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University of Southern California
Institute for Health Promotion and Disease Prevention Research
Department of Preventive Medicine, Keck School of Medicine
Master of Public Health Program
PM 565: Emerging Trends in Global Health
Spring 2012
Basic course information
Professors
Jane Schmitz, PhD
jschmitz@usc.edu
Phone: 323-865-0495
Office Hours: Tuesday 9:30-11:00am
Office: HSC Soto 318G
Heather Wipfli, PhD
hwipfli@usc.edu
Phone: 323-865-0411
Office Hours: Thursday, 9:30 – 11am
Office: HSC Soto 318K
For appointments outside of office hours contact
Kevin Vavasseur at kvavasse@usc.edu
Course day and time
Tuesday 12:00-4:00pm
Course location
Soto Building 115
Course description
This course is designed to provide understanding of the current global health environment and how it is
projected to change in the coming decades. We will address the major diseases that are the target of global
health approaches and critically discuss how structural aspects of the international system, including
globalization, conflict, and international law impact health worldwide. We will also analyze the role that
various stakeholders play in governing global health, including international organizations, states, civil
society, and industry. Upon finishing this course, students should be familiar with the current global health
environment and how a broad array of issues ranging from environmental change to greater availability of
consumer goods will impact global health in the future.
Learning objectives
After completing this course, students will be able to:
 Describe the current global disease burden and trends in indicators of infectious and chronic diseases.
 Identify a range of approaches and challenges to conducting global surveillance and research.
 Think critically about the complex interactions between poverty, development, trade, conflict, security,
international law, human rights and governance as related to health and health behaviors.
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Gain exposure to a range of prominent global health programs and explore methods to monitor and
evaluate those programs.
Apply knowledge of the major global health challenges in order to communicate with the general public.
Course competencies
Students can expect to gain exposure to the following competencies:
 Identify and prioritize the key dimensions of a public health problem by critically assessing public health
literature – both quantitative and qualitative sources
 Function as collaborators on public health projects with the ability to assume leadership roles in the
development, implementation, and/or evaluation of programs
 In planning community-based programs and/or program changes, demonstrate an appreciation of the
interactive nature of the political, organizational and economic context of public health programs; of
funding patterns and priorities; and the possibility of multiple agendas and conflicting goals
 Articulate the relationship between health care delivery and financing, public health systems and public
policy
 Incorporate understanding of cultural, socioeconomic, and demographic factors into community health
education, health policy and health service strategies to improve the health status of a community
 Advise fellow investigators on the design, conduct and data analysis for studies in the health sciences
 Design and implement studies related to public health problems
 Describe and discuss the important risk factors for major chronic and infectious diseases
 Determine the appropriate study design to analyze a community health problem
 Identify behavioral/social/cultural and epidemiological factors in a particular setting/problem and analyze
how these factors affect disease
 Apply principles of cultural competence in the research process through the use of appropriate data
collection instruments, methodologies and analysis techniques
 Explain and interpret research outcomes related to health communication
 Identify the advantages and disadvantages of the vast number of communication channels and
demonstrate the ability to select the appropriate channel mix for any given public health communication
objective and target audience
 Articulate ethical dilemmas involving the use of communication tools for achieving public health
objectives
 Effectively present and advocate for public health programs, resources and policies
 Use the media, advanced technologies, and communication networks to communicate information to
diverse populations
 Explain the global context in which public health problems occur and the need to respond to the health
consequences of international emergencies
 Describe how globalization, rising infectious and chronic diseases, and natural and manmade disasters
make the health and wellbeing of people of the world increasingly interdependent
 Appreciate the increasing influence of determinants arising in foreign countries to any country’s health
and safety
 Apply scientific knowledge and leadership tools and resources to promote health, prevent illness and
fight disease around the world
 Advocate for multi-dimensional, multi-sectoral and multi-national disease prevention and control
initiatives to improve the health of the people around the world
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 Promote the mutual benefits of improving the health status and wellbeing of other countries
 Describe the advantages of information sharing and expertise exchange among countries and
international partners
 Discuss the policy process for improving the health status of populations.
