SIMON FRASER UNIVERSITY ?
S.05423
Senate Committee on University Priorities
?
Memorandum
TO:
Senate ?
FROM:
?
John Waterhouse
Chair, SCUP
Vice President, Academic
RE:
Proposal fora Bachelor of Arts in
?
DATE:
?
October 19, 2005
Health Sciences (Major, Honors, and
?
Revised: November 17, 2005
Minor in Health Sciences) (SCUP 05-057)
At its October 5, 2005 meeting SCUP reviewed and approved the proposal from the
Faculty of Health Sciences for a Bachelor of Arts in Health Sciences (Major, Honors,
and Minor in Health Science).
Motion
That Senate approve and recommend to the Board of Governors, the proposal for a
Bachelor of Arts in Health Sciences (Major, Honors, and Minor in Health Sciences)
offered by the Faculty of Health Sciences.
.
end.
c: D. MacLean
N. Haunerland
The SCUS memo concerning the new courses in this program is attached at the end of
this document. The approval of the courses is contingent upon Senate's approval of the
BA in Health Sciences degree program,
C
0.
PROPOSAL
Bachelor of Arts Degree in Health Sciences
(Major, Honours, and Minor in Health Science)?
Offered by
The Faculty of Health Sciences
Simon Fraser University
November 9, 2005
.
1
EXECUTIVE SUMMARY
The last decade has seen a dramatic shift in approaches to managing the health of Canadians. .While
historically the main focus has been to improve medical care, emphasis is now placed increasingly on
integrated approaches to promoting health, preventing disease and injuries, and establishing healthy
environments. The first ministers, at their meeting in September 2004, stated:
"All governments recognize that public health efforts on health promotion, disease and injury prevention are
critical to achieving better health outcomes for Canadians and contributing to the long-term sustainabilizy of
Medicare by reducing pressure on the health care system... For the first time, governments will set goals and
targets for improving the health status of Canadians through a collaborative process with experts."
Indeed, it is widely accepted that scientific knowledge alone will not produce dramatic increases in
public health. Improving health across a population is contingent upon approaches that closely integrate the
social and behavioural determinants of health into scientific knowledge and health promotion and disease
prevention strategies. This burgeoning awareness has resulted in the appearance of new and restructured
post-graduate programs across Canada, including Simon Fraser University's new Master of Science degree in
Population and Public Health. Pressing need for education and training in these areas, however, exists not
only at the specialized graduate level. Preparation at the undergraduate level has been much slower to
emerge, and there is a conspicuous absence of programs that prepare, not only for graduate opportunities in
population and public health, but also for the new needs in the changing health care system.
In response to these new opportunities, the proposed BA degree program will educate students in*
relevant areas of health. They will learn determinants of health, health risk assessment and mitigation,
evidence-based health education and promotion; health systems and program development, implementation
and assessment; health information systems, and the use of state-of-the-art technology. Taking an integrated
approach that builds on the social and natural sciences, our graduates will make informed decisions based on
knowledge and ethical standards; with a judicious understanding of the needs, values, and beliefs of
individuals and communities.
The BA degree in Health Sciences proposed here will first be offered in September 2006. Eventually,
it will complement a BSc degree in Health Sciences that is more focused on the biological and technical
aspects of health. It is anticipated that together these two undergraduate programs will accommodate
substantial numbers of students and produce a significant proportion of the graduates needed in our province
and beyond. The degree aligns well with the strategic goals and priorities of SFU and the Faculty of Health
Sciences. It is relevant to the learning goals of students, as reflected in student demand and interest. Finally,
it meets societal needs for personnel in the broad area of public health.
2
S
1. PROGRAM ORIGIN
?
TABLE OF CONTENTS
?
4
?
1.1 ?
IHRE ?
4
?
1.2 ?
The Faculty of Health Sciences
?
4
2.
CURRICULUM
5
2.1
Overview
5
2.2
The new context for health and the need for this program
5
2.3
Learning objectives - what a student will gain from the program
6
2.4
Courses and curricular requirements
7
2.5
Individual courses
10
2.6
Learning methodologies
11
2.7
Degree completion time
11
2.8
Admission requirements
11
2.9
Transfer of courses from other universities
11
3
NEED AND DEMAND FOR THE PROGRAM
12
3.1
Relationship to existing Canadian programs
12
3.2
SFU's strategic advantage
13
3.3
Anticipated labour demand
13
S
4
4.1
FACULTY AND OTHER RESOURCES
Program implementation
14
14
4.2
Personnel
15
4.3
Library
15
4.4
Space
15
Appendix 1: Course descriptions
3
1 PROGRAM ORIGIN
1.1IHRE
SFU's expertise in health is spread across many administrative units, including Kinesiology,
Molecular Biology and Biochemistry, Psychology, and many other departments across the mathematical,
social and applied sciences. SFU's drive to establish an academic unit clearly identified as "health", which
began over a decade ago, came to fruition in
1999
with the establishment of the Institute for Health Research
and Education (IHRE). The specific goals of IHRE were: (1)
"To foster health-related research at Simon
Fraser University through the development of research collaborations and partnerships which bridge the
biomedical, clinical and social science sectors incorporating multiple research perspectives"
and (2)
develop and offer innovative education programs in the broad area of health" (http:/Iwww.ihre.sfu.ca
).
