The course provides sound training in the principles and methods of demography, epidemiology and statistics and the main theories and debates current in the field of population studies. Optional teaching units are available in a wide range of subjects, enabling the students to tailor the course to meet their individual needs. It is possible to develop expertise in epidemiology, statistics, reproductive health or policy analysis alongside expertise in demography.

Home: £4,815 (full-time) £2,408 (part-time)
Overseas: £15,150 (full-time) £7,575 (part-time)
For a list of tuition fees for all courses please visit
http://www.lshtm.ac.uk/prospectus/howto/tuitionfees2009-10.html

By the end of this course, students should be able to:
(i) understand and describe the causation, pathogenesis, clinical features, diagnosis, management, and control of the major parasitic, bacterial, and viral diseases of tropical and developing countries;
(ii) demonstrate knowledge and skills in diagnostic parasitology and other simple laboratory methods;
(iii) understand and apply basic epidemiological principles, including selecting an appropriate study design to address a given clinical question;
(iv) select, apply and interpret basic statistical tests for the analysis of quantitative data;
(v) identify and critically evaluate published literature in order to make appropriate clinical decisions in areas such as diagnosis, test selection, treatment, and prognosis;
(vi) communicate relevant medical knowledge at an appropriate level to patients, health care professionals, colleagues and other groups; and
(vii) understand the basic sciences underlying clinical and public health practice, at an appropriate level depending on the individual student's choice of study units.

Core course: Infectious disease agents: transmission routes, intervention strategies and case studies, basic epidemiology, basic statistics, foundations of health policy, infectious disease control programme planning, communicable disease epidemiology / control.

By the end of this course students should be able to: (i) demonstrate detailed knowledge and understanding of the biology, life cycles, pathogenesis, and diagnosis of parasitic infections in humans and their relevance for human health and strategies for control; (ii) demonstrate detailed knowledge and understanding of the biology and strategies for control of the vectors and intermediate hosts of human parasites; (iii) carry out practical laboratory identification of the various parasite stages both free and in tissues and diagnose infections; (iv) demonstrate specialised skills acquired through taking study units on: advanced diagnostic, molecular, immunological, genetic, chemotherapeutic, ecological and/or control aspects of the subject; (v) demonstrate the ability to design a laboratory or field-based research project, apply relevant research skills, critically analyse and interpret data, and work with minimal supervision; (vi) prepare a written report including a critical literature review of relevant scientific publications, and (vii) show competence in communicating scientific information and findings.

Core: Introduction to Infectious Diseases; General Immunology;
Study units (Chosen by students): Immunology; Applied molecular biology of Infectious Diseases; Agents of Infection (Clinical); Research Progress & Field Applications; AIDS; Genetic Epidemiolog; Chemotherapy of Microbiol. Diseases; Epidemiology & Control of Malaria & Vector Borne Diseases.

This course aims: to provide a comprehensive theoretical knowledge of medical microbiology including the spread of micro-organisms, disease causation, diagnosis, treatment and/or prevention of pathogens of major significance to public health and advanced practical training in this diverse field. The increasing incidence of microbial infections worldwide is being compounded by the rapid evolution of drug-resistant variants and opportunistic infections by other organisms. This scenario and the morbidity and mortality associated with chronic infections and some childhood microbial diseases, require well-trained medical microbiologists. To meet this need, the course provides the theoretical knowledge and practical training necessary for accurate laboratory diagnoses in the hospital environment or basic research in academia and the pharmaceutical industry.

Bacteriology, virology, immunology, mycology, epidemiology, molecular biology, parasitology, research methods. Staining procedures for HIV-related parasites.

Dr. Alero Thomas
Email: alero.thomas@lshtm.ac.uk

By the end of this course students should be able to: (i) demonstrate knowledge and understanding of the principles underlying a wide range of molecular biological techniques and apply these techniques in practice; (ii) demonstrate specialist knowledge and skills in the areas of gene cloning, selection and analysis of recombinants, DNA sequencing and studies of gene function; (iii) devise and critically assess molecular biological approaches to fundamental research, taxonomic studies, production of DNA probes and epidemiological tools, analysis of chemotherapeutic targets and vaccine development, and (iv) develop skills for further independent learning in the context of the molecular biology of infectious diseases.

Foundation unit - introduction to infectious diseases. Core training in either parasitology, immunology, microbiology or virology with supplementary core molecular biology, applied molecular biology of infectious diseases.

At the end of this course students should be able to: (i) demonstrate advanced knowledge and understanding of the biology of vectors and intermediate hosts of human pathogens together with methods for their control; (ii) describe the biology, life cycles, pathogenesis and diagnosis of parasitic infections in humans and relate these to human health and disease control strategies; (iii) demonstrate a range of specialised technical and analytical skills relevant to vectors and vector-borne diseases, e.g. sampling, identification dissection, diagnostics, experimental design, data analysis, control technologies and strategies; (iv) design and carry out a small research project on the biology or control of disease vectors, analyse and interpret the results and prepare a written report including a critical literature review; (v) design, carry out and evaluate vector control interventions using the specialised knowledge and skills mentioned above, and (vi) show competence, both written and verbal, in communicating scientific information and findings.

