A critical, interdisciplinary review of psychosocial health. Theoretical and methodological implications from a variety of disciplinary perspectives are considered. Prerequisite: SPH 501 or consent of Instructor. Note: Credit may not be obtained for both HPS 508 and SPH 518. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

An introduction to elementary biostatistical methods used to analyze epidemiologic data. Topics will include analysis of 2 x 2 tables, nonparametric methods, linear regression, analysis of variance, direct and indirect standardization, and analysis of censored data. Prerequisite: Introductory statistics course or consent of Instructor. Note: Credit may not be obtained for both PHS 598 and SPH 519.

This course is an introduction to occupational hygiene theory, principles, and practice. It covers the recognition, evaluation, and control of common occupational health hazards including chemicals, biological agents, physical agents, and ergonomic issues. The course is not designed to prepare hygienists for practice. Prerequisite: consent of Instructor. Note: Credit may not be obtained for both PHS 521 and SPH 521.

This course is geared to health care professionals who need to understand the basic principles of toxicology, to appreciate the physiological and/or biochemical mechanisms underlying target organ toxicity, and to able to make initial qualitative risk assessments on the potential toxicity of agents. It will emphasize toxins in the work and home environment. Prerequisite: consent of Instructor. Note: Credit may not be obtained for both PHS 522 and SPH 522.

This course is designed to introduce the student to the exciting world of public health advocacy and reflect the realities health policy in Canada today. It is expected that the class will become actively engaged in one of several group projects to develop an advocacy campaign. Note: Credit may not be obtained for both PHS 504 and SPH 523.

Nutrition is a major public health issue. Under-nutrition, malnutrition and over-nutrition all affect the health of individuals and mortality in developing countries, malnutrition to various nutrition related diseases and over-nutrition to obesity and numerous chronic diseases globally. The discipline of Public Health Nutrition focuses on the promotion of good health through nutrition and the primary prevention of nutrition related illness in the population. This course in Public Health Nutrition provides a broad knowledge base on causes and public health consequences of under-, mal- and over-nutrition, and address issues related to nutritional research methods, nutritional assessment methods, nutritional intervention strategies, and nutrition policies.

Providing students with an understanding of the principles of risk: benefit evaluations related to the metabolic consequences of exposure to food borne chemicals and therapeutic agents, and to safety concerns about foods. Lectures are the same as for NU FS 427, but with additional assignments and evaluation appropriate to graduate studies. Credit will only be given for one of SPH 527, AFNS 527 or NU FS 427. Prerequisites: Consent of instructor.

This graduate course is grounded in an ecological framework that explores three major components: health, community and development. An ecological framework allows us to explore these things in an interconnected manner. Health, defined from a broad social determinants of health view and both the principles and practice of community development will be examined from a theoretical and practical perspective. The phenomenon of 'development' will be critically analyzed. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Introduction to public health evolution, health and wellness views, determinants of health, social justice, health inequities, systems thinking, core public health functions, community-based strategies and interventions, intercultural competence, Indigenous ways of knowing, and the role of evidence in public health planning and evaluation. The course also introduces Canadian experiences related to Indigenous history, treaties, and Indigenous values and creates an environment where students can reflect on their position as individual public health practitioners and their collective role in advancing reconciliation in public health.

Introduction to public health evolution, health and wellness views, determinants of health, social justice, health inequities, systems thinking, core public health functions, community-based strategies and interventions, intercultural competence, Indigenous ways of knowing, and the role of evidence in public health planning and evaluation. The course also introduces Canadian experiences related to Indigenous history, treaties, and Indigenous values and creates an environment where students can reflect on their position as individual public health practitioners and their collective role in advancing reconciliation in public health.

Introduction to public health evolution, health and wellness views, determinants of health, social justice, health inequities, systems thinking, core public health functions, community-based strategies and interventions, intercultural competence, Indigenous ways of knowing, and the role of evidence in public health planning and evaluation. The course also introduces Canadian experiences related to Indigenous history, treaties, and Indigenous values and creates an environment where students can reflect on their position as individual public health practitioners and their collective role in advancing reconciliation in public health.