Towards the first goal, IHRE brings together more than 130 researchers from all sectors of SFU with
expertise and interest in health research. The goal is to foster cross-disciplinary research collaborations in the
area of health. To facilitate cross-disciplinary interactions, IHRE support has substantially strengthened
library holdings in the area of health. Moreover, personnel have been hired to support the infrastructure for
health research across programs. Two technicians for instrumentation have recently started to provide
services. Other personnel are in place to assist with grant applications. IHRE has funded proposals for
program development, supported research projects, and coordinated some very successful fundraising
activities. In order to facilitate the second goal (educational programming), IHRE proposed the development
of a Faculty of Health Sciences (FHS) which would offer undergraduate and graduate degrees.
documents emphasize the cross-disciplinary nature of this faculty:
"The new Faculty of Health Sciences will
have a core complement offaculty chosen for their multi-disciplinary approach to health-related research
and their ability to examine questions from varying methodological perspectives. Their expertise will provide
a bridging function to existing research and teaching programs and will complement the specialized
expertise offacult-y in existing departments."
In addition to the research mandate, the faculty has a clear teaching mission:
"A major goal of the
new Faculty is to develop new undergraduate education programs".
More specifically, the Senate document
states: "The new Faculty of Health Sciences will support research and develop teaching programs that
bridge science, policy and practice across the five sectors at the foundation of IHRE",
identified as (1) Basic
Biomedical, (2) Clinical Interfaces, (3) Health Services and Systems, (4) Societies, Cultures and the Health
of Populations, and
(5)
Technology and Health.
The initial focus was on graduate programs: the Master of Science degree in Public Health has been
approved, and two other graduate degrees are currently being developed. The Faculty now needs to mount its
initial undergraduate programs and attract a critical mass of faculty, students, and scholars to allow a rich
spectrum of course offerings.
1.2 The Faculty of Health Sciences
In 2004, the Senate of Simon Fraser University created the Faculty of Health Sciences. The Sent
L
4
2 CURRICULUM
.
2.1 Overview
The three areas of emphasis for the proposed program can be summarized as follows:
• social determinants of health
• health technology and information systems
• health systems and policy
All of these areas are of great current interest, and through specialization students will be better prepared
for the full range of career opportunities. Within each of these streams, the focus is intentionally broad. Thus
the syllabus will cover health issues from all levels (systems, individuals, communities, and populations)
encompassing a mix of courses that integrates health sciences and population health with sociology,
anthropology, epidemiology, biostatistics, economics, as well as health policy and administration. Given this
interdisciplinary scope, the core courses will span
five
foundation areas, namely:
• determinants of health
• evidence-based medicine
• foundations in sociocultural and ethical aspects of health
• foundations in human biology
• methodologies - including technology, basic statistics and computation
Throughout the curriculum, case studies will stress problem solving in interdisciplinary teams coping
with uncertainties. A Co-op option will eventually provide the opportunity to acquire workplace skills in
health risk assessment and mitigation, health administration and policy, health promotion, planning, policy,
. and the technology of health.
The program presented here should be seen as a starting point only, not as a fully developed program
that contains all the specialty courses that will eventually be offered. The details and the focus of those
upper-division electives depend on the input and expertise of the faculty members of the Faculty of Health
who have not yet been hired, or have not yet arrived on campus.
2.2 The new context for health and the need for this program
The above stated goals for the curriculum are framed within the current Canadian concept of health. By
1974 the causes of morbidity and mortality were delineated scientifically and the major risk indicators were
identified. A Health Canada report
A New Perspective on the Health
of
Canadians
(the Lalonde Report)
identified a "health field concept" in which health care itself is only one of four major influences on health.
Biology, lifestyle, and environment are seen as equally important. The key-message of the Lalonde Report
was that health does not equal health care - other influences must be taken into account.
In 1986, the Ottawa Charter on Health Promotion extended the health field concept and identified
prerequisites for health to include peace, shelter, education, food, income, a stable eco-system, sustainable
resources, social justice, and equity. This spectacular broadening of the health concept was reflected in a
government report
Achieving Health for All
(the Epp Report), which proposed an integration of sociocultural
aspects of health, the health sciences, and public-policy. While the mission statement of Health Canada
remained
"To maintain and improve the health of
the Canadian peoples"
the determinants were expanded to
include sociocultural factors, standard of living, lifestyle, and working conditions. Consequently, while
.
health education and health care remain part of the methodology, the scope is dramatically expanded. Thus
the measures used include behavioural and social change, policies for population health, including legislation
(such as anti-smoking legislation) to mitigate the biochemical mediators and indicators of risk.
5
In 1999 a third report
Toward a Healthy Future: the Second Report on the Health of Canadians-
was
released by the Federal/Provincial/Territorial Advisory Committee on Population Health. This report added
two key ideas to the analysis of factors shaping the health experiences of populations: a life cour
perspective (i.e., the understanding of health outcome as the cumulative outcome of experiences ove
person's entire life), and the crucial role of early child development in shaping health experiences later in
life. As a result of these developments, the scientific determinants of health are now considered within the
context of social environments, developmental experiences of early life, personal health practices, the
physical environment, genetics and biology, and the availability of effective health care services.
The reform of the funding system for health research reflects this paradigm change. Through funding re-
alignment in the CIHR, we see new directions in health research, health administration, and health policy
that rely on the integration of social science, applied sciences and biological sciences. Following the research
shift, new educational initiatives at the post-graduate level started to appear. Among the first, SFU's Faculty
of Health Sciences admitted, in September 2005, its initial cohort of graduate students in the newly-
established MSc in Population and Public Health.