Course format
Global health problems and responses to those problems will be presented and analyzed both by instructors
and students. The following three themes will guide the course:
Theme I: Emerging Disease and Research Trends
The first section of the course will explore ongoing trends and transitions in the global burden of disease and
how these changes are being tracked and studied. This will be done through examining the social, economic,
political and environmental factors that affect global health as well as the programs developed and
implemented to reduce, eliminate or eradicate disease. The purpose of this Theme is to provide an
understanding of emerging global health challenges and changing disease trends, to interpret health metrics
and explore current methods of research and interventions on a global scale. This will be done through an
overview of global surveillance techniques and analysis of multi-country research data.
Theme II: Global Health Programs, Policies, and Progress
The second section of the course will examine the evolution in how global health services are organized,
funded and delivered. This will involve a strategic look into the governance and leadership of the World
Health Organization, World Trade Organization, individual governmental agencies, foundations, civil society
and industry. The purpose of this Theme is to provide insight into current global leadership, successful publicprivate partnerships and an overview of how global health challenges are addressed at the organizational
level. The theme also reviews global goal setting and the importance of private-public partnerships in funding
global health programs. This will be done through examining key global health initiatives, main donors and
their priorities and identification of new funding opportunities. The purpose of this Theme is to provide an
overview of challenges and opportunities faced in implementation and funding of sustainable global health
projects.
Theme III: Digital Media Literacy and Storytelling in Global Health
The third section of the course will examine how individuals and organizations are exhibiting leadership in the
field of global health, current global health advocacy campaigns, and the role of storytelling in global health
promotion. This will involve a review of ongoing projects and campaigns, interaction with current leaders and
advocates. The purpose of this Theme is to provide an overview of how leadership and advocacy impact
global health issues and the opportunities and challenges involved in supporting transformational change in
the realm of global health.
Learning methods
A range of teaching and learning approaches will be used to teach specific elements of this course including,
but not limited to:
 lectures (to convey the basic body of information),
 self-directed learning (intensive study, reading, or research on particular issues),
 audiovisual materials (to showcase specific themes or topics),
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peer education (sharing of information, knowledge, skills or experience among students), and
class discussions (in-depth questions and answers).
Students will be expected to attend lectures, complete reading assignments, participate in discussions, lead
and facilitate presentations, and contribute to information sharing and exchange.
USC’s electronic blackboard system will be used throughout the semester. Readings, lectures, reminders, and
messages will be posted. In addition, documents such as the course syllabus and helpful information about
the class project will be posted. Please check the Blackboard system at least once a week to stay updated.
The website address for Blackboard is www.blackboard.usc.edu
Evaluation Criteria
Name of assignment
Participation
Class participation
Written preparation for Peter Hotez session
Debate performance
Trends in Health: an exercise in data analysis and presentation
Current Portfolio Assessment for the Global Health Program of the Bill and
Melinda Gates Foundation
The Future of Global Health: a debate preparation paper
% of grade
15
(5)
(5)
(5)
25
30
Due date
25
April 24
March 6
April 24
February 7
February 28
Other course information
Academic integrity
Academic integrity is expected of every student in all academic work. You are held to the University’s Code
of Academic Integrity. All USC students are responsible for reading and following the Student Conduct Code,
which can be found at http://www.usc.edu/dept/publications/SCAMPUS/governance. The USC student code
prohibits plagiarism. Students who violate University standards for academic integrity are subject to
disciplinary sanctions.
Students with disabilities
Any student requesting academic accommodations based on a disability is required to register with Disability
Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be
obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is
located in the STU 301 and is open 8:30am – 5:00pm, Monday through Friday. The phone number for DSP is
(213) 740-0776. Their website may be found at http://www.usc.edu/student-affairs/asn/DSP/Idpack.htm.
Course readings
Required readings will be posted on the course website www.blackboard.usc.edu; no textbook is required.
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Schedule of classes
Theme I: Emerging Disease and Research Trends in Global Health
WEEK 1: January 10
Overview: What is Global Health?
Instructors: Heather Wipfli and Jane Schmitz
Required Readings
1. Koplan J, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo NK, Wasserheit JN. Towards a
Common Definition of Global Health. The Lancet, 2009; 373(9679): 1993-1995.
2. Yach D, Bettcher D. The Globalization of Public Health, I: Threats and Opportunities, AJPH 88 (1998): 735–
738.
3. Marmot M. Social determinants of health inequalities. The Lancet, 2005; 365: 1099-104
WEEK 2: January 17
Conducting Global Surveillance – Identifying Trends and How do we know what’s accurate?
Instructor: Jane Schmitz
Required Readings
1. Murray CJ, Lopez AD, Wibulpolprasert S. Monitoring global health: time for new solutions. BMJ, 2004; 329:
1096-1100.