Basic biostatistical concepts and methods used in health science research including; the role of biostatistics in research including ethics-related issues and data management; exploratory data analysis and data presentation by tabulations and graphics; estimation and comparisons of means, proportions, rates; introduction to linear regression analysis; brief overview of logistic regression; and non-parametric methods. Credit will only be given for one of SPH 431, SPH 531, or SPH 519. Prerequisite: Introductory statistics course or consent of Instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform public health actions. Covers practical contexts within which evidence is used, philosophical and disciplinary assumptions shaping views on what evidence is relevant for decision-making, and ethical and equity dimensions of evidence creation and use, specifically data sovereignty. Fundamental biostatistical, epidemiologic, and measurement concepts are introduced in the context of descriptive, analytic, and causal research questions, and study designs used to answer them. Prerequisites: SPH 530 and SPH 562 or consent of instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform public health actions. Covers practical contexts within which evidence is used, philosophical and disciplinary assumptions shaping views on what evidence is relevant for decision-making, and ethical and equity dimensions of evidence creation and use, specifically data sovereignty. Fundamental biostatistical, epidemiologic, and measurement concepts are introduced in the context of descriptive, analytic, and causal research questions, and study designs used to answer them. Prerequisites: SPH 530 and SPH 562 or consent of instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform public health actions. Covers practical contexts within which evidence is used, philosophical and disciplinary assumptions shaping views on what evidence is relevant for decision-making, and ethical and equity dimensions of evidence creation and use, specifically data sovereignty. Fundamental biostatistical, epidemiologic, and measurement concepts are introduced in the context of descriptive, analytic, and causal research questions, and study designs used to answer them. Prerequisites: SPH 530 and SPH 562 or consent of instructor.

Our perceptions and interpretations of what is good for society are at the core of public health's mission but, as you can imagine, every individual has their own opinion about what is good. How do we motivate and engage people with such diverse attitudes and opinions in the dialogue that leads to public health action? Coupled with a deep dive into the philosophical underpinnings of meta-ethics, normative ethics, epistemology and ontology, this course helps students understand why public health is not as straightforward as one might expect. How different worldviews and ways of knowing shape concepts of ethics and values and, ultimately, understandings of what is good, are considered from normative, Indigenous, and other non-Western perspectives. This foundational work supports experiential learning opportunities where students are paired with organizations and professionals to gain insights into practices and experiences of engagement for public health action. SPH 536 is a required course for the degree of Master of Public Health in General Public Health. Prerequisite: SPH 530. Corequisites: SPH 562, SPH 535, or consent of instructor.

Our perceptions and interpretations of what is good for society are at the core of public health's mission but, as you can imagine, every individual has their own opinion about what is good. How do we motivate and engage people with such diverse attitudes and opinions in the dialogue that leads to public health action? Coupled with a deep dive into the philosophical underpinnings of meta-ethics, normative ethics, epistemology and ontology, this course helps students understand why public health is not as straightforward as one might expect. How different worldviews and ways of knowing shape concepts of ethics and values and, ultimately, understandings of what is good, are considered from normative, Indigenous, and other non-Western perspectives. This foundational work supports experiential learning opportunities where students are paired with organizations and professionals to gain insights into practices and experiences of engagement for public health action. SPH 536 is a required course for the degree of Master of Public Health in General Public Health. Prerequisite: SPH 530. Corequisites: SPH 562, SPH 535, or consent of instructor.

Our perceptions and interpretations of what is good for society are at the core of public health's mission but, as you can imagine, every individual has their own opinion about what is good. How do we motivate and engage people with such diverse attitudes and opinions in the dialogue that leads to public health action? Coupled with a deep dive into the philosophical underpinnings of meta-ethics, normative ethics, epistemology and ontology, this course helps students understand why public health is not as straightforward as one might expect. How different worldviews and ways of knowing shape concepts of ethics and values and, ultimately, understandings of what is good, are considered from normative, Indigenous, and other non-Western perspectives. This foundational work supports experiential learning opportunities where students are paired with organizations and professionals to gain insights into practices and experiences of engagement for public health action. SPH 536 is a required course for the degree of Master of Public Health in General Public Health. Prerequisite: SPH 530. Corequisites: SPH 562, SPH 535, or consent of instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform population health related actions. Covers social science methods (surveys, analysis of qualitative evidence), sampling approaches, quality appraisal and synthesis of pre-existing evidence, and quantitative methods for identifying risk factors. Fundamental concepts used in program planning & evaluation, evidence transferability and scalability, and costs analysis are introduced. Prerequisites: SPH 535 and SPH 562 or consent of instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform population health related actions. Covers social science methods (surveys, analysis of qualitative evidence), sampling approaches, quality appraisal and synthesis of pre-existing evidence, and quantitative methods for identifying risk factors. Fundamental concepts used in program planning & evaluation, evidence transferability and scalability, and costs analysis are introduced. Prerequisites: SPH 535 and SPH 562 or consent of instructor.