While specialized graduate degrees are being established here and elsewhere, initiatives at the
undergraduate level are scarce. The proposed BA in Health Sciences will be among the first in Canada that
specifically addresses the new concept of health. From our University's perspective, the need for formal
undergraduate training is obvious from the absence of any similarly trained applicants to the new graduate
programs in the Faculty of Health. From the perspective of the wider society, graduates are needed, not so
much as high-level decision makers, but as mid-level program administrators, program coordinators, report
writers, etc. Individuals with relevant expertise are required in programs for health promotion, disease
prevention, and health risk mitigation. In addition, there is a need for personnel with experience in health
information systems who are qualified in the management, analysis, application, and interpretation of the
flood of data collected in various health sectors. Finally, private and public institutions require individua
with an understanding of the sociocultural, environmental, and biological determinants of health to fi
information, evaluate, prepare reports, and draft policy for decision-makers in health administration an
health policy.
2.3 Learning objectives - what a student will gain from the program
Students will be taught the determinants of health, health risk assessment and mitigation, and effective
strategies for health promotion and disease prevention using evidence-based information, cutting edge
educational tools, and state-of-the-art technology. They will be trained to be sensitive to ethical
considerations, community and individual norms, needs, values, and belief systems.
Graduates of the program will understand health policy, health administration, and health care delivery,
and the impact of evidence-based policy on population health. They will have a repertoire of skills related to
planning, design, development, and implementation of community and population-based health programs. In
particular they will have a practical knowledge of health needs assessment, program evaluation, and cost-
efficiency. They will have experience in interdisciplinary team problem-solving, consensus building, and
group decision-making while coping with uncertainties.
Required and elective courses will provide an understanding of the health inference, technology, and
informatics related to production of new knowledge and its application. They will know the applications of
technology in health policy development and the interpretation of information in health data banks in
generating evidence-based policies affecting individual and public health.
While all students will be exposed to these general topics, the goal of the upper-division curriculum is th
more comprehensive treatment of selected aspects. Students will select one of the following three strea
which each have different course requirements:
Stream 1: Social determinants
of
health
Graduates
of this stream will be equipped with an understanding of the socio-cultural determinants of
.
health and health risk mitigation through health promotion, health communication, and behaviour
modification. They will be familiar with effective strategies of health promotion through health education,
including web-integrated education using current technology. They will be sensitive to ethical
considerations, community and individual norms, needs, values, and belief systems. They will be able to
frame health issues in a global perspective, including health problems and health literacy in vulnerable
populations.
Stream
2:
Health technology and information systems
Graduates of this stream will be equipped to use current technology and methodology including
spatial epidemiology and information technology related to collection, storage, and processing of health
records, and health data bases. They will be familiar with quantitative health inference using statistics, health
informatics, computational and statistical analysis, research design, the technology of evidence-based health,
and the applications of information technology in health research and health policy development.
Stream
3:
Health systems and policy
Graduates of this stream will be equipped with an understanding of the workings and analysis of
health systems. They will know how public health changes are contingent upon the development and
implementation of evidence-based and viable health policies. They will have an understanding of the health
care delivery system and its outcomes in population and public health. They will have a repertoire of skills
related to analysis, planning, design, development, and implementation of community and population-based
health programs. In particular, they will have a practical knowledge of health needs assessment, program
evaluation, and cost-efficiency. They will be experienced in interdisciplinary team problem solving,
• consensus building, and group decision-making while coping with uncertainties.
Within each stream, students will learn to apply the methodology as a skilled worker uses a tool.
They will be taught the theoretical basis of complex methodologies only to the extent needed to understand
the applications and limitations of that method as an analytical tool. Courses will include laboratories and
case studies in which students learn what problems the methodologies are intended to address, as well as
their strengths and limitations.
2.4 Courses and curricular requirements
The general requirements for graduation in the
Bachelor of Arts (Health Science)
program are the
completion of 120 credit hours, including at least
45
in the upper division. The Faculty's BQW requirements
must also be met. Due to the interdisciplinary nature of the degree, all students will be exposed to the
foundation concepts in the social and the natural sciences; hence, only six additional credits of dedicated
breadth in the arts will be required. The detailed course requirements are listed in Table 1.
For a
Bachelor of Arts (Health Sciences Honours)
degree, both a CGPA of 3.0 and an upper division
GPA of 3.0 is required. Honours students must complete at least 132 credit hours and meet all the
requirements listed for Health Sciences majors. In addition, Honours students must complete an Honours
thesis (HSC 490,491, 492), based on independent research under the direction of a faculty member. Honours
students who obtain both a program and graduation GPA of
3.5
are eligible for the designation "first class".
For a
Minor (Health Science)
degree students must complete HSCI 210, 211, 212, 213, and at least
15 upper division HSCI credits.
.
7
TABLE 2.1: DEGREE REQUIREMENTS:
Lower division requirements:
?
Prerequisites
All of:
HSCI 110-3 Perceptions and misperceptions of common health
risks
2.
HSCI 130-3 Foundations of epidemiology
3.
HSCI 140-3 Complementary and alternative medicine
4.
HSCI 160-3 Global perspectives on health
5.
STAT 201-3 or 203-3
6. HSCI 210-4 Cancer
7.
HSCI 211-4 Cardiovascular disease, diabetes, obesity
8.
HSCI 2124 Infectious diseases
9.
HSCI 213-4 The environment and human health
10.
KINS 105-3 Fundamentals of human structure and function
11.