Home: £4,815 (full-time) £2,408 (part-time)
Overseas: £15,150 (full-time) £7,575 (part-time)
For a list of tuition fees for all courses please visit
http://www.lshtm.ac.uk/prospectus/howto/tuitionfees2009-10.html

This course aims: to equip students with skills to analyse public health problems in developing countries and design and evaluate actions to improve public health. It combines the research and teaching strengths of the School's academic departments and considers issues related to health, development and the provision of health services from a broad multidisciplinary perspective. Students are expected to have been involved in the planning or implementation of health programmes in developing countries, in teaching or in research. Every year the course attracts experienced health professionals from around the world. The course is suitable for candidates wishing to undertake a research degree on successful completion of the MSc degree.

By the end of this course students should be able to: (i) demonstrate knowledge and understanding of theory and practice in the core public health disciplines (epidemiology, statistics, social sciences and health policy); (ii) demonstrate specialised knowledge and skills in other areas relevant to public health from a wide range of choices (for example, health economics, population studies and health promotion); (iii) apply these skills to identify and assess public health problems in developing countries and evaluate actions designed to improve public health; (iv) formulate public health strategies and approaches to public health problems which are appropriate to different cultures and environment and (v) apply appropriate research skills, including literature review, study design and analysis, and evaluation and use of research findings.

Jayne Webster
Email: jayne.webster@lshtm.ac.uk
Krystyna Makowiecka
Email: krystyna.makowiecka@lshtm.ac.uk
Tanya Merchant
Email: Tanya.merchant@lshtm.ac.uk

The Diploma in Tropical Medicine & Hygiene (DTM&H) is a three-month, full-time course in tropical medicine and public health for physicians.
It combines practical laboratory work, clinical experience, a series of lectures and seminars and some clinical experience designed to provide doctors with the clinical and factual knowledge that will form the basis of professional competence in tropical medicine. It is designed for physicians who intend to work in the tropics, those with tropical experience who have returned for a refresher, or practitioners who may be working in non-tropical countries and who need experience in clinical parasitology, imported diseases and travel medicine.

The course aims to teach doctors the practical skills required to understand, diagnose, treat and prevent diseases that are especially prevalent in tropical and developing countries where resources may be strictly limited. The course has a strong epidemiological base but the scientific basis of infectious diseases is also given priority.
Much of the course is devoted to seminars, in which a multi-disciplinary team of experts from within and outside the School covers a particular disease or group of diseases in depth. Lectures cover the causative organisms, epidemiology, pathogenesis, clinical features, diagnosis, management and prevention of these diseases.

Other seminars focus on aspects of community health. These include an introduction to epidemiological methods used in the study of communicable diseases, and lectures on water supply, sanitation and nutrition. Seminars are also held on maternal and child health, non-communicable disease, population and reproductive health, the role played by NGOs, and health in emergencies.
One day a week is devoted to parasitology teaching. Lectures are followed by practicals in which the laboratory diagnosis of all the major parasitic diseases is taught. One day a week is spent at the Hospital for Tropical Diseases, where clinical activities include bedside teaching, small group discussions, and, because the number of clinical cases in the Hospital is often limited, case presentations of "paper cases" derived from recent cases seen at the Hospital.

The course is intensive, without much free time during the three months.

January 2010 TBC

Email: shortcourses@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/stmh.html

The course aims to provide nurses and midwives with knowledge of the causes, prevention and treatment of major tropical diseases, through lectures and practical laboratory sessions. Nurses and midwives should also gain an insight into primary health care in developing countries; learn to maximize care with minimum resources, and understand the importance of promoting health through prevention rather than cure.

The course may cover a range of topics including: Anaemia and Sickle cell disease; Epidemics; Immunology; Immunization; Intestinal infection; Leprosy; Mother & child health; Medical anthropology; Nutrition; Parasitology; Refugees; Training traditional birth attendants; Tropical skin conditions; War wounds, and Water & sanitation.

The Diploma course consists of lectures covering tropical diseases and topics such as nursing in disasters primary health care. Also there are laboratory sessions on the use of microscopes, how to diagnose malaria and other parasites. Lecturers are either employed by the London School of Hygiene & Tropical Medicine, or are external speakers. All of the lecturers are leaders in their chosen fields.

Email: shortcourses@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/stn.html

This is a practical course with the emphasis on the identification of gut parasites by microscopy and includes methods for preparation of samples and an evaluation of commercially available kits. The use of staining methods for the identification of gut protozoa will also be considered. Practicals will be supported by appropriate lectures including lectures on the differentiation of Entamoeba histolytica from the morphologically identical E.dispar and the current thinking on the pathogenicity of Blastocystis hominis and Dientamoeba fragilis. Parasites associated with HIV and other immunosuppressive disorders will also be included, as will the isolation and identification of the facultative parasites Acanthamoeba and Naegleria. One afternoon will be devoted to the processing and identification of malaria, including the use of commercial 'malaria dipstick' tests currently available; and this is aimed at individuals who may find themselves having to identify malaria infection where it is not part of their routine work. Staff of the parasite reference laboratory in the Department of Infectious & Tropical Diseases will give instruction on the course. A comprehensive laboratory manual is included and participants will be given, where possible, reference material to take back to their own laboratories.