2. Lopez AD, Mathers CD. Measuring the global burden of disease and epidemiological transitions: 20022030. Annals of Topical Medicine & Parasitology. 2006; 100(5)(6): 481-499.
3. Alwan A, MacLean D, Riley L, Tursan d’Espignet E, Mathers CD, Stevens GA, Bettcher D. Chronic Disease:
Chronic Disease and Development 5: Monitoring and surveillance of chronic non-communicable diseases:
progress and capacity in high-burden countries. Lancet 2010; 376: 1861-1868.
4. Walker N, Grassly N, Garnett G, Stanecki K, Ghys P. Estimating the global burden of HIV/AIDS: what do we
really know about the HIV pandemic? Lancet 2004; 363: 2180–85
WEEK 3: January 24
Multi-country Research Methods
Instructor: Heather Wipfli
Required Readings
1. Warren C, Jones N, Eriksen M, Asma S. Patterns of global tobacco use in young people and implications for
future chronic disease burden in adults. Lancet. 2006; 367:749-753.
2. Wipfli H, Avila-Tang E, Navas-Acien A, Kim S, Onicescu G, Yuan J, Breysse P, Samet J, FAMRI Homes Study
Investigators. Second smoke exposure among women and children: Evidence from 31 countries. AJPH, 2008;
98(4): 672-679.
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3. Ezzati M. How can cross-country research on health risks strengthen interventions? Lancet, 2004;
364(9438): 912-914.
4. Taylor D, Lie C, Weave M, et al. Notes on the Frequency of Routinely Collected and Self-Reported
Behavioral Data in HIV Prevention Trials, AIDS Behav, October 19, 2010.
WEEK 4: January 31
How research does (and does not) make a difference
Instructor: Jon Samet
Guest Instructor: Sofia Gruskin
1. Samet JM. Epidemiology and policy: the pump handle meets the new millennium. Epidemiol Rev
2000;22:145-54.
2. Kerner JF. Integrating research, practice, and policy: what we see depends on where we stand. J Public
Health Manag Pract 2008;14:193-8.
3. Moynihan R. Using Health Research in Policy and Practice: Case Studies from Nine Countries: Millbank
Memorial Fund and Academy Health; 2004. Available at:
http://www.milbank.org/reports/0409Moynihan/0409Moynihan.html
4. WHO. Moving research findings into new WHO policy. 2004. Available at:
http://www.who.int/tb/advisory_bodies/research_to_policy/en/index.html
Theme II: Global Health Programs, Policies, and Progress
WEEK 5: February 7
Approaching global health problems: context, causes and outcomes
Instructor: Jane Schmitz
1. Brenzel LW, Fox-Rushby J,Miller M, Halsey, NA. Vaccine-Preventable Diseases. In: Jamison DT, Joel
G,Measham AR, Alleyne G, Claeson M, Evans DB, Jha P, Mills A, Musgrove P, ed. Disease Control Priorities in
Developing Countries. Washington DC: The World Bank and Oxford University Press; 2006.
2. Remans R, Pronyk PM, Fanzo JC, et al. Multisector intervention to accelerate reductions in child stunting:
an observational study from 9 sub-Saharan African countries. Am J Clin Nutr;94:1632-42.
3. Levine R. Controlling Onchocerciasis (river blindness) in Sub-Saharan Africa. In: Case Studies in Global
Health Millions Saved. Sudbury, MA: Jones and Bartlett; 2007.
Introduction to major global health interventions
Instructor: Jane Schmitz
*** February 8***
Design thinking and healthcare (optional session)
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Tim Brown, CEO of IDEO, a global innovation and design firm
12:00-1:00 pm, The Forum at Ronald Tutor Campus Center
Lunch provided!
WEEK 6: February 14
Challenges in developing and implementing global health programs
Instructor: Jane Schmitz
1. Porter J LK, Ogden J. The globalisation of DOTS: tuberculosis as a global emergency. In: Lee K BK, Fustukian
S, ed. Health Policy in a Globalising World. Cambridge: Cambridge University Press; 2002.
2. Bryce J, Victora CG, Habicht JP, Black RE, Scherpbier RW. Programmatic pathways to child survival: results
of a multi-country evaluation of Integrated Management of Childhood Illness. Health Policy Plan 2005;20
Suppl 1:i5-i17.