SA 101-4 or 150-4
Total: 38 credit hours, including 28 HSCI credits
Upper division requirements:
15h,2ofHSCI 110,130,140,160
15h,2ofHSCI 110, 130,140, 160
15h,2ofHSCI 110,130,140,160
15 h, 3 h STAT, 2 of HSCI 110,
130,140,160
Prerequisite
All of: ?
(15
HSCI credits)
1.
HSCI 301-3 Foundations of health communication & health promotion HSCI 210,211,212,213
2. HSCI 302-3 Evidence-based decision making in health
?
HSCI 210,211,212,213
3.
HSCI 320-3 Health technology - Laboratory methods
?
HSCI 210,211,212,213
4. HSCI 321-3 Health technology - Imaging
?
HSCI 210,211,212,213
5.
HSCI 401-3 Behaviour modification in health promotion
?
HSCI 210,211,212,213
6. XXX-xxx-3 Bioethics (to be developed jointly with Philosophy)
?
30 credit hours
Supplementing these general requirements, four stream-specific courses and five Health elective courses are
required for the
Bachelors of Arts (Health Science)
degree. Honours students need to complete these
requirements plus an Honours thesis (HSCI 490, 491, 492 = 15 credits).
8
Social Determinants of
health
All of: ?
(15
credits including 7 HSCI)
SA
355-4
Quantitative methods
SA
356-4
Qualitative methods
HSCI 421-4 Health Survey methods
HSCI 430-3 Health problems of vulnerable populations
SA255+ STAT203
SA255+SAIO1
HSCI 330+SA355
or
SA356
HSCI 301
.
At least
5 elective courses (see below) including at least 9 HSCJ credits (for a total of 31 U/D HScD.
Other electh'es Lu make up 120 credit hours
Health technology and information systems
All of: ?
(13 credits including 10 HSCI)
STAT 302-3 Analysis of experimental and observational data
HSCI 330-3 Exploratory strategies in epidemiology ?
HSCI 302+STAT 302
HSCI 420-4 Bioinformatics and health information systems (Lab) ?
HSCI 301
HSCI 422-3 Diffusion pathways in the spread of disease ?
HSCI 330
At least
five elective courses (see below) including at least six HSCJ credits (for a total of 31 U/D HSCI).
Other
dectws to make u
p
120 credu
hours
Health systems and policy
All of: ?
(13 credits+ including 13 HSCI)
HSCI 305-3 The Canadian health system ?
HSCI 210+ 211+ 212+ 213
HSCI 306-3 Principles of health economics
?
HSCI 210+211+212+213
HSCI 423-3 Health policy in disease mitigation and public health ?
HSCI 301+ 302
HSCI 424-4 Strategic applications of GIS in health (lab)
?
HSCI 301+ 302
At least five elective courses (see below), including at least three HSCI credits (for a total of3l U/D HSCI).
Other electives to make u
p
120 credit hours
Health electives:
Five courses chosen from the following list, or permission by the undergraduate advisor;
additional courses may be added later.
?
--
All HSCI 300-400 level courses
All GERO 300-400 level courses
HIST 409-4 Disease and society
9h HIST
GEOG
355-4
Geographical Information Science II
GEOG 255+100
GEOG 3864 Geography, health, and health care
GE024 1 +100
KIN 375-3 Growth and development
KIN105+142
KIN 340-3 Active health: behaviour and promotion
KIN105+140+143
PSYC
365-3
Health psychology [note pre-requisites]
PSYC100+102+201+260
SA 337-4 Sexuality and society
SA250
SA 418-4 International health
sp)
SA 318-4 Anthropology of medicine
SA1O1
9
2.5
Individual courses
Initially, the Faculty of Health Sciences will offer the courses listed below. It is anticipated that
lower division courses will be offered annually, as will the core upper division courses required for
streams. The other upper division courses will normally be offered at least bi-annually, and more frequently
if warranted by enrolments.
Course calendar descriptions are provided in Section 4.2. Please note that detailed course outlines, as
well as additional upper division courses will be developed once new faculty have arrived. The provision of
special topics courses (HSCI 471, 472, 473) will allow offering new courses immediately, and test them
prior to their incorporation into the curriculum.
110-3 Perceptions and misperceptions of common health risks
120-3 Introduction to human sexuality and sexual behaviour
130-3 Foundations of epidemiology
140-3 Complementary and alternative medicine
150-3 Current topics inhuman sexuality
160-3 Global perspectives on health
210-4 Cancer
211-4 Cardiovascular disease, diabetes, obesity
212-4 Infectious diseases
213-4 The environment and human health
301-3 Foundations of health communication and health promotion
302-3 Evidence-based decision making in health
305-3
The Canadian health system
306-3 Principles of health economics
320-3 Health technology - Laboratory methods
321-3 Health technology - Imaging
330-3 Exploratory strategies in epidemiology
401-3 Behaviour modification in health promotion
420-4 Bioinformatics and health information systems
421-4 Health survey methods
422-3 Diffusion pathways in the spread of disease
423-3 Health policy in disease mitigation and public health
424-4 Strategic applications of GIS in health
430-3 Health problems of vulnerable populations
471-3 Special topics in health sciences I
472-3 Special topics in health sciences II
473-3 Special topics in health sciences III
488-3 Directed studies in health sciences
489-3 Directed research in health sciences
490-5
Research proposal
491-
5
Independent research
492-5
Undergraduate research thesis
(HSCI 490, 491, 492 are restricted to Honours students; together, they form the Honours Thesis)
Pi
10
U
2.6 Learning methodologies
.