Email: shortcourses@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/sldp.html

The main objectives are to make practitioners aware of: The role of practitioners in protecting the health of the traveller; Major risks associated with travel; Appropriate methods for reducing and managing travel associated illness and hazards; Training in risk assessment and communicating risks to travellers; Communication skills to enhance their abilities as health educators; The role of information technology in travel medicine.

Teaching will be through lectures, discussions, role-play, problem solving workshops and the use of technology to access current health information. Workshops on consultation planning and management will be included in the programme. A visit to the HTD Travel Clinic and the National Travel Health Network and Centre, based in the hospital, can be undertaken.

The course will cover a range of topics pertinent to the everyday practice of travel medicine, including: Operating a travel clinic; Accessing travel health information; Consultation and communication skills; Vulnerable travellers; Accidents and repatriation; Vaccines in practice; Fitness to travel; Medico-legal issues; Preparing the long term traveller; Issues in malaria prophylaxis; Vector-borne disease; Deep vein thrombosis in travel and Food & waterborne disease.

To provide an introduction to the principles and methodology of cancer survival analysis:

• to teach the main statistical methods for population-based cancer survival analysis;
• to discuss the main controversies in estimation and interpretation of cancer survival statistics;
• to provide students with an intensive learning environment in which most faculty members will attend all sessions of the course, not just their own;
• to provide opportunities for computer-based practical analysis of real cancer data.

Methods covered include the life table, Kaplan-Meier, Poisson and the Cox proportional hazard models for survival analysis.

• population measures of cancer burden (incidence, prevalence, mortality, survival);
• crude, net and relative survival and excess mortality rate;
• construction of life tables; abridged and complete life tables;
• smoothing and extension; life expectancy at birth, age-specific risks of death;
• adjustment of cancer survival for age and stage;
• relative survival, including period analysis and the hybrid approach with its applications;
• modelling relative survival with individual data and co-variates; comparison to Cox and Poisson approaches.

This six day intensive training course focuses on the specific context of conflict and post-conflict settings. The course will provide practical orientation and training to equip participants with skills necessary to establish and organize programmes in the mental health and psychosocial domains and strengthen applicable skills in complex humanitarian emergencies.

The course will provide a practical orientation and training on how to conduct rapid assessments, designing and setting up mental health services or psychosocial programmes (exploring the differences between them), clinical work and therapeutic approaches in non-western contexts, the issue of cultural validity, conflict resolution and negotiation, taking care of oneself and dealing with burnout. It will also introduce potential field workers to essentials such as personal security, and logistics and practical aspects of humanitarian work in the field.

* Relevant professional background that allows for future engagement in mental health or psycho-social programmes in complex emergencies
* Either experience in complex emergency work, ideally in mental health or psycho-social programmes, or a background in mental health is required

Epidemiological research has become an important tool in the study of the aetiology and natural history of infectious and non-infectious diseases, and in assessing health effects in populations. This is a three week concentrated course on the basic principles and methods of epidemiology and medical statistics. The emphasis will be on the design and interpretation of epidemiological studies. Appropriate statistical methods will be integrated with the main epidemiological content, and practical sessions will make use of relevant computer software.
The School houses the largest academic group of epidemiologists, statisticians and demographers in Europe, and promotes an inter-disciplinary approach to teaching and research. The course will be taught by staff who have teaching and research experience extending across the major diseases of developed and developing countries.

The topics to be covered will include:

• Design and analysis of epidemiological studies, including case-control, cohort, cross-sectional, intervention studies and clinical trials.
• Statistical methods in epidemiology, including t-test, chi-square test, Mantel-Haenszel analysis, age standardization, simple linear regression and survival analysis.
• Data analysis using STATA software.
• Epidemiological strategies of disease control, including screening and epidemiological methods for infectious diseases.

There have been rapid developments in statistical methodology for the design and analysis of epidemiological studies in the last few years. Participants in this intensive two-week course will be given a thorough grounding both in classical methods of analysis and in the more advanced regression techniques. Participants will gain practical experience of data analysis using the computer package STATA. Various aspects of study design will also be considered.

The emphasis will be on developing an understanding of the underlying assumptions and principles, on the practical application of the techniques and on the correct interpretation of the results, rather than on the mathematical derivation of the methods. The methods will be illustrated through studies of the epidemiology of both infectious and non-infectious diseases, conducted in both developed and in developing countries.

Clinicians, policy makers and patients are increasingly demanding high quality evidence to help with making decisions about health care. There is a hierarchy of such evidence ranging from anecdote and observational studies up to randomised controlled trials (RCTs). In these trials, the effects of different treatments are compared to each other by giving the treatments to patients 'at random', thus providing a 'fair' and unbiased comparison. RCTs provide much of the evidence needed to register new drugs for use, but trials are also used for comparing a wide range of non-drug treatments, such as medical versus surgical managements for cancer. This course will provide an introduction to the area of clinical trials, with more detailed coverage of some of the key issues to be considered in their design, analysis and interpretation.

Email: shortcourses@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/sct.html

This course aims: to equip students with the knowledge and skills to enable them to make valuable contributions to epidemiological research and public health. Epidemiological methods are used increasingly in medical research, public health practice and health care evaluation. These are applied to describe the size and nature of health problems, to investigate the causes of disease, and to evaluate interventions to treat or prevent disease. Epidemiology is a key discipline underlying efforts to understand and improve public health throughout the world. This course covers both communicable and non-communicable diseases.

