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HISTORY OF PUBLIC HEALTH PBH 225 Spring 2020 Section 001; GUA 2212

Instructor Information PROFESSOR: TELEPHONE: OFFICE HOURS:

Dr. Tim Bungum OFFICE: 702-895-4986 E-MAIL: MW: 1:30 – 2:30; and by appointment

GTW 345 [email protected]

Textbooks & Required Reading REQUIRED READINGS: As assigned – will be sent you via email or Web Campus There is no required text for this class

Course Description and Objectives This course introduces students to the history of public health. It provides a broad overview of the field of public health and how we got to where we now are. We will focus on how diseases, politics, religions, wars, medicine, industrialization and other events have affected public health. This course will lay the groundwork for future coursework and introduce students to the field of public health. COURSE OBJECTIVES: • • • • • • •

Understand the history and purposes of public health. Identify the basic tools of public health inquiry to assess community health status & needs. Analyze community health problems for their determinants, contributing factors & how we have historically responded to them. Discuss the role of government and public policy in promoting and protecting health. Gain familiarity with public health concepts, areas of concentration, terminology, publications, and web sites. Discuss recurring themes of public health through the ages. Many mistakes have been made. Discuss the relationship of politics and public health; remember that politicians make policies. Policies affect everyone. Who we elect is important.

UULO’s 1. Intellectual Breadth and Lifelong Learning a. Graduates are able to understand and integrate basic principles of the natural sciences, social sciences, humanities, fine arts, and health sciences, and develop skills and a desire for lifelong learning. Specific outcomes for all students include:

UNLV School of Public Health Page 1 Syllabus is tentative and is subject to change. Syllabus content prevails in the event of any conflict with assignment descriptions or due dates posted on WebCampus.

b. Apply the research methods and theoretical models of the natural and health sciences, social sciences, humanities, and fine arts to define, solve, and evaluate problems. c. Transfer knowledge and skills gained from general and specialized studies to new settings and complex problems. d. Demonstrate lifelong learning skills, including the ability to place problems in personally meaningful contexts; reflect on one's own understanding; demonstrate awareness of what needs to be learned; articulate a learning plan; and act independently on the plan, using appropriate resources. 2. Inquiry and Critical Thinking a. Graduates are able to identify problems, articulate questions, and use various forms of research and reasoning to guide the collection, analysis, and use of information related to those problems. Specific outcomes for all students include: b. Identify problems, articulate questions or hypotheses, and determine the need for accurate and complete information. c. Recognize the complexity of problems, and identify different perspectives from which problems and questions can be viewed. d. Identify, analyze, and evaluate reasoning, and construct and defend reasonable arguments and explanations. 3. Communication a. Graduates are able to write and speak effectively to both general and specialized audiences, create effective visuals that support written or spoken communication, and use electronic media common to one's field or profession. Specific outcomes for all students include: b. Prepare and deliver effective oral presentations. 4. Global/Multicultural Knowledge and Awareness a. Graduates will have developed knowledge of global and multicultural societies, and an awareness of their place in and effect on them. Specific outcomes for all students include: b. Demonstrate knowledge of the history, philosophy, arts, and geography of world cultures. c. Respond to diverse perspectives linked to identity, including age, ability, religion, politics, race, gender, ethnicity, and sexuality; both in American and international contexts. d. Apply the concept of social justice; what is social justice, what is market justice? e. Demonstrate awareness of one's own place in and effect on the world. Do I effect the world by living 13 miles from work? 5. Citizenship and Ethics a.

Graduates are able to participate knowledgeably and actively in the public life of our communities and make informed, responsible, and ethical decisions in their personal and professional lives. Specific outcomes for all students include:

b.

Acquire knowledge of political, economic, and social institutions.

c.

Identify the various rights and obligations that citizens have in their communities.

UNLV School of Public Health Page 2 Syllabus is tentative and is subject to change. Syllabus content prevails in the event of any conflict with assignment descriptions or due dates posted on WebCampus.

d. e.

Explain the concept of sustainability as it impacts economic, environmental, and social concerns. Examine various concepts and theories of ethics, and how to deliberate and assess claims about ethical issues.

Course Evaluation & Grading ATTENDANCE & PARTICIPATION Students are expected to attend class, complete all assignments, and participate in class discussions. •

Students should be prepared to take notes during lectures and class films. A Powerpoint outline will be provided for most classes, you can print and then fill in details.

•

Students should read every assigned paper before the date indicated and be prepared to discuss the readings in class.

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Participation also includes collegiality, which means you are respectful toward other students, especially when there is a difference of opinion. This does not mean that you cannot question other’s thoughts/ideas. Bullying or verbally attacking others will not be tolerated.

ASSIGNMENTS (50 PTS.) There will be five homework assignments that will include film summaries and worksheets. Instructions for each assignment will be given in class. Assignments will be due the following class period or two class periods later (as specified). You will need internet access to complete some of the assignments. •

Students are expected to complete every assignment regardless of the number of points you have accumulated. Late assignments will usually result in point reductions.

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All written assignments should be typed and double spaced. Spelling and grammar count.

HISTORICAL TOPICS IN PUBLIC HEALTH (50 PTS)- PRESENTATION Each student will identify a PH topic (it might be a disease or an event) that has historically affected PH. It may be a disease or behavior that is no longer thought to be a public health threat, it may be an emerging threat, or it may a present and persistent threat to public health. Presentations will need to be completed in 5 minutes, followed by approximately 2 minutes for questions. Because our class is large we will begin four weeks before the end of the semester. Some student will present as early as April 13th. EXAMS (100 PTS) There will be a midterm exam worth 50 points and a final exam that is also worth 50 points. The exams will focus on core concepts and terminology from the lectures, films and readings. The final test will largely not be cumulative. If there will be items that were addressed earlier in the semester on the final, you will be alerted to those specific items.

UNLV School of Public Health Page 3 Syllabus is tentative and is subject to change. Syllabus content prevails in the event of any conflict with assignment descriptions or due dates posted on WebCampus.

ASSESSMENT OF GRADES Grade A AB+ B BC+ C C-

Points 186 180 173 166 160 154 146 140

Grade D+ D F

Points 133 126...