in the health care field. Physicians, nurses, laboratory personnel and patients all use language to talk about symptoms, diagnosis and cure. Further, written language is used in patient's charts, for directions accompanying prescriptive drugs and for other instructions. How language is used in these contexts is the subject of a growing body of scholarly literature in the field of linguistics, communication, and the medical field itself. This course traces communication patterns used to talk about illness, cure, and death and examine some of the analytic tools used to explain health care interactions. We will also read about and discuss ethical questions encountered in health care communication, psychoanalysis--the talking cure--and how healers are trained to communicate.
PHIL 326 Philosophy of Medicine
A focus primarily on the physician/patient relationship with concern for a number of different issues such as physician-assisted suicide, new reproductive technologies, withdrawal of food and water, death and dying, truth-telling, and confidentiality.
POLI SCI 340-0 Global Society
Survey of human problems of global dimensions, such as population, poverty, human rights, and war. Evaluation of the adequacy of existing institutions for handling these problems. Alternative forms of global organization.
POLI SCI 390 The Politics of AIDS and Africa
This course will examine the place of Africa in the global response to HIV/AIDS and the politics of AIDS in African countries sorely afflicted by the epidemic.
PUB HLTH 302 Introduction to Biostatistics
The course focuses on the understanding of the concepts of descriptive and inferential statistics and the application of statistical methods in the medical and health fields. The topics include descriptive statistics, basic probability concepts, probability distributions, estimation, hypothesis testing, correlation, and simple linear regression.
PUB HLTH 304 Introduction to Epidemiology
Introduction to epidemiology and its uses. Measures of disease occurrence, common sources and types of data, important study designs and sources of error in epidemiologic studies, and epidemiologic methods.
GBL HLTH 390 Intro to Epidemiology
The course covers applications of epidemiologic methods and procedures to the study of the distribution and determinants of health and diseases, morbidity, injuries, disability, and mortality in populations. Epidemiologic methods for the control of conditions such as infectious and chronic diseases, mental disorders, community and environmental health hazards, and unintentional injuries are discussed. Other topics include quantitative aspects of epidemiology, for example, data sources, measures of morbidity and mortality, evaluation of association and causality, and study design.
SESP 303-0 Program Development and Implementation
Characteristics of successful programs in a variety of areas, including human development, education, social welfare, and health promotion.
SOCIOL 305 Demography and Population
Problems, social causes and consequences of population dynamics (fertility, mortality, marriage, divorce, and migration) and population structures (age, sex, size, density). Possible roles of population changes in environmental and economic development problems.
SOCIOL 355 Medical Sociology
This reading and discussion intensive course will focus on the sociology of medicine in the contemporary international context. How does biomedicine and health care work at the close of the 20th century? What is the nature of the doctor-patient relationship, and what roles do other players--advocacy groups, drug companies, governments, insurance companies--play in the processes of health care? How does biomedicine compare across countries? How do contemporary globalization processes influence the conduct of biomedicine and health care worldwide? The course will cover major concepts in medical sociology: the social shaping of disease, dynamics of the doctor/patient relationship, gender and race issues in medical care, structures of health care and medical institutions, regulation of biomedicine, patient activism, intellectual property issues, and the conduct of biomedical research--using US and international examples. Each broad theme will be explored through empirically rich case studies, from debates about stem cell research to the globalization of AIDS drugs, the birth of biotechnology to the discovery of the "gay gene".
SOC POL 351 Topics in Social Policy: Social Policy and the US Health Care System
This course will introduce the student to the health care delivery system in the United States through a review of US health policy issues. A construct for review of major health policy issues will be introduced and current health policy issues will be examined through this lens. Special attention will be paid to health disparities for low-income and minority populations; and how policy decisions exacerbate or relieve these issues. Interactive lecture, focused discussions and class activities relevant to assigned readings and special topic areas will be the format for the course.
SOC POL 304-0 Social Policy and the Human Services
Development of social policy for human services in the United States. Human service policies for education, mental health, physical health, prisons, income, and aging.
STUDY ABROAD ELECTIVE COURSES THAT COUNT TOWARDS THE GLOBAL HEALTH MINOR
These courses have been designed jointly by Northwestern and host-country faculty and are taught by faculty at our partner institutions abroad: Sciences Po (Paris), Universidad Panamericana (Mexico City), Capital University of Medical Sciences (Beijing), Makerere University (Uganda), and Stellenbosch University (South Africa). Students can only receive 2 Global Health elective course credits for quarter programs.
CHILE: Public Health in Chile
This seminar consists of a series of lectures, in English, intended to provide a global vision of the Chilean healthcare system and the main issues and challenges associated with both healthcare and public health related research. Topics will include the health insurance system, childhood nutrition, maternal health, primary care, and mental health, among others.
CHILE: Research Seminar in Public Health
Students will participate in a supervised research project while in Chile. Project areas may include: HIV, indigenous public health, youth and adult addiction, and economics and the healthcare system. . Students will write research papers at the conclusion of the program and present their research to the other students and faculty.