Overview of evidence used by industry, communities, governments, health systems, and academics to inform population health related actions. Covers social science methods (surveys, analysis of qualitative evidence), sampling approaches, quality appraisal and synthesis of pre-existing evidence, and quantitative methods for identifying risk factors. Fundamental concepts used in program planning & evaluation, evidence transferability and scalability, and costs analysis are introduced. Prerequisites: SPH 535 and SPH 562 or consent of instructor.

Students work in teams to address complex public health scenarios, applying and building on foundational knowledge and skills from earlier coursework. Emphasizing critical thinking, reflection, collaboration, and ethical practice, the course fosters professional competencies essential to public health practice. Students engage in all stages of the assessment-planning-action-evaluation cycle, focusing on implementation and evaluation. Key areas include systems thinking, stakeholder assessment, governance, financing of health initiatives, resource planning, and communication. Prerequisite: SPH 536.

Students work in teams to address complex public health scenarios, applying and building on foundational knowledge and skills from earlier coursework. Emphasizing critical thinking, reflection, collaboration, and ethical practice, the course fosters professional competencies essential to public health practice. Students engage in all stages of the assessment-planning-action-evaluation cycle, focusing on implementation and evaluation. Key areas include systems thinking, stakeholder assessment, governance, financing of health initiatives, resource planning, and communication. Prerequisite: SPH 536.

Students work in teams to address complex public health scenarios, applying and building on foundational knowledge and skills from earlier coursework. Emphasizing critical thinking, reflection, collaboration, and ethical practice, the course fosters professional competencies essential to public health practice. Students engage in all stages of the assessment-planning-action-evaluation cycle, focusing on implementation and evaluation. Key areas include systems thinking, stakeholder assessment, governance, financing of health initiatives, resource planning, and communication. Prerequisite: SPH 536.

This course will help students acquire and build conceptual tools and approaches to equip them for effective global health practice in low-income countries. It will draw on case material from diverse program experience, particularly in maternal-child heath. Note: Credit may not be obtained for both PHS 542 and SPH 542.

Building on Public Health Practice & Professional Skills, students continue to practice and strengthen professional competencies by working in teams assigned to external partner organizations to address a complex public health challenge. Organizations' priority projects may emphasize any stage of the assessment-planning-action-evaluation cycle. This course emphasizes professional skills - effective teamwork, reflection and peer assessment, oral and written communication; and project management including terms of engagement, a project charter and work plan, and high-quality deliverables. Prerequisites: SPH 537, SPH 541, and SPH 563 or consent of instructor.

Financial structure of the health care system, Introduction to managerial accounting with special emphasis on the management of health care agencies. Principles of costing. Multiproduct and case mix measures. Resource use decisions, budgeting and control, and pricing analysis for health care organizations. Note: Credit may not be obtained for both PHS 550 and SPH 550.

The aim of this course is for students to gain competencies in three areas: determinants of health and strategies to address these; ontologies, epistemologies and research designs relevant to public health research; knowledge mobilization and engaged scholarship. Sessions will usually comprise introductory interactive presentations and small/large group discussions. Class time and assignments are aimed at enhancing students' understanding, critical analysis and application of key concepts and selected issues related to Public Health, research methods used in Public Health and Knowledge translation.

Climate change has severe and wide-sweeping consequences for humanity with important threats to human health and wellness. With health impacts ranging from heat-related deaths to infectious diseases (e.g., waterborne, foodborne, vector borne, and zoonotic diseases) to malnutrition to mental health to health service disruption and beyond, climate change is considered one of the biggest health challenges of the 21st century. This course focuses on how climate change is already impacting our health, and how we can diminish those impacts. Students will examine how past and future climate change hazards, exposures, and vulnerabilities shape health risks. Case studies will demonstrate how health equity, intersectionality, and social determinants of health can mediate or amplify risks. Students will apply vulnerability assessment tools to identify and prioritize effective and feasible adaptation and mitigation actions. Through discussion, teamwork, and real-world examples, students will apply principles of transdisciplinary, systems thinking, equity and justice, sustainability, complexity, Indigenous Peoples' Rights, and community engagement to not only understand climate change impacts on health but to also move into the solution space.

Climate change and health is a rapidly emerging field with exponentially increasing research outputs and expanding areas of practice. Climate change topics increasingly demand the public's attention, including news headlines, local to international policies, images of increasing extreme weather events, climate strikes, government election platforms, and increasing international reports on climate change impacts. Climate change is a hot topic! Alongside this rapid pace of climate change developments is the urgency for health action and immediate attention. Therefore, this course explores the health dimensions of hot topics, emerging themes, and current events in climate change as they occur in real time around the world. Through the discussion of current global to local issues at the climate-health nexus, students will deepen their understanding of climate change and health research, policy, and practice. Discussion, teamwork, and projects will enable the application of climate change and health theory to real time climate change and health theory to real time climate change events. Prerequisite: SPH 556.