A case study of the global response to the emergence of artemisinin-resistant malaria in southeast Asia
Guest instructor: Adam Richards
1. Richards A, Shwe Oo E. Global Malaria Eradication? Political Will Thwarts Technological Promises in Eastern
Burma. Brown Journal of World Affairs 2008;15:179-95.
2. White NJ. Artemisinin resistance--the clock is ticking. Lancet;376:2051-2.
3. Enserink M. Malaria's drug miracle in danger. Science;328:844-6.
WEEK 7: February 21
Global health governance: History, international organizations and law
Instructor: Heather Wipfli
Required Readings
1. Pang T, Daulaire N, Keusch G, Leke R, Piot P, Reddy S, Rys A, Szlezak N. The new age of global health
governance holds promise. Nat Med. 2010 Nov; 16(11):1181.
2. Buse K, Drager N, Hein W, Dal B, Lee K. Global health governance: The emerging agenda. In Buse K, Hein W,
Drager D eds., Making Sense of Global Health Governance: A Policy Perspective. New York: Palgrave
Macmillan, 2009: 1-16.
3. Wilson K, Brownstein JS, Fidler DP. Strengthening the International Health Regulations: lessons from the
H1N1 pandemic. Health Policy Plan. 2010 Nov;25(6):505-9. Epub 2010 Jul 1.
4. Magnusson RS. Non-communicable diseases and global health governance: enhancing global processes to
improve health development. Global Health. 2007 May 22;3:2.
4. Richter J. Public-private Partnerships for Health: A trend with no alternatives? Development, 2004, 47(2),
43-48.
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WEEK 8: February 28
Presentations of global health programs
Student-led session
WEEK 9: March 6
Vaccine Programs and the Challenge of Neglected Tropical Diseases
Guest instructor: Peter Hotez
** Class to be held at The Forum at Ronald Tutor Campus Center, Lunch Provided **
Required Readings
1. Hotez P, Molyneuz D, Fenwick A, et al. Control of Neglected Tropical Diseases. New England Journal of
Medicine, 2007; 357 (10); 1018-1027.
2. Spiegel J, Dharamsi S, Wasan K et al. Which New Approaches to Tackling Neglected Tropical Disease Show
Promise? PLOS Medicine, 2010; 7(5); 1-5.
3. Two websites: http://globalnetwork.org/ and http://www.sabin.org/
WEEK 10: March 13
Spring Break: No Class
WEEK 11: March 20
Global Trade, Drug Access & Costs
Instructor: Heather Wipfli
Guest Instructor: Sofia Gruskin
Required Readings
1. Bloche MG, Jungman ER. Health Policy and the World Trade Organization. In Kawachi I, Wamala S, eds.
Globalization and Health. New York: Oxford University Press; 2006: 250-266.
2. Wogart JP, Calcagnon G, Hein W, von Soest C. AIDS and access to medicines: Brazil, South Africa and global
health governance. In Buse K, Hein W, Drager D eds., Making Sense of Global Health Governance: A Policy
Perspective. New York: Palgrave Macmillan, 2009: 137-186.
3. McCoy D, Chand S, Sridhar D. Global health funding: how much, where it comes from and where it goes.
Health Policy and Planning, 2009; 24(6): 407-417.
WEEK 12: March 27
History and New Trends in Global Health Funding and Innovative Financing
Instructor: Jane Schmitz
Theme III: Digital Media Literacy and Storytelling in Global Health
WEEK 13: April 3
Digital Literacy and Power Conceptions in Global Health
Guest Speaker: Virginia Kuhn
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WEEK 14: April 10
The Power of Digital media in Raising Awareness and Funds for Global Health
Guest instructor: Neal Baer
Required Readings and Viewing
1. http://www.economist.com/research/articlesBySubject/displaystory.cfm?subjectid=1521509&story_
id=E1_TPQPSJVR
2. http://www.economist.com/node/15048827
3. http://my.technologyreview.com/tr35/profile.aspx?TRID=947
WEEK 15: April 17
Introduction to infectious disease
Guest instructor: Maria Ochoa
Emerging Infectious Disease and National Security: Reality or Hollywood?
Jane Schmitz
Required Readings
1. McInnes C, Lee K. Health, security and foreign policy. Review of International Studies (2006), 32, 5-23
WEEK 16: April 24
The Future of Global Health: A Debate
Student-led session
Course Wrap Up
Instructors: Heather Wipfli and Jane Schmitz
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