By the end of this course, students should be able to: (i) demonstrate advanced knowledge and understanding of the role of epidemiology and its contribution to other health-related disciplines; (ii) choose appropriate designs and develop detailed protocols for epidemiological studies; (iii) enter and manage computerised epidemiological data; (iv) carry out appropriate statistical analyses of epidemiological data; (v) assess the results of epidemiological studies, including critical appraisal of the study question, study design, methods and conduct, statistical analyses and interpretation, and (vi) evaluate critically their own work and studies conducted by other investigators.

Dr Punam Mangtani
Email: punam.mangtani@lshtm.ac.uk
Dr Sara Thomas
Email: sara.thomas@lshtm.ac.uk
Email: mscphdc@lshtm.ac.uk

This stream: provides a foundation for the understanding of health services management by drawing on a wide range of academic disciplines and to enable students to develop knowledge, understanding and capability in various scientific methods and fields of study that are relevant to strategic management. Changes are taking place in the organisation and management of health services. The aims of these changes include increases in efficiency and cost-effectiveness and the provision of greater choice for patients. In many cases the management of services is being decentralised and greater autonomy is being given to service providers. As a consequence, managers need to acquire new skills to enable them to assess needs, set priorities, contract for service delivery, monitor quality and manage change. The stream is aimed at health service managers, planners and policy-makers or those who plan a career in these fields from high-, middle- and low-income countries.

By the end of this stream students should be able to demonstrate ability to apply knowledge of the core disciplines of public health, consisting of statistics; epidemiology; health economics; and social research, to real world health problems. In addition, students will be able to: (i) analyse the principles, structure and functions of health systems, including their financial, organisational and policy-making processes and systems; (ii) critically assess and apply a range of key management concepts and functions in a range of health care settings; (iii) appreciate the role and contribution of economic theory, organisational theory and approaches to management in the field of health care; (iv) show competence in critically evaluating and communicating research evidence; (v) apply knowledge of effective team-working and communication skills to solve problems and achieve specific goals.

Internet: http://www.lshtm.ac.uk/prospectus/masters/msph.html
Email: registry@lshtm.ac.uk

This stream: provides students with a sound understanding of the theoretical and empirical basis of health promotion, to equip them with conceptual and practical skills to design, implement and evaluate health promotion policies and programmes. Health promotion draws on ideas from sociology, psychology, anthropology, education, epidemiology and other disciplines to develop understanding of the ways in which the health of populations is maintained and strengthened. The stream is taken by individuals from diverse cultures and a wide range of disciplines and work experiences, including social and health sciences, public services, international agencies, and the voluntary and private sectors.

By the end of this stream students should be able to demonstrate ability to apply knowledge of the core disciplines of public health, consisting of statistics; epidemiology; health economics; and social research, to real health problems. In addition, they should be able to: (i) demonstrate knowledge and understanding of the principle theories, methods and interventions used in health promotion;(ii) demonstrate knowledge and understanding of the development of health promotion in the UK and internationally and its evolution as a multidisciplinary field; (iii) assess the appropriate use of population-wide versus targeted health promotion interventions; (iv) consider how to develop health promotion policy and practice that is relevant to varying public health issues in diverse contexts; (v) show competence in critically evaluating and communicating research evidence; (vi) apply the knowledge and analytical skills they have gained to inform health promotion policy-making, programme planning, implementation and evaluation, and research design.

This course aims: to (i) develop critical analysis of issues within health policy, planning and financing, and (ii) be able to devise appropriate health policy responses. The course is taken by students from a wide range of backgrounds including: social science or medical training; health service managers or health care providers and those who have worked in national health care systems, international agencies or NGOs. This is a joint programme provided by institutions of international reputation: the London School of Hygiene & Tropical Medicine, and the London School of Economics & Political Science. The course provides training relevant to countries at all levels of development, although participants are able to specialise in issues of common concern to countries with similar health systems and problems.

By the end of this course students should be able to: (i) demonstrate knowledge and understanding of a diverse range of international and national health policies, including current and emerging trends; (ii) demonstrate knowledge and understanding of one or more disciplines relevant to the study of health policy, planning and financing (epidemiology, health economics and other social sciences); (iii) demonstrate specialist knowledge and skills in other areas selected from a range of options on the programme relevant to the study of health policy; (iv) apply their knowledge and skills using a multidisciplinary approach to formulate, implement and evaluate health policies and plans; (v) show competence, both written and verbal, in communicating empirical evidence and in consolidating and critically appraising debates relevant to issues of health policy, and (vi) demonstrate competence in key research and presentation skills, including the ability to carry out a literature search, to critically review published literature, and to evaluate research findings.

Internet: http://www.lshtm.ac.uk/prospectus/masters/mshppf.html

This 2 week intensive course, now running for the fourth year, is intended to introduce professionals working on infectious diseases in either developing or developed countries to this exciting and expanding area. The emphasis will be on developing a conceptual understanding of the basic methods and on their practical application, rather than the manipulation of mathematical equations. The methods will be illustrated by "hands-on" experience of setting up models in spreadsheets as well as other specialist modelling packages, small group work, and seminars in which the applications of modelling will be discussed. Though participants will not be "modellers" by the end of the course, they will have gained an understanding and practical experience of the basics of infectious disease modelling which will be useful in their future work.

