Public Health A1

15 credits

Syllabus, Bachelor's level, 3FV367

Education cycle
First cycle
Main field(s) of study and in-depth level
Public Health G1N
Grading system
Fail (U), Pass (G)
Finalised by
The Educational Board of Medicine, 6 March 2018
Responsible department
Department of Public Health and Caring Sciences

Entry requirements

General entry requirements

Learning outcomes

On completion of the course, the student should be able to:

• Identify and describe factors of significance for the own individual's health and for public health

• Describe the development of the public health in the population at a general level national and international to today

• Identify target groups and levels for public health interventions

• Identify and describe public health stakeholders and public health goals for different risk groups

• Explanation fields where inequality health prevails and describe different social determinants for health

• Account for the connection between discrimination and health

• Identify different scientific methods in public health and evaluate scientific articles

• Understand how to study risk for disease

• Discuss and reflect public health fields such as unhealthy behaviours in the world and health work based on different public health aims.

• Compile knowledge and share knowledge

• Design and describe a plan for a public health intervention


• Public health goals

• Common diseases

• Living habits

• Factors with health impact

• Participation

• Risk groups

• Gender

• Social determinants

• Discrimination

• Public health stakeholders

• Basic epidemiology

• Public health historically and internationally

• Scientific methods within public health

• Different structures and levels of public health work

• Public health projects


Web-based lectures, films and radio, individual written assignments, discussions in web-based forum, own reading and information search. All teaching is web-based.


Written assignments and tests. Active participation in discussions.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.