As indicated above, courses from both inside and outside the Faculty of Health Sciences will provide
a foundation of core methodological skills. Clusters of electives will accommodate the specialized needs of
students. Many of these courses will emphasize research findings as the basis of the facts and concepts
taught, highlighting current methodology and inference. Selected students with advanced standing will be
admitted to directed research courses or to graduate courses.
Wherever possible, courses will incorporate case studies to ensure grounding in current real-world
problems. Learning will be active, rather than a passive memorization of facts. Diverse viewpoints will be
explored in an inclusive way, and inferences will be strictly evidence-based.
Theoretical skills are best conceptualized in the context of applications in which they will be used.
For this reason, many courses will use case studies and tutorial workshops to stress applications. The
involvement of health professionals as associates in the teaching program and as guest lecturers will further
enrich the classroom experience. High emphasis is placed on team problem-solving, good oral and written
communication, and mathematical and computational skills; suchtraining is deemed essential by most
employers. For selected students, a cooperative education option is developed jointly with the SFU Coop
office, which has agreed to make their instructional modules on employability and job-search skills available
to our students.
A survey of student needs and wishes indicated that significant numbers want an online component to
their courses, including the possibility of taking some courses solely by online delivery. Preliminary
discussions have taken place with LIDC (eLINC at SFU Surrey) to jointly develop web-based components of
HSCI courses. The Faculty of Health Sciences will take responsibility for developing the course content,
while LIDC will provide web design and course delivery resources. It is envisioned that web integration is
especially useful for the practical application of learned concepts.
2.7 Degree completion time
Normal completion time is eight to ten semesters, depending on the course credit load taken each
semester. Honours students can expect to add one additional semester. In the Coop option, the semesters of
cooperative work are additional.
2.8 Admission requirements
For admission into the Faculty of Health Sciences, the same requirements apply as for general
admission, plus Math 12 with at least 70 %.
?
--
2.9 Transfer of courses from other universities
We encourage the incorporation of relevant courses from other universities into the students' degree
programs. Once our courses are approved, we will coordinate with the BC Council of Articulation and
Transfer (BCCAT) possible articulation agreements with other institutions from the BC college system. We
expect that many of our courses will be unique and not directly articulated to courses offered in the colleges,
therefore, we will consider block transfer options with selected institutions that offer relevant diploma
programs.
.
11
3. NEED FOR AND DEMAND FOR THE PROGRAM
3.1 Relationship to existing Canadian programs
While there are several related undergraduate programs in Canada, most of the specific degree
offered are more narrowly focused then the BA degree proposed here. In addition to programs offered in
Eastern Canada (Community Health Sciences at Brock University, Health Science and Human Biology- at the
University of Toronto, BSc in Health Education at Dalhousie University, and degrees in the Faculty of
Applied Health Sciences at the University of Waterloo) only one Bachelors of Health Science is offered in
the West - at the University of Lethbridge. With a focus on nursing or addictions counseling, the Lethbridge
degree addresses rather specific needs, unlike the more general degree proposed here.
The program at the University of Waterloo has a different focus from our proposal, but it appears to be
moving closer to our direction. Waterloo's program currently comprises separate departments of Health
Studies and Gerontology, Kinesiology, and Recreation and Leisure Studies, but the Faculty of Applied
Health Sciences will focus on four areas of specialization: Health Promotion, Health Administration,
Environmental Health, and Biomedical (http://www.ahs.uwaterloo.ca
. The impressive success of Applied
Health Sciences at Waterloo, with about 1400 full time students enrolled (half of them in the Co-op stream)
attests to the growing demand in this field, and is consistent with the rationale for our proposal.
The University of Toronto has a broad spectrum of undergraduate programs based on the medical
model - essentially extensions of programs that exist in the Medical School - but these have minimum
overlap with the current proposal. A nascent program in Public Health Sciences has similar core areas to
ours, i.e. Biostatistics, Epidemiology, Social/Behavioral Sciences and Health Promotion, Occupational and
Environmental Health, as well as Health Services and Policy. At the time of writing, it exists as a "vision"
within the Faculty of Medicine (http://www.phs.utoronto.ca
), but there can be little doubt of its imminent
reality and of its success. Both of these trends confirm the conclusion that the current proposal is a times
step in the right direction.
Within the province of British Columbia, no comparable programs exist. Health related programs
with very different focus exist at all Universities, including SFU (Kinesiology, Psychology). The University
of Victoria offers a four-year Bachelor of Arts Degree (Major in Recreation and Health Education, available
only as co-operative education) that prepares students with knowledge and skills related to the study and
practice of community recreation and health promotion/education. It also offers a BSc in Health Information
Science, again a far more specialized program than proposed here.
Within the BC college systems, several focused Bachelors degrees are offered by BCIT (e.g. Public
Health Inspection, Health Care Quality Management, Occupational Health and Safety). This and other
institutions offer also various Diploma or associate degree programs in health related areas (e.g., Continuing
health care administration diploma, Malaspina; Health Information Service Diploma, Douglas; for a
complete listing, see http://www.educationplanner.bc.ca/)
. As evident from these examples, the BA proposed
here is unique, and there is no indication that any other institution will soon mount such a program. On the
other hand, students trained by the colleges in relevant aspects of heath may seek to continue their education
in our program, and therefore we will work actively toward block-transfer agreements.
r
12
LA
3.2 SFU's strategic advantage
U
SFU has the substantial advantage of a new interdisciplinary Faculty, with the freedom to conceive
programs
de novo,
starting with no antecedents except the current trajectory in the field of health, and an
innovative vision for the future. The current proposal encapsulates such a vision in concrete terms. We have
chosen a degree structure that will give Simon Fraser University a competitive advantage over degrees
constrained by a medical school context, and those which for historical reasons are driven by their framing in
the context of Kiriesiology, Gerontology, Recreation, or Nursing. The proposed emphasis will complement
the educational strengths of SFU in physiological systems and individual health (Kinesiology), in molecular
and cellular determinants of health (MBB and Biological Sciences), and in social and cultural aspects
(Sociology and Anthropology, Geography, Gerontology, Psychology).