The course makes use of Excel, and a specialist modelling package (ModelMaker). The topics to be covered include: Key concepts in infectious disease epidemiology; The basic methods for setting up deterministic and stochastic infectious disease models; Analyses of seroprevalence data: methods for estimating age and time-dependent transmission rates and their application for developing models of the dynamics of childhood infections; How to read and interpret modelling papers; Models for describing STD and HIV transmission and control; Practical applications of modelling, including predicting the impact of vaccination strategies against childhood infections, describing the course of outbreaks, and the demographic impact of HIV; Models of the dynamics and control of vector-borne diseases, tuberculosis and other diseases with long incubation periods.

This stream: provides students with a broad knowledge and understanding of the concepts and methods used in studying health services and systems. Health Services Research is research that seeks to improve the quality, organisation and financing of health services. Its concern extends from the care of individuals through health care organisations to national and international policies. This stream includes a large research component enabling students to develop their methodological skills.

By the end of this stream students should be able to demonstrate ability to apply knowledge of the core disciplines of public health, consisting of statistics; epidemiology; health economics; and social research, to real world health problems. In addition, students will be able to: (i) understand the strengths and weaknesses of different study designs; (ii) identify, assess and synthesise evidence from research literature; (iii) select and apply appropriate, ethical and feasible study designs to answer questions in health services and health systems research; (iv) show competence in critically evaluating and communicating research evidence; (v) understand the relationship between research evidence and policy/practice.

This course aims: to train (or retrain) individuals in all aspects of STI management and control. Sexually transmitted infections (STIs) are a major cause of morbidity worldwide, particularly among women and infants. The World Development Report 1993, 'Investing in Health' rated STIs, not including HIV infections, among the three top causes of healthy life years lost in women in developing countries. The 'conventional' STIs are increasingly recognised as facilitating the transmission of HIV infection, and improved management of the treatable STIs has been shown to reduce the incidence of HIV infection in a community randomised study in Tanzania. This course is run jointly by the School and University College London (UCL). Applications must be made via UCL.

By the end of this course students should be able to: (i) demonstrate advanced knowledge and understanding of the microbiology, virology and immunology of sexually transmitted infections STIs, including HIV; (ii) describe the laboratory methods used for diagnosing and monitoring STIs and evaluate their relative scope and limitations; (iii) demonstrate knowledge and understanding of the basic concepts of communicable disease epidemiology; (iv) identify and apply principles of good clinical practice in the care and treatment of patients with STIs, including HIV; (v) communicate effectively with patients and professional colleagues on a range of medical, social and interpersonal issues related to the care and treatment of people affected by STIs and HIV; (vi) demonstrate knowledge and understanding of different models of health-care and evaluate their relative benefits and disadvantages in the field of STIs and HIV; (vii) critically assess different approaches to prevention and control of STIs and HIV in different populations, and (viii) plan, implement, manage and evaluate STI control programmes.

This course aims: to provide comprehensive training in public health nutrition in a global setting with the choice of specialising in a number of topics and in a range of contexts. It provides an integrated programme covering dietary, epidemiological, public health, social and biological aspects of nutritional science. Specialist topics include maternal and child nutrition, nutritional epidemiology, nutrition in emergencies, and nutrition programme planning, evaluation and monitoring. The course attracts graduates from many countries and from various disciplines who wish to equip themselves for public health nutrition research and teaching, operational work in field or community nutrition programmes, work in public health nutrition, including health promotion and nutrition education, and for policy and programme planning in nutrition.

By the end of this course students should be able to: (i) demonstrate an advanced knowledge of public health nutrition (in terms of food, diet and health), at biological, social and policy levels; (ii) assess critically, select and apply a range of appropriate research skills and techniques, from anthropometry and information on dietary intake to broader analytical skills, including statistics, epidemiology, qualitative research methods, computing and information retrieval; (iii) interpret and synthesise different types of data used to analyse and assess nutritional problems at population and population sub-group levels; (iv) evaluate critically the findings of scientific studies of public health nutrition; (v) disseminate and present findings of research in a range of formats and contexts; (vi) identify and formulate appropriate responses and intervention strategies to address nutritional issues, taking into account the public health and social policy contexts, and (vii) apply knowledge of effective teamwork and communication skills to solve problems and achieve specific goals.

to provide a broad introduction to the concepts and methods used in reproductive and sexual health research and aims to equip students with the principles and methods of research including the quantitative, qualitative and social science skills necessary to conduct policy-relevant research. It provides a good foundation in the main aspects of reproductive and sexual health: family planning, obstetric health and AIDS/STIs (not including laboratory-based studies). Training in reproductive health research tools is complemented by training in the methods of demography, statistics and epidemiology. The MSc is Europe's only graduate course in reproductive health research, and is designed mainly for those interested in the developing world, although those concerned with reproductive health matters in developed countries can also be accommodated.

This course is recognized by the ESRC as providing high quality research training.

Graduates go into public health and reproductive health administration, evaluation of family planning programmes, AIDS/STIs and obstetric services, research for governmental and non-governmental agencies and university teaching.