Public health needs a climate change action plan now. Human health is intertwined with the stability of our climate, making climate change a threat to any vision of a healthy future. Serving as the culminating and integrative experience of the Climate Change and Health Graduate Embedded Certificate, students will apply and expand knowledge gained throughout their coursework to engage in high-level inquiry focusing on climate change and health. Students will apply a climate change lens to health programs, policy, research, and decision-making, and explore how to integrate climate change dimensions into all health actions. Prerequisites: SPH 556 and SPH 557.

Exploration of concepts and theories used to explain why poor health and health inequities occur within and across populations, including Indigenous and other racialized populations (etiology), and interventions practitioners use to change complex systems to address factors that contribute to these problems. Prerequisite: SPH 530 or consent of instructor.

Exploration of concepts and theories used to explain why poor health and health inequities occur within and across populations, including Indigenous and other racialized populations (etiology), and interventions practitioners use to change complex systems to address factors that contribute to these problems. Prerequisite: SPH 530 or consent of instructor.

Exploration of concepts and theories used to explain why poor health and health inequities occur within and across populations, including Indigenous and other racialized populations (etiology), and interventions practitioners use to change complex systems to address factors that contribute to these problems. Prerequisite: SPH 530 or consent of instructor.

An overview of evaluative thinking and practice in the assessment, planning, implementation and monitoring of public health interventions. Different types of evaluation are considered, including: needs assessment, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Evaluation approaches, steps, strategies, and rigour are explored. Consideration is given to how Indigenous and other minoritized populations' ways of knowing can be incorporated into the design and conduct of evaluation. The course addresses evaluation practice competencies that align with the Canadian Evaluation Society's competency framework. Prerequisite: SPH 562 or consent of instructor.

An overview of evaluative thinking and practice in the assessment, planning, implementation and monitoring of public health interventions. Different types of evaluation are considered, including: needs assessment, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Evaluation approaches, steps, strategies, and rigour are explored. Consideration is given to how Indigenous and other minoritized populations' ways of knowing can be incorporated into the design and conduct of evaluation. The course addresses evaluation practice competencies that align with the Canadian Evaluation Society's competency framework. Prerequisite: SPH 562 or consent of instructor.

An overview of evaluative thinking and practice in the assessment, planning, implementation and monitoring of public health interventions. Different types of evaluation are considered, including: needs assessment, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Evaluation approaches, steps, strategies, and rigour are explored. Consideration is given to how Indigenous and other minoritized populations' ways of knowing can be incorporated into the design and conduct of evaluation. The course addresses evaluation practice competencies that align with the Canadian Evaluation Society's competency framework. Prerequisite: SPH 562 or consent of instructor.

Content varies from year to year. Topics are announced prior to registration period. The student's transcript will carry a title descriptive of the content. May be repeated.

A required course for the Graduate Embedded Certificate in Health Economic Evaluation, this 3-credit course provides an introduction to health economic theory and its application to health-related topics. The areas covered include: (1) demand, supply, and utilization; (2) health production and cost of services; (3) societal resource allocation and policy decisions; (4) health insurance systems and selected facets of health planning; (5) determinants of health and equity; (6) health economic evaluation. No prior economics courses or experience required. Note: Credit may not be obtained for both PHS 570 and SPH 570.

The purpose of this course is to prepare students to become effective managers and leaders in the health service organizations and health care systems. It facilitates this objective by providing a foundation for the acquisition of the knowledge of the managerial process through an analysis and understanding of the psychological, sociological and political basis of complex social systems, as well as providing a basis for acquiring conceptual and practical skills in the effective management and design of health service organizations and health care networks. Note: Credit may not be obtained for both PHS 580 and SPH 580.

This course is intended to provide students with an exploration of what leaders actually do, and with an understanding of the skill-sets necessary for driving transformational change in an organization on a continuing basis. It is very clear that successful leaders must be able to effectively lead change, particularly in today's fast-paced health environment. As part of this course, you will find yourself quickly developing an understanding of the process of change, the reasons why there is such a range in the quality of change leadership, and your own personal approach to becoming a successful change leader. Note: Credit may not be obtained for both PHS 581 and SPH 581.