If this degree moves forward with the expected speed, we will be unique in the province, and we are
convinced that our program can compete effectively with other health-related programs offered in BC and
beyond.
33
Anticipated labour market demand
In earlier surveys related to our graduate programs, we identified strong interest among
undergraduate students in courses and careers related to health promotion and the determinants of health.
This parallels strong historical interest at SFU in health and nutrition courses in Kinesiology. Graduates of
the BA program will be competitive in admission to graduate programs that take interdisciplinary
approaches, including the M.Sc. in Population and Public Health, but they will also have skills of immediate
interest to employers across the health system.
Graduates will possess employable skills such as group problem-solving, medical statistical and
•
computational skills, as well as communication and organizational skills, honed within the practical
framework of knowledge and concepts in epidemiology, human biology, determinants of health, and
evidence-based inference in health decision-making.
Those desiring positions of leadership in health will likely use the degree as a stepping stone to
further education such as post
g
raduate education - Masters and Ph.D. programs in epidemiology, sociology,
population or public health, health planning, health economics, health administration, or professional
development programs.
Immediate opportunities for graduates will be largely mid-level, reporting to administrators and
decision makers. Potential employers with needs at this level include the following:
Research agencies:
BC Cancer Research Centre, BC Cancer Foundation, Heart and Stroke Canada,
Canadian Cancer Society
Health agencies and organizations:
Canadian Public Health Association, Canadian Multicultural
Health Promotion Society, and private health research foundations such as the McCreary Centre.
Environmental health assessment organizations, advocacy groups for human health, and other private
foundations are also potential employers.
The pharmaceutical and medical equipment industries
employ representatives who can comment
knowledgably about their products.
Hospitals and regional health authoritiesneed
administrative assistants and project coordinators at
a variety of levels and projects.
13
Governmental health agencies
with parallel needs extend well beyond Health Canada and the
Population and Public Health Branch of Health Canada. Possible examples include positions in
Regional Health Boards, BC Cancer Control Agency, provincial and federal authorities, includi
CIDA, Centres for Disease Control, and international agencies from WHO to the World Bank.
We anticipate that the demand for these skills will exceed the demand for many other bachelor
programs at SFU. Once the program is established, joint majors, double majors, and co-operative programs
will be developed with existing programs such as Business, Communication Studies, Kinesiology,
Gerontology, Geography (GIS), Statistics and Actuarial Sciences, Women's Studies, and other programs,
including SFU's writing / communication and publishing programs. Each of these will provide a unique set
of skills, sought after in specific employment niches.
4 FACULTY AND OTHER RESOURCES
4.1 Program implementation
In addition to the BA program proposed here, the Faculty of Health Sciences will introduce programs
which will have a total enrolment in Health Sciences courses of 800 FTEs, with 100 FTEs in graduate and
400 FTEs in undergraduate programs in the areas of Population and Public Health and
50
FTEs in graduate
and
250
FTEs in undergraduate programs in the Health Sciences. The following tables detail the specific
delivery targets for these programs.
Table 4.1: FTE STUDENT MAJORS in HEALTH SCIENCES
Year
BA
BSc ?
Total UG
Grads
2005/06
30
2006/07
192
192
60
2007/08
354
115 ?
469
90
2008/09
501
213
?
714
120
2009/10
640
300 ?
940
150
2010/11
640
384
?
1,024
150
2011/12
steady state
1]
Table 4.2: COURSE FTE
DELIVERED IN HEALTH SCIENCES
Service to
Non-HS
Year
To HS Majors
Maiors ?
HS Grads
IQWJ
2005/06
30
30
2006/07
86
100
60
246
2007/08
199
100
90
389
2008/09
315
160
120
595
2009/10
440
160
150
750
2010/11
490
160
150
800
2011/12
steady-state
Table 4.3: COURSE FTE
DELIVERED TO HSCI MAJORS
From other faculties
Year
To HS
2005/06
C
2006/07
1(
2007/08
2
2008/09
3
2009/10
5(
2010/11
5
2011/12
steady stat
14
4.2 Personnel
Number offaculty required, qualifications, new positions
Concomitant with the total enrolment increases, the faculty will fill a total of approximately 40 CFL
positions, including several research chairs, the Dean and the Associate Deans. Normally, all faculty will
teach in both graduate and undergraduate programs, with a workload following policy A30.03. The resulting
student FTE to filled FTE CFL is expected to be similar to that in the Faculty of Applied Sciences: 21
(2003/04).
The Faculty has identified 11 faculty members, four of whom have already been at SFU (Dean, two
Associate Deans, and 1- CRC). Searches for seven additional faculty members have been successfully
completed. All of these have expertise in the areas of the proposed undergraduate curriculum, and will teach
lower and upper division
UIG
HSCI courses, as well as graduate courses. In the coming academic year,
searches for additional seven faculty members will be initiated, in areas selected to serve the BA program as
well as the proposed Master of Global Health. The detailed areas of expertise will be decided in consultation
with the new faculty members.
