The purpose of this course is to develop critical thinking about the determinants of well-being of the maternal and child population as well as to review several major themes which reflects the field of maternal and child health (MCH).
Population-based. The population base for MCH includes all women, infants, children, adolescents and their families, including fathers and children with special health care needs, both domestically and globally.
Levels of prevention. While focusing on primary prevention, public health and maternal and child health practice are necessarily attentive to the tradeoffs among the different levels of prevention.
Disparities. Within the context of this course, the primary focus will be on disparities among groups defined by race/ethnicity, age, gender, socioeconomic status, nationality, and geographic location.
Life course perspective. Growing body of literatures highlight both the longitudinal and cumulative effects of these exposures and health outcome to maternal and child health.
Family-centered. Family-centered approach to maternal and child health assures the health and well-being of children and their families through a respectful family-professional partnership.
Interdisciplinary. Engaging a range of disciplines in collaboration broadens the scope of investigation into complex health and welfare issues of maternal and child health and yields fresh and possibly unexpected insights to maternal and child health.
Students will analyze existing public health programs that addresses maternal and child health and produce an advocacy statement that critically evaluates on the program’s rationale (advocacy assignment 20%)
Students will conduct a systematic literature review focusing on a maternal and child health issue in depth, justify why this is currently an issue of significance either locally or globally (Group Assignment 20%)
Students will be able to recognize determinants of health and illness including biological, behavioral, socioeconomic, demographic, cultural and health care systems influences to maternal and child health outcomes; (final exam 30%)
Students will read and interpret the readings based on the context of the major course themes mentioned in the course description (critical reflection assignment 20%)
Timetables for courses offered at Leiden University College in 2020-2021 will be published on this page of the e-Prospectus.
Mode of instruction
Supplementary resources such as videos, podcasts
In depth topic exploration with case studies (student presentations)
Critical reflection, weekly student led discussion, 15%
Group assignment, 30%
Advocacy Assignment, 20%
written examination, 35%
Courses offered at Leiden University College (LUC) are usually only open to LUC students and LUC exchange students. Leiden University students who participate in one of the university’s Honours tracks or programmes may register for one LUC course, if availability permits. Registration is coordinated by the Education Coordinator, firstname.lastname@example.org.
Dr. M.J. Cho,