An introductory course that highlights injuries as a major and neglected public health problem. Leading causes of injuries, including motor vehicle, falls, fires, violence, drowning, occupational, and recreational will be addressed in informal lectures and class discussions. The biomechanics of injury and the structure of emergency medical systems will also be covered. Prevention strategies and evaluation of various interventions will be introduced. Prerequisite: consent of Instructor. Note: Credit may not be obtained for both PHS 593 and SPH 593.

An introduction to the theory of epidemiology with an emphasis on study design. Topics include the nature of epidemiologic reasoning, indices used to describe and measure health status, interpretation of studies, causation, descriptive studies, analytic studies, intervention studies, and ethics. Note: Credit may not be obtained for both PHS/SPH 596 and SPH 597.

The aim of this course is to promote an understanding of epidemiological methods and study designs and their application to improving human health, and is designed for students not specializing in epidemiology or biostatistics. Topics include measures of disease frequency, study design, bias, confounding, and assessing causation. A focus will be on critical review of epidemiologic studies through case studies. Students cannot receive credit for both PHS 596 and SPH 597. Prerequisite: Introductory statistics course or consent of Instructor. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Students complete a field practicum that entails hands-on experience in a work setting relevant to public health. Students integrate and synthesize their cumulative knowledge of public health through application to and critical assessment of a specific problem in a specific setting. They contribute to community or organizational capacity to address current priorities, while gaining confidence and skills as public health professionals. Completed in the final term of the degree except in approved circumstances. Prerequisite: SPH 547 or consent of instructor.

Students complete a field practicum that entails hands-on experience in a work setting relevant to public health. Students integrate and synthesize their cumulative knowledge of public health through application to and critical assessment of a specific problem in a specific setting. They contribute to community or organizational capacity to address current priorities, while gaining confidence and skills as public health professionals. Completed in the final term of the degree except in approved circumstances. Prerequisite: SPH 547 or consent of instructor.

Students complete a field practicum that entails hands-on experience in a work setting relevant to public health. Students integrate and synthesize their cumulative knowledge of public health through application to and critical assessment of a specific problem in a specific setting. They contribute to community or organizational capacity to address current priorities, while gaining confidence and skills as public health professionals. Completed in the final term of the degree except in approved circumstances. Prerequisite: SPH 547 or consent of instructor.

MPH students will complete a project where they demonstrate their ability to integrate and synthesize public health concepts, principles and theories and apply their critical thinking skills in a project of relevance to the field of public health. Typically completed in the final term of the MPH program. Prerequisites: SPH 598 Field Practicum.

MPH students will complete a project where they demonstrate their ability to integrate and synthesize public health concepts, principles and theories and apply their critical thinking skills in a project of relevance to the field of public health. Typically completed in the final term of the MPH program. Prerequisites: SPH 598 Field Practicum.

MPH students will complete a project where they demonstrate their ability to integrate and synthesize public health concepts, principles and theories and apply their critical thinking skills in a project of relevance to the field of public health. Typically completed in the final term of the MPH program. Prerequisites: SPH 598 Field Practicum.

An overview of the principles and methods underlying the analysis of health policy. Application of health policy principles to selected issues and problems in Canadian health policy and systems. Prerequisite: consent of Instructor. Note: Credit may not be obtained for both PHS 600 and SPH 600.

This interdisciplinary seminar is designed to prepare PhD students with the comprehensive knowledge and skills necessary for effective engagement with communities and the health system in both research and practice. The course will explore the concepts of engaged scholarship, emphasizing how these can be applied within students' specific fields to foster relevant and high-quality research. The seminar also includes comprehensive training in public health communication strategies, such as writing grant proposals and manuscripts, as well as preparing and delivering presentations to both scientific and lay audiences. All PhD students are required to complete this course. Prerequisite: SPH 604 or consent of the instructor.

An interdisciplinary seminar designed to explore communication in public health including: written and oral communication of research to scientific and lay audiences, grant proposal and manuscript writing, poster and oral presentations. All PhD students are required to complete this course. Note: Credit may not be obtained for both PHS 603 and SPH 603.

In depth exploration of current topics in public health research including: epidemiology, health service delivery, health policy, sociobehavioural approaches, occupational and environmental health. All PhD students are required to complete this course. Note: Credit may not be obtained for both PHS 604 and SPH 604.