While the overall faculty complement will eventually be sufficient to teach the courses proposed here
plus a substantial number of additional electives, other instructors may be needed in the initial phase of the
program. These will be recruited from associate members (course buy-out from other departments), or
experts from outside the university hired as sessional or limited-term instructors.
Teaching Assistants
The courses proposed here all have tutorial or laboratory sections that will be supported by teaching
assistants (TA). For most courses, TA needs can be estimated by the TSSU agreement (e.g., tutorial size 18
.
students; one hr prep time etc.) but in special cases faculty members may also teach tutorial or laboratory
sections. A budget sufficient to meet these needs will be allocated by the FHS.
Teaching support staff
Positions for a full-time undergraduate secretary as well as an undergraduate advisor/program coordinator
have been created.
4.3 Library
The Library has estimated the additional cost of the library resources for all HSCI courses. The faculty has
committed the total onetime funds of
$78,550,
and ongoing annual contributions of
$49,550,
as required.
4.4 Space
The new Health Sciences building, announced in March 2005, will provide space to house the entire
Faculty of Health Sciences. The building will contain the necessary office and lab space for faculty, teaching
assistants, as well as undergraduate teaching and computer labs.
Prior to anticipated completion of the Health Sciences building in the fall of 2007, temporary space
has been allocated to FHS in the West Mall complex. Additional lab space in the West Mall complex has
been promised, as other departments vacate this space (Business Administration, 2005; Criminology, 2006).
.
15
APPENDIX 1- COURSE DESCRIPTIONS
?
IL
HSCI 110-3 Perceptions and misperceptions of common health risks
Factors influencing individual health risk perception, and the causes and consequences of misperception.
introduction to health risk assessment, management, and communication through the case-studies.
HSCI 120-3 Introduction to human sexuality and sexual behaviour
An evidence-based introduction to human sexual function and dysfunction. Normal psychosexual
development in a range of sexual behaviors. The effects of culture on sexual attitudes, behavior, and gender
identity.
HSCI-130-3 Foundations of epidemiology
A study of disease distribution across human populations, and of factors which influence susceptibility to,
and prevalence of, diseases. The methodologies of epidemiology, epidemiological inference, and the use of
biochemical, clinical, and statistical data.
HSCI 140-3 Complementary and alternative medicine
A critical, science- and evidence-based examination of integrative, complementary, and alternative
approaches to health and disease.
HSCI 150-3 Current topics in human sexuality
Current issues and controversies and their impact on the sexual behaviour and well-being of individuals at
different ages and circumstances. Topics include sexually-transmitted diseases and AIDS, sexual orientation
and cultural differences in tolerance, abuses of power, or sexually-explicit media.
HSCI-160-3 Global perspectives on health
An introduction to the differences in health and health services among the nations of the globe. Vulnerable
sub-populations worldwide and their special health needs. Future worldwide health risks, their economic a
health consequences.
HS CI 2104 Cancer
An integrated survey of cancers. Their causes, pathology, and treatments. Genetic and environmental risk
factors, screening and preventative measures to reduce occurrence and mortality of cancer.
HSCI 2114 Cardiovascular disease, diabetes, obesity
An integrated survey of cardiovascular diseases, diabetes, and obesity. Causes, pathology, and treatments.
Lifestyle, dietary and genetic risk factors, preventative measures to reduce morbidity and mortality.
HSCI 212 Infectious diseases
An integrated survey of infectious diseases and their social and economic causes and consequences.
Infectious agents, including bacteria, protozoa, fungi, and viruses - how they spread, how they work, and
how they can be stopped. Surveillance, prevention, and management of infectious diseases and epidemics.
HSCI 2134 The environment and health
An integrated survey of environmental hazards to human health, their social and economic causes and
consequences. Environmental risks in the workplace and the wider external environment. The impact of
industrialization in rural and urban communities. Methodological approaches to their detection, assessment,
management, and mitigation.
HSCI 301-3 Foundations of health communication and health promotion
The role of health communication and education in the improvement of health and mitigation of disease.
Strategies and methodology for public education regarding health maintenance, and preventive measures.
New approaches in health promotion - legislation and the use of print media and web technology in heal
communication.
HSCI 302-3 Evidence-based decision making in health
Decision-making based on proven data. Effective criteria for rigorously evaluating health information and
•
practices. Evaluation of health decisions influenced by political, commercial, or cultural factors.
HSCI 305-3 The Canadian Health System
A comparative analysis of the Canadian health care and delivery systems. Organizational principles, health
resources, access to care, service utilization, health care planning, and health promotion strategies. Societal
and political issues that affect the Canadian health system. ?
7
HS CI 306-3 Principles of
health economics
A study of micro- and macro-economic concepts used in the pursuit of better health and health care. Choices
within limited resources, economic evaluation of efficiency, equity, elasticity of health systems, policy and
regulatory issues.
HSCI 320-3 Health technology - Laboratory methods
An inte g
rated study of contemporary laboratory and investigative methodologies in use in health assessment,
Indications, and misuse of chemical, immunological, microbiological, and molecular biological tests.
Scientific and financial criteria for usefulness in screening for disease and risk factors.
HS CI 321-3 Health technology - Imaging
The investigative use of radiological and other medical imaging techniques, and their use and misuse.
Description, indications, and misuse of X-ray, CT, MRI, PET, ultrasonic, and newly emerging techniques.