By the end of this course students should be able to: (i) demonstrate advanced knowledge and understanding of evidence-based approaches to research of reproductive and sexual health issues; (ii) critically assess and apply these research approaches to inform development, health and social welfare programmes; (iii) demonstrate a good understanding of the socio-cultural, political and ethical issues surrounding reproductive and sexual health; (iv) identify and address appropriate research questions in reproductive and sexual health, using methods from a range of public health disciplines, including epidemiology, demography, statistics and other social sciences; (v) carry out research activities, such as literature review, research study design, and critical analysis and application of research findings to identify effective components of reproductive and sexual health services within programmes.

A prize is awarded each year to the student who has submitted the best project of the year for examination.

This degree covers : the whole breadth of public health and allows students to follow a general stream of study (Public Health stream ), which focuses mainly on high- and middle-income countries, or to concentrate on one of four other streams (Environment and Health stream; Health Promotion stream; Health Services Management stream; Health Services Research stream). The decision of which stream to follow will depend on the needs of the student and can be discussed with the Course Organisers. However, please note that students do not need to decide until the middle of the Term 1 and so the choice can await detailed discussion with School tutors and experience on the course once at the School.

In Term 1 all students on the MSc Public Health complete the Public Health common core, consisting of four compulsory units. These are: Basic Statistics for Public Health & Policy; Basic Epidemiology; Introduction to Health Economics; and Principles of Social Research.
All students also take two other units in Term 1. These are selected from Issues in Public Health; Health Promotion Theory; Health Services; Environment, Health & Sustainable Development; or one health policy unit selected from: Health Policy, Process & Power; or Foundations of Health Policy (Term 1 only).

The Postgraduate Admissions Office
Room 7, Senate House
University of London
Malet Street
London WC1E 7HU
United Kingdom
Tel: +44 (0)20 7862 8375
Email: mscphdc@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/masters/msph.html

By the end of this Study Unit students should be able to:

• demonstrate knowledge and understanding of key issues relating to basic science, clinical
  medicine, epidemiology, social science and prevention of HIV/AIDS;
• identify the routes of transmission of HIV;
• compare global patterns of transmission and identify consequences for prevention and
  treatment;
• describe the nature and course of HIV infection, including HIV disease and AIDS;
• perform laboratory investigations used in the diagnosis and treatment of HIV infection and AIDS;
• List the main groups of opportunistic infections, including viral, bacterial, fungal and parasitic infections and their management;
• Critically assess a range of different interventions and programmes for the prevention of HIV;
• Assess the economic impact of AIDS, and
• Explain societal and structural issues that facilitate the HIV pandemic.

The depth and breadth of knowledge of students may vary and be restricted to their own areas of
specialities. It is anticipated that by the end of this Study Unit the student should have attained a level of understanding of the diverse subject areas of AIDS and should be able to interact
effectively with colleagues with different expertise and areas of research interests.

Keppel Street WC1E 7HT London,UK
Phone: +44 207 927 2105
Fax: +44 207 612 7843
Email: stuart.anderson@lshtm.ac.uk
Internet: http://www.troped.org/detail/index.jsp?id=81

By the end of this optional module students should be able to:

• describe the principles of surveillance and the characteristics of different surveillance systems, their strengths and weaknesses, their usefulness, and their application to disease control;
• describe the main policies and programmes used in the control of important infectious diseases, and the issues involved in their implementation and evaluation;
• apply epidemiological methods to the investigation and management of outbreaks;
• appreciate the issues involved in managing and evaluating vaccination programmes, including promoting and measuring vaccine coverage, monitoring vaccine efficacy and adverse events, refining vaccination schedules and conducting serological surveillance;
• apply and adapt the knowledge gained on the course to their own country or situation.

Content: This is essentially a practical unit, taking students through the application of the public health principles listed under objectives to the surveillance, investigation and control of communicable disease. The surveillance systems examined include those available for use at the country, regional and district levels.

Keppel Street WC1E 7HT London,UK
Phone: +44 (0)207 927 2105
Fax: +44 (0)207 612 7843
Email: stuart.anderson@lshtm.ac.uk
Internet: http://www.troped.org/detail/index.jsp?id=77

By the end of this optional module students should be able to:

• Appraise the political, economic and social factors that contribute to conflict and forced migration;
• Analyze the direct and indirect effects of conflict on health and health systems;
• Evaluate the roles of the key actors and institutions involved in the international humanitarian system;
• Describe the key management and coordination issues currently facing these institutions;
• Examine the key policy debates currently taking place within the humanitarian field (for example around gender, quality, community participation, coordination, health-to-peace initiatives, the relief-development interface);
• Appraise the key challenges in developing appropriate context-sensitive responses to particular health problems, such as injuries, nutritional, mental health, reproductive health, and communicable diseases;
• Differentiate the key issues concerning the transition from relief to rehabilitation and the development of health services in the context of post-conflict recovery.