The course will introduce students interested in careers in health administration and policy development to relevant issues in health law and risk management in the context of the Canadian legal and public health care systems. It will start with a discussion of the Constitutional foundation of health law in Canada with an analysis of Canada's Federal political structure, Federal and Provincial jurisdictions in health care, and the influence of the Canadian Charter of Rights and Freedoms and the Canada Health Act. It will introduce students to administrative structures and related law. The second part of the course will offer a practical exploration of issues that may confront health managers and policy makers, including medical negligence; informed consent; employment and labour law; contract law (e.g., procurement contracts); public health information; privacy and confidentiality; and regulation of health professions. Students will present papers on special topics in public health law such as infectious disease management, HIV/AIDS, vaccines, tobacco control, food-borne illnesses, intersections with criminal justice, Indigenous peoples and public health, and genetics and public health. Note: Credit may not be obtained for both PHS 606 and SPH 605.

A critical, interdisciplinary review of psychosocial health. Theoretical and methodological implications from a variety of disciplinary perspectives are considered. Prerequisite: SPH 501 or consent of Instructor. Note: Credit may not be obtained for both HPS 608 and SPH 608. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Theoretical approaches and practical issues regarding the provision of health care in Canada with a focus on Indigenous, refugee and immigrant families. Human ecological models, health promotion, and ethical issues will be examined within a framework of cultural diversity. Pre and corequisite: SPH 501 or consent of instructor. Note: Credit may not be obtained for both HECOL 618 and SPH 618. Note: Credit may not be obtained for both HPS 618 and SPH 618. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Advanced biostatistical methods used to analyze epidemiologic data with an emphasis on multivariable regression. Topics include multiple regression, unconditional and conditional logistic regression and proportional hazards regression. Prerequisite: SPH 519 or consent of Instructor. Note: Credit may not be obtained for both PHS 698 and SPH 619.

A critical examination of intervention strategies, implementation, and research evidence in health promotion practice. Note: Credit may not be obtained for both HPS 602 and SPH 622. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Theoretical understanding of qualitative and community-based research designs, including phenomenology, grounded theory, ethnography, biography and case study. Methods of data collection such as interviews, focus groups and participant observation. Strategies for data analysis and dissemination. Pre or corequisite: SPH 503 or consent of instructor. Note: Credit may not be obtained for both HPS 603 and SPH 623. Credit may not be obtained for both HECOL 603 and SPH 623. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Deals with the application of program evaluation for the health and social sciences fields. Emphasis is on the theory of program evaluation using various models, research design, and the application of these concepts by performing a program evaluation. Discussions will be centered around the ethics, reliability, validity, process, outcomes, and implications of various program evaluation models. Current and relevant publications in public health sciences complete this course. Prerequisite: SPH 630 or consent of Instructor. Note: Credit may not be obtained for both PHS 631 and SPH 631.

The aim of this course is to enable students to increase their understanding of historical and current determinants of global health and of the interventions to reduce global health inequities. Note: Credit may not be obtained for both PHS 640 and SPH 640.

This introductory course to global health project development familiarizes students with the logical frame planning approach. This planning method is a must by many international development agencies, e.g. the Canadian International Development Agency (CIDA), the World Bank and many others. Through various stages of problem analysis, objective analysis and the development of the logical frame with planning indictors and assumptions, course participants learn how to apply this method in the context of a developing country. Prerequisite: Permission of the Instructor. Note: Credit may not be obtained for both PHS 641 and SPH 641.

A required course for the Graduate Embedded Certificate in Health Economic Evaluation, this 3-credit course provides an introduction to health economic evaluation. Methodological areas covered include: (1) types of economic evaluation (including cost-effectiveness and cost-utility analysis); (2) defining the target population; (3) comparators; (4) the perspective of the evaluation; (5) time preference and discounting; (6) measuring and valuing health; (7) resource use and costs; (8) uncertainty and probabilistic analysis; (9) equity considerations; and (10) analysis and reporting of economic evaluations. Students will be introduced to Indigenous perspectives on measuring and valuing health, and those of other equity-seeking groups, and will consider the implications for health economic evaluations. By the end of the course, students will be familiar with current best practices for conducting health economic evaluations in Canada. Students will also learn how to construct basic decision analytic models, providing practical experience in applying these methods. No prior economics courses or experience required. Note: Credit may not be obtained for both PHS 671 and SPH 671.

A required course for the Graduate Embedded Certificate in Health Economic Evaluation, this 3-credit course will build upon SPH 671 to provide students with a more advanced understanding of health economic evaluation. Methodological areas covered include: (1) advanced methods for probabilistic analysis; (2) value of information analysis; (3) perspectives on social choice; (4) advanced discounting considerations; (5) controversies in measuring and valuing health; (6) distributional cost-effectiveness analysis; (7) measuring opportunity cost; and (8) advanced modelling methods. Further consideration will be given to incorporating equity-seeking groups' perspectives on measuring and valuing health into health economic evaluations. Students will also learn how to construct complex decision analytic models, providing an opportunity to apply the more advanced methods covered in this course. By the end of the course, students will be familiar with current practices for conducting health economic evaluations in numerous jurisdictions and contexts, including developed and developing countries, and in both public health and health care. Pre- or Co-requisite: SPH 671.