Scientific and economic criteria of usefulness in screening for disease and risk factors.
HSCI 330-4 Exploratory strategies in epidemiology -
The concepts and measurements of human population dynamics in epidemiological inference. Identification
of causes and prevalence of disease. Demographic and molecular methodology to assess the determinants of
•
health and disease.
HSCI 401-3 Behaviour modification in health promotion
Behaviour modification strategies and their applications in risk reduction, health promotion, and disease
prevention New approaches in behaviour modification - new media and new technology.
HSCI 4204 Bioinformatics and health information systems
A broad study of computational tools for all aspects of the field of health. Topics include health information
systems, databases, GIS, as well as the acquisition and management of molecular data in health risk
assessment and mitigation..
HSCI 4214 Health survey methods
The utility of surveys in health research and practice. Strategies for design, administration, and analysis of
data from qualitative and quantitative health surveys. Practical tools for exploratory analysis. Problems and
limitations, and how to avoid them.
?
--
HSCI 422-3 Diffusion pathways in the spread
of
disease
The dynamics of disease distribution processes, and the mechanisms and pathways by which diseases spread.
Representation and analysis by computational and cartographic methods.
HSCI 423-3 Health policy in disease mitigation and public health
An overview of the tools of policy analysis as the means of shaping health care policy and the health of the
public. The application of philosophical, political, and economic concepts to health policy debates and the
improvement of health care delivery.
HSCI 424-4 Strategic applications of GIS in health
The use of mapping-strategies and geographic information systems in identifying disease patterns and health
risks. The relation of health problems to the distribution of markers of exposure, susceptibility, and health
impact, and resulting risk management strategies for intervention, mitigation, and disease prevention.
17
HSCI 430-3 Health problems of vulnerable populations
A study of the relationships between socioeconomic conditions and health in vulnerable populations. Impact
of living conditions and access to health services on health risks, mortality, and morbidity, and strategies
better outcomes in disadvantaged communities.
HSCI 471-3 Special topics in health sciences I
Selected topics in areas not currently offered within the undergraduate course offerings.
HSCI 472-3 Special topics in health sciences II
Selected topics in areas not currently offered within the undergraduate course offerings.
HSCI 473-3 Special topics in health sciences III
Selected topics in areas not currently offered within the undergraduate course offerings.
HSCI 488-3 Directed studies in health sciences
Independent studies on topics selected in consultation with the supervising instructor. A student will be
permitted to enroll in this course only if she or he obtains the prior written agreement from the instructor.
HSCI 489-3 Directed research in health sciences
Independent research on topics selected in consultation with the supervising faculty member. A student will
be permitted to enroll in this course only if she or he obtains the prior written agreement of a professor to act
as research advisor.
HSCI 490-5 Research proposal
Research proposal for the Honours thesis. HSCI 490,491, and 492 together form the Honours thesis. Limited
to Honours students upon written agreement of the faculty supervisor.
HSCI 491-5 Independent research
Research for the Honours thesis. HSCI 490, 491, and 492 together form the Honours thesis. Limited
Honours students upon written agreement of the faculty supervisor. Pre- or co-requisite HSCI 490.
HSCI 492-5 Research thesis
Independent honours research thesis. HSCI 490, 491, and 492 together form the Honours thesis. Limited to
Honours students upon written agreement of the faculty supervisor.
.
18
V
0
SIMON FRASER UNIVERSITY
MEMORANDUM
0 ?
To: ?
Senate
From: ?
C. MacKenzie, Chair
Senate Committee on Undergraduate Studies
Subject: ?
Faculty of Health Sciences
-
new HSCI courses?
(SCUS Reference: SCUS 05-19)
Date: ?
October
5, 2005
Acting under delegated authority at its September 13 and September 27, 2005 meetings, SCUS
approved the following new Health Sciences courses:
HSCI 210-4 Cancer
HSCI 211-4 Cardiovascular Disease, Diabetes, Obesity
HSCI 212-4 Infectious Diseases
HSCI 213-4 Environmental Impact on Human Health
HSCI 301-3 Foundations of Health Promotion and Health Communication
HSCI 302-3 Evidence-based Decision Making in Health
HSCI 305-3 The Canadian Health System
S ?
HSCI 306-3 Principles of Health Economics
HSCI 320-3 Health Technology - Laboratory Methods
HSCI 321-3 Health Technology - Imaging
-HSCI 330-3 Exploratory Strategies in Epidemiology
HSCI 401-3 Behaviour Modification in Health Promotion
HSCI 420-3 Computers in Health and Health Information Systems
HSCI 421-4 Health Survey Methods
HSCI 422-4 Diffusion Pathways in the Spread of Disease
HSCI 423-3 Health Policy in Disease Mitigation and Public Health
HSCI 424-4 Strategic Applications of GIS in Health
HSCI 430-3 Health Problems of Vulnerable Populations
HSCI 471-3 Special Topics in Health Sciences I
HSCI 472-3 Special Topics in Health Sciences II
HSCI 473-3 Special Topics in Health Sciences III
HSCI 488-3 Directed Studies in Health Sciences
HSCI 489-3 Directed Research in Health Sciences
HSCI 490-5 Research Proposal
HSCI 491-5 Independent Research
HSCI
492-5
Honours Research Thesis
Any Senator wishing to consult detailed information with respect to the new courses should
contact Bobbie Grant, Senate Assistant, at 604 291-3168 or email bgrant@sfu.ca
19