CHINA: Public Health in China
This seminar provides an overview of the public health system and pressing health issues in China. Topics include: the organization of the public health system, important diseases in China, differences among regions in terms of prevalent disease and health delivery, main health problems of children, aging population, HIV/AIDS and SARS, violence, women's health, addiction (alcohol, drugs), changing patterns of nutrition, and environmental health.
CHINA: Traditional Chinese Medicine
This seminar presents an overview of the traditional health system in China and its holistic approach to healing. The seminar examines the role of traditional medicine in today's China and introduces the students to various theories and practices including: exercise, acupuncture, herbal medicine, and methods of diagnosis. Students also visit the Traditional Chinese Medicine Hospital and an herbal medicine pharmacy, and participate in a herb gathering excursion to the mountains.
CUBA: Public Health in Cuba
CUBA: Health & Society
EUROPE: GBL HLTH 311 Health Care Systems in Europe and the U.S.
This seminar provides students with an understanding of the various ways in which health care systems are organized in European countries, the problems they are currently facing, and the reforms that have been implemented or proposed at the national and European Union levels.
EUROPE: GBL HLTH 312 Public Health in Europe: Issues and Policies
This seminar examines issues and debates on health policy in France and the European Union, including primary health issues, health insurance, health inequalities, HIV/AIDS and SARS, elderly care, and genetically modified organisms. Lectures are supplemented by visits to relevant sites such as the World Health Organization, the Organization for Economic Cooperation and Development, and Ecole Nationale de Santé Publique (Rennes).
EUROPE: GBL HLTH 313 International Organizations and Health: A Research Seminar (Sciences Po)
This is a regular research seminar where students design their team research projects, learn about research methodology, and discuss their research progress. At the end of the term, students present their research project to the class.
MEXICO: Public Health in Mexico
This seminar consists of a series of lectures by Mexican medical faculty and public health officials. Lectures examine a variety of issues facing the Mexican health care system, including health policy and the role of the state, violence, diabetes, malnutrition, environmental health, infectious diseases and alcoholism.
MEXICO: Research Seminar: Public Health in Mexico
This seminar introduces students to the methodology of public health research. Students design their team research projects on Public Health in Mexico, and discuss their research progress and difficulties. At the end of the term, students present their research project to the class.
SOUTH AFRICA: Public Health in South Africa
This seminar presents an introduction and overview of the public health system in South Africa and the major health issues. Topics include: the organization of the public health system, the most important diseases in South Africa, differences among regions in terms of prevalent disease and health delivery, main health problems of children, aging population, HIV/AIDS and educational campaigns, prevention, violence, women's health, addiction (alcohol, drugs), changing patterns of nutrition, and environmental health.
SOUTH AFRICA: HIV/AIDS in South Africa: Health and Policy Perspectives
This seminar examines the HIV/AIDS problem in South Africa in more detail, considering economic, medical, political and cultural issues as they affect the spread of the disease and policy approaches. The seminar includes visits to clinics, non-profit organizations, public institutions and other relevant agencies.
SOUTH AFRICA GHT: BME 388-SA: Healthcare in Resource Poor Environments
This course introduces the healthcare needs of developing countries and provides a basic introduction to medical and clinical terminology and problems. Site visits to hospital departments and community institutions are an integral part of the course.
SOUTH AFRICA GHT: BME 389-SA: Healthcare Technology Assessment and Planning
Students learn methods of macro- and micro-assessment and are introduced to concepts of cost-analysis as it relates to health status and health outcomes. The impact of technology life-cycles, innovation and application cycles, and approaches to technology transfer, strategic planning, healthcare technology policy, procurement process, standardization, and information resources will be examined in the context of a resource poor environment.
SOUTH AFRICA GHT: BME 391-SA: Healthcare Technology Innovation and Design
This team-oriented, project-based course will provide students with an introduction to the fundamentals of biomedical engineering design. Students will work closely with faculty and health professionals with an emphasis on problem definition, user-centered solutions and the use of appropriate technologies.
SOUTH AFRICA GHT: GBL HLTH 314-SA: Health and Community Development in South Africa
This course explores health-related issues confronting South Africa, their social and economic impact, and efforts to address them, particularly within the context of apartheid and posttransition policies. Students will learn about demographics, prevention, and treatment of both infectious and chronic noncommunicable diseases.
UGANDA: Public Health In Uganda
This seminar presents an introduction and overview of the public health system in Uganda and the major health issues. Topics include: the organization of the public health system, the most important diseases in Uganda, HIV/AIDS and educational campaigns, prevention, women's health, addiction (alcohol, drugs), and environmental health.
UGANDA: Performance for Health Communication
UGANDA: Introduction to HIV/AIDS in Uganda
Through this course, students will have the opportunity to attend lectures by some of the world’s leading HIV/AIDS authorities and be exposed to research and fieldwork at the largest and oldest community-based HIV/AIDS research study in Africa: Rakai Health Sciences Program (RHSP).
UGANDA: Water and Health in Uganda
While in Rakai, students will attend lectures and participate in field trips on environmental health issues and concerns in Uganda. The culmination of this course is a four-day community water project in Ssese Island.
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