Keppel Street WC1E 7HT London,UK
Tel: +44 (0)207 927 2105
Fax: +44 (0)207 612 7843
Email: stuart.anderson@lshtm.ac.uk
Internet: http://www.troped.org/detail/index.jsp?id=96

By the end of the module students should be able to

• Develop a conceptual framework for understanding perceived health problems of women and children in the context of a specific setting;
• Evaluate these problems and propose options for dealing with them;
• Assess critically the relative merits of the different options

Keppel Street WC1E 7HT London,UK
Tel: +44 (0)207 927 2105
Fax: +44 (0)207 612 7843
Email: Veronique.Filippi@lshtm.ac.uk
Internet: http://www.troped.org/detail/index.jsp?id=78

By the end of this optional module students should be able to:

• Evaluate the concepts underlying the design of epidemiological studies;
• Select an appropriate study design for a given epidemiological scenario and provide a rationale for this
• Conduct stratified analyses of data from epidemiological studies;
• Demonstrate the rationale and use of multivariable analysis models;
• Explain basic approaches to the design and interpretation of multivariable analysis models;
• Critically appraise the design, analysis and interpretation of studies conducted by other investigaators;
• Communicate effectively with those involved in conducting public health research.

Internet: http://www.troped.org/detail/index.jsp?id=85

By the end of this optional module students should be able to:

• Design a multidisciplinary approach to planning disease control;
• Demonstrate enhanced group working skills;
• Identify key steps in applying theoretical knowledge to solving a practical problem concerning disease control in a developing country;
• Assess the key requirements and constraints of externally funded programs.

Internet: http://www.troped.org/detail/index.jsp?id=98

The primary purposes of the course, will be to familiarise participants with:

• The main causes of blindness in the world
• The clinical presentation and management of the following diseases:
  o Trachoma
  o Onchocerciasis
  o Vitamin A deficiency and Measles
  o Ophthalmia neonatorum
  o HIV and the eye
  o Leprosy

The workshop programme will also introduce participants to the Global VISION 2020 Initiative and its implementation through the VISION 2020: the Right to Sight programme. Eighty percent of blindness in the world is from treatable or preventable causes. The VISION 2020: the Right to Sight Global Initiative is to create adequate eye-care facilities within communities, particularly in underprivileged areas; to develop human resources so well-trained eye-care workers are available; and to implement specific programmes to control the major causes of blindness.

Adrienne Burrough
Tel: +44 (0)20 72 99 4648
Fax: +44 (0)20 72 23 0638
Email: adrienne.burrough@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/sto.html

This course aims: to equip health professionals with the knowledge and skills to reduce blindness and visual disability by: developing a community oriented approach to eye health and control of blindness in line with the aims and objectives of VISION 2020, The Right to Sight, facilitating personal development, so enabling individuals to contribute more fully to their country's and society's eye health; promoting a local, national and international network of health professionals, to improve vision and prevent blindness in the world.
There are estimated to be 50 million people in the world who are blind and the majority of these live in developing countries. An estimated 80% of blindness is avoidable. The major avoidable causes of blindness are cataract, trachoma, glaucoma, diabetic retinopathy, refractive errors, vitamin A deficiency and onchocerciasis.
This course does not include any clinical training and is not appropriate for people wanting training in clinical ophthalmology.

Term 1: After a one-week orientation period, students take a total of five modules as follows.
Compulsory: Epidemiology of Blinding Eye Diseases; Skills for field projects in eye care; Eye Care Programmes; Basic Statistics for PHP; Basic Epidemiology.
These modules are designed to equip the students with skills in understanding and identifying the magnitude of visual disability in populations and how health programmes are designed to address the problem.
Terms 2 and 3: Students take a total of six modules, one from each timetable slot. Where only one module is shown this is compulsory. Other modules are available after consultation with the Course Organiser.
C1: Primary Health Care: Planning Management & Evaluation; Research Design and Analysis; Health Care Evaluation
C2: Design & Analysis of Epidemiological Studies; Qualitative Methodologies; Statistical Methods in Epidemiology.
D1: Childhood Eye Disease & Ocular Infections.
D2: Non-Communicable Eye Disease.
E1: How to Plan & Implement a VISION 2020 project.
E2: Resources & Technology.

Internet: http://www.lshtm.ac.uk/prospectus/masters/msceh.html

The course is divided into three sections, beginning with three orientation days (14-16 February 2007) in Week 1:
Weeks 1 to 5 will focus on the control of blinding eye diseases and will provide a detailed overview of the main blinding eye diseases and how best to treat or prevent them. This will cover childhood eye diseases, ocular infections and non-communicable adult eye diseases.

Weeks 6 to 10 are spent researching and writing up a strategy document. The aim is to provide students with the opportunity to relate the contents of the course to their own working situation or field of interest, by developing a chosen idea or area of interest into a practical plan. The strategy document outlines the plans which will be instituted on their return to their home country.

Weeks 11 to 15 are about how to plan a VISION 2020 project. This part consists of a teaching unit on how to plan and implement a VISION 2020 project and one on resources and technology for VISION 2020. These teaching units will enable students to assess, plan and develop the human, financial and technical resources for prevention and control of blindness, with particular emphasis on a VISION 2020 project.

Emma Sydenham
Email: Emma.Sydenham@lshtm.ac.uk
Internet: http://www.lshtm.ac.uk/prospectus/short/sdceh.html

Older people aged 65 or more will soon comprise a quarter of the population in many developed countries and numbers of very old people are increasing particularly rapidly. Older people are the main users of health services in these countries and the burden of ill health is increasingly deferred to later life. This means that knowledge about ageing processes and planning and delivering good quality services is essential for those working in, or planning, health and social care sectors. This multidisciplinary course on ageing and its implications at both the population and individual level will provide participants with up to date research- based training on this important topic.

