S.06-17

SIMON FRASER UNIVERSITY

Senate Committee on University Priorities

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Memorandum

FROM:

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William Krane

Acting Chair, SCUP

Acting VP, Academic

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FOR INFORMATION

TO: Senate

RE:

Proposal for a Cohort Special

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DATE: ?

January

19,

2006

Arrangements Masters in the Faculty

of Health Sciences (SCUP 06-02)

At its January 11, 2006 meeting SCUP received for information the proposal from the

Faculty of Health Sciences for a Cohort Special Arrangements Masters of Global

Health. This proposal was previously approved by the Senate Graduate Studies

Committee, and forwarded to Senate from that committee.

C:

D. MacLean?

A. Davison

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MASTERS DEGREE IN GLOBAL HEALTH

BY COHORT SPECIAL ARRANGEMENT

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by ?

Arun Chockalingam, David Maclean, Iraj Poureslami, and Allan Davison

EXECUTIVE SUMMARY

This prposal for a new degree, a professional MA degree in Global Health (MAGH) in the Faculty of

Healthciences, is a logical follow-up to the recently initiated MSc in Population and Public Health and

the Diploma in Global Health. In accordance with SFU's cohort special arrangement regulations, the

intention is "to prototype a program that is being considered for development". The NOl for the full

MAGH proposal has recently passed SGSC and is moving through the approval process for preparation

of a ful! MAGH degree.

The M4GH is designed to prepare current and intended health professionals and others for positions as

practitioners and decision makers in the global health context. The initiative responds to a new urgency

regarding health issues that cross national boundaries. There is a growing need for experts as both

developed and resource constrained nations gear up to meet new challenges. The requisite skills and tool

The

set will

coirse

be imparted

series will

in

explore

an intensive

the processes

three-semester

that influence

45-credit

health,

degree.health

?

systems, and disease patterns

0

worldide. Students will focus on the mechanisms whereby globalization influences health, and the

implications for health and health systems and human security. The program will emphasize health

policy and cover major diseases and the underlying influence of technologies, politics, economics, legal

structures, and culture, all in the context of social and physical determinants of health and other trans-

national and global factors. The degree provides the skill-set for practitioners who can serve as agents of

change in helping mitigate health inequities. It will be interdisciplinary, participatory, and problem-

centered, including ethical aspects, issues of cultural sensitivity, fund raising, advocacy and

communication, and local participation in capacity building.

There i substantial demand from students for such a program. Our surveys indicate that many

applicts will be health care professionals or newer graduates with relevant backgrounds and an interest

in global health. The resources needed for successful implementation of the program are available.

Demand from employers for personnel trained in this area is increasing. Outside North America,

international knowledge and skill is at a premium. Most graduates return to higher skill positions in

governmental health departments and agencies, where they may move toward international relations

with respect to health policy. Within Canada and the US, graduates are likely to work with relief

agenciçs, non-governmental organizations, and federal government agencies that deal with LMIC5.*

Students will normally complete the degree within three semesters of full admission, proceeding through

the MAGH program as a cohort. They will take five courses in each of two semesters, the initial (spring)

and finkl (fall) semester. In the intervening summer semester students will undertake a study-abroad

practic.im on a global health issue in a setting where health inequities exist, with a preceptor from an

international

or

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or NGO.

*Low and Middle Income Countries

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TABLE OF CONTENTS

I Curriculum

1. What the student will gain

2.

Course structure and other curricular requirements

3.

Individual course descriptions

4. Research expectations - Practicum and capstone project

5.

Consultation process

II Learning methodologies

1.

How learning methodologies achieve intended outcomes

2.

Features

III Faculty required to mount this program

1.

Number of faculty and

staff

required to mount this program and their qualifications.

Existing faculty members contributing to program development

Courses individual faculty members could or would teach or contribute to

2.

Curriculum vitae for faculty members

IV Need for the program

oV Admission requirements

VI Library costs

Appendices

Appendix I: Course proposals

Appendix II Proposed Calendar Entry

Appendix III Financial report developed in collaboration with the Dean

Appendix IV Faculty associated with the MAGH program

Appendix V Faculty CVs

I CURRICULUM

1. What the student will gain

The program will prepare professionals and graduates to become agents of change who can help

mitigate health disparities. Addressing health disparities among countries and sub-populations of the

globe effectively requires an analytical understanding of causes and mechanisms. Political, economic,

sociocultural, and environmental factors, as well as social status, poverty, gender, culture, and ethnicity,

are crucial to community and individual health status, bearing consequences that