An overview of the nature, science and practicalities of health technology assessment (HTA), which can then be used as the basis for further work and research. Issues covered will include health care technologies and their management, methods used for assessment, sources of information and application of HTA findings to policy and administrative decisions. Emphasis placed on assessments that have been undertaken by national and regional agencies in Canada and other countries to provide information to governments, health care providers and others. Diagnostic, screening, rehabilitation and information technologies will be considered. Note: Credit may not be obtained for both PHS 673 and SPH 673.

Methods for efficiently and critically identifying, appraising, and applying the health sciences literature are learned in an interactive group setting. Topics include studies of prognosis, diagnosis, therapy, causation outcomes research, economic analysis, and systematic reviews. Prerequisite: SPH 596 or 597 or consent of Instructor. Note: Credit may not be obtained for both PHS 693 and SPH 693.

Epidemiologic methods related to specific study designs and general issues relating to the conduct of epidemiologic studies at an advanced level. Topics covered include confounding, interaction, misclassification, matching, ecologic studies, justification of the odds ratio in case-control studies, and age-period-cohort analysis. Prerequisite: SPH 519 and 596 or consent of Instructor. Note: Credit may not be obtained for both PHS 696 and SPH 696.

This course provides a broad introduction to the knowledge needed to investigate and control infectious diseases. It covers the description, causes and modeling of epidemic and endemic infections, as well as intervention and prevention strategies. Selected infectious diseases are used as case studies. These provide understanding of the natural history, evolution, investigation, methods of control, and the costs and benefits of interventions in a legal and ethical policy context. Prerequisites: SPH 596, or equivalent, or permission of Instructor.

Administrative health data have been used widely for decision making and research in Canada and the world. Analysis of these data required knowledge of data features and unique analytical skills since data are not collected for research purposes. This course will help hone students data management and analytical skills to answer research questions using health systems data. Note: Credit may not be obtained for both PHS 699 and SPH 699.

Advanced biostatistical methods for the design and analysis with a special emphasis on applications for health sciences research. Topics include multinomial and ordinal logistic regression, Poisson and negative binomial regression, longitudinal and correlated data analysis methods (including generalized estimating equations and random-effects models), advanced survival analysis, principal component and factor analyses, and propensity score analysis. Prerequisites: SPH 619 or permission of the Instructor. Note: Credit may not be obtained for both PHS 798 and SPH 719.

This is an advanced epidemiology methods course with emphasis on causal inference. Topics covered include causal inference in observational studies, causal diagrams, effect modification, interaction, selection and measurement bias in causal modelling, propensity score analysis, inverse probability weighting and marginal structural models, standardization and the parametric g-formula, instrumental variable estimation, and mediation analysis. The overall goal of this course is to provide an understanding of concepts and practical applications of causal inference and prepare graduates to understand and apply these concepts in epidemiological research. Prerequisites: SPH 619 and 696 or consent of Instructor. Note: Credit may not be obtained for both PHS 766 and SPH 766.

Explores how the elements of story employed by the Gospel writers and editors shaped their understanding of the person of Jesus and his followers. Note: Not open to students with credit in CHRTP 305.

Explores how the Sacred is experienced and expressed through the visual arts, music and dance. Note: Not open to students with credit in CHRTP 311.

A public theology overview of contemporary issues in faith and society. This course underscores the relevance of faith and spirituality to the changing texture of society. Note: Not open to students with credit in CHRTP 312.

Women's relationship to and place in Christianity is explored. Women's attempts to critique and transform received tradition and/or to develop alternative forms of religious life are examined. Note: Not open to students with credit in CHRTP 314.

Considering theological themes in movies, poetry, fiction, and graphic novels that echo lived experiences. Note: Not open to students with credit in CHRTP 315.

Deepen awareness of personal, social, cultural, and spiritual dimensions of sexuality. Explored in light of feminist, queer, traditional and contemporary theological thought. Note: Not open to students with credit in CHRTP 316.

Examines the sacred nature of creation and our inter-connectedness with the non-human world. Explores ways to respond to the urgent call of the earth.

Explores contemplative/meditative practices that foster calm, insight, and compassion.

Discussion of topics relevant to theology, spirituality, spiritual care, and/or ministry studies. May be repeated for credit when course content differs. .