Topics covered will include:

• The demography of ageing
• Preventive health care and health promotion
• Planning and financing of services
• Social influences on ageing
• Ageing in minority ethnic groups
• Family and community support for older people
• Nutrition and health in older age groups
• Models of health and welfare provision in ageing populations
• Mental health in later life
• Environmental influences on healthy ageing

This course aims to train students from a variety of academic backgrounds to work as statisticians in various sectors including higher education, research institutions, the pharmaceutical industry, central government and national health services. It provides a training in the theory and practice of statistics with special reference to clinical trials, epidemiology and clinical or laboratory research.
Objectives: By the end of this course students should be able to: select appropriate study designs to address questions of medical relevance; select and apply appropriate statistical techniques for managing common types of medical data; use various software packages for statistical analysis and data management; interpret the results of statistical analyses and critically evaluate the use of statistics in the medical literature; communicate effectively with statisticians and the wider medical community, in writing and orally through presentation of results of statistical analyses; explore current and anticipated developments in medical statistics.

Most courses on statistical modelling in epidemiology concentrate on the use of regression models to estimate causal effects while adjusting for measured confounders. These address uncertainty due to sampling error but not, in general, other sources of error and uncertainty which may arise from missing data, measurement error, uncontrolled confounding, and/or selection bias. Recent methodological advances make it feasible to incorporate at least some of these sources of error into statistical models so that quantitative assessments can be made of their impact on estimates of causal effect and the uncertainty around those estimates. The proposed course will discuss the current state of the art with respect to these issues, while retaining a practical focus. Participants will acquire awareness of the common threads across these new methods and competence in applying them in simple settings.

Epidemiological research is a key component in understanding and improving public health in the UK and throughout the world. It is increasingly important therefore, for health professionals to acquire the skills necessary to find, understand, and evaluate research information in this area.

The course contains four modules:

• Measures and Statistical Terminology: describes the measures and terminology used in epidemiological research. The module focuses on the methods used to determine the reliability of statistical interpretations, but without needing an in-depth knowledge of statistics.
• Observational Studies: focuses on the different types of observational studies used in research and utilises current research literature to illustrate their use.
• Interventional Studies: focuses on the different kinds of interventional studies and utilises current research literature to illustrate their use.
• Constructive Criticism of a Research Paper: builds upon knowledge from in the previous three units and illustrates how to utilise this information to effectively criticise an epidemiological research paper.

Aims of the Course: By the end of this course, learners will have an understanding of basic epidemiological concepts, epidemiological study characteristics and current epidemiology related issues in public health. Also, learners will be able to critically assess research in this area and to make informed decision on importance of this research to their health practice.

This course is designed for those working in public health or related disciplines in developing countries, who have an interest and experience of infectious disease management in humanitarian emergencies and who would like to improve their skills or bring their knowledge up to date to support implementation of infectious disease projects/programmes in emergency settings.
The objectives are:

• To review epidemiology of infectious diseases in humanitarian emergencies (conflict and natural disasters);
• To explore the challenges of implementing infectious disease programmes in emergencies;
• To explore concepts in infectious disease risk assessment in emergencies;
• To review in depth the concepts in design and implementation of early warning/surveillance systems in emergencies;
• To review principles of outbreak investigation and outbreak management, including laboratory, media and communication, social mobilization, and infection control;
• To explore strategies in the prevention and control of key infectious diseases in emergencies.

Tel: +44 (0)20 7299 4648
Fax: +44 (0)20 7323 0638
Email: shortcourses@lshtm.ac.uk
Those requiring further information about the course should contact the Course Organisers:
Egbert Sondorp: Egbert.Sondorp@lshtm.ac.uk
Olga Bornemisza: Olga.Bornemisza@lshtm.ac.uk
WHO: cdemergencies@who.int
Internet: http://www.lshtm.ac.uk/prospectus/short/scidhe.htm

By the end of this optional module students should be able to:

• Appraise the importance of and trends in non-communicable diseases in different parts of the world;
• Critically assess the main drivers of the burden of non-communicable dieases;
• Identify methodological and conceptual issues in identifying causes of non-communicable diseases.
• Identify methodological and conceptual issues in evaluating preventive strategies.

Content:
This module focuses on major non-communicable diseases. It draws on key illustrative examples from a range of fields including psychiatry, molecular and genetic epidemiology, and reproductive, cardiovascular and cancer epidemiology. The application of non-communicable disease in developing countries is considered. The module covers the following issues:

• An historical overview of the emergence of the field of non-communicable disease epidemiology, and a critcial evaluation of its definition.
• The contemporary burden of non-communicable diseases in different regions of the world, and key drivers of trends including urbanisation.
• Application of different types of study design to the study of major non-communicable diseases (including ecological, cohort studies, case-control studies, case only and intervention trials).
• Major conceptual challenges in the study of non-communicable diseases, particularly in the field of life course epidemiology.
• Surveillance for non-communicable diseases in both developed and developing countries.

TropEd

Internet: http://www.troped.org/detail/index.jsp?id=90