Directed reading or research in a chosen area of theology, spirituality, spiritual care, and/or ministry studies. May be repeated for credit when course content differs.

Explores spirituality as a personal and social response to the human quest for integration and transcendence. Multi-faith and secular perspectives are examined.

Explores ways to cultivate inner resources needed for the embodiment of non-violence. Considers peacemaking through the lenses of spirituality and ethical responsibility.

Discussion of topics relevant to theology, spirituality, spiritual care, and/or ministry studies. May be repeated for credit when course content differs.

Directed reading or research in a chosen area of theology, spirituality, spiritual care, and/or ministry studies. May be repeated for credit when course content differs.

Explores spirituality as a personal and social response to the human quest for integration and transcendence. Multi-faith and secular perspectives are examined.

Explores ways to cultivate inner resources needed for the embodiment of non-violence. Considers peacemaking through the lenses of spirituality and ethical responsibility.

Data collection and presentation, descriptive statistics. Probability distributions, sampling distributions and the central limit theorem. Point estimation and hypothesis testing. Correlation and regression analysis. Goodness of fit and contingency table. Prerequisite: Mathematics 30-1 or 30-2. Notes: (1) Credit can be obtained in at most one of STAT 151, STAT 161, and STAT 235. (2) This course may not be taken for credit if credit has been obtained in STAT 222, STAT 266, STAT 276, KIN 109, PEDS 109, PSYCH 211, PTHER 352, SCI 151, SOC 210 or SOC 320.

Data collection and presentation, descriptive statistics. Probability distributions, sampling distributions and the central limit theorem. Point estimation and hypothesis testing. Correlation and regression analysis. Goodness of fit and contingency table. Prerequisite: Mathematics 30-1 or 30-2. Notes: (1) Credit can be obtained in at most one of STAT 151, STAT 161, and STAT 235. (2) This course may not be taken for credit if credit has been obtained in STAT 222, STAT 266, STAT 276, KIN 109, PEDS 109, PSYCH 211, PTHER 352, SCI 151, SOC 210 or SOC 320.

Data collection and presentation, descriptive statistics. Probability distributions, sampling distributions and the central limit theorem. Point estimation and hypothesis testing. Correlation and regression analysis. Goodness of fit and contingency table. Prerequisite: Mathematics 30-1 or 30-2. Notes: (1) Credit can be obtained in at most one of STAT 151, STAT 161, and STAT 235. (2) This course may not be taken for credit if credit has been obtained in STAT 222, STAT 266, STAT 276, KIN 109, PEDS 109, PSYCH 211, PTHER 352, SCI 151, SOC 210 or SOC 320.

Data collection and presentation, descriptive statistics. Probability distributions, sampling distributions and the central limit theorem. Point estimation and hypothesis testing. Correlation and regression analysis. Goodness of fit and contingency table. Use of a microcomputer software package for statistical analyses in business and economics. Prerequisite: Mathematics 30-1 or 30-2. Notes: (1) Credit can be obtained in at most one of STAT 151, STAT 161, and STAT 235. (2) This course may not be taken for credit if credit has been obtained in obtained in STAT 222, STAT 266, STAT 276, KIN 109, PEDS 109, PSYCH 211, PTHER 352, SCI 151 or SOC 320.

Induction; principles of counting, multinomial coefficients, negative binomial distribution; maximum likelihood estimation, probability axioms; conditional probability, Bayes' rule; independence; probability mass, distribution, and moment generating functions; strong law of large numbers; conditional expectation estimators; gambler's ruin; transience and recurrence; compound processes; applications. Corequisite: One of MATH 101, 118, 136, 146, or 156. Prerequisite: One of MATH 125 or 127. Notes: (1) Credit can be obtained in at most two of STAT 181, STAT 265, or STAT 281. (2) Credit cannot be obtained in STAT 181 if credit has already been obtained in MATH 181.

Descriptive data analysis. Calculus of Probability. Binomial, multinomial, Poisson, normal, beta, exponential, gamma, hypergeometric, and Weibull distributions. Sampling distributions. Estimation, testing hypotheses, goodness-of-fit tests, and one-way analysis of variance. Linear correlation and regression. Sampling. Quality control. Use of a microcomputer software package for statistical analyses in engineering applications. Prerequisite: MATH 100. Corequisite: MATH 101. Notes: (1) This course may not be taken for credit if credit has already been obtained in one of STAT 151, 161, 222, 265, 266, 276, 281; KIN 109, PEDS 109, PSYCH 211, PTHER 352, SCI 151 or SOC 320. (2) Intended for Engineering students. (2) Intended for Engineering students. Other students who take this course will receive 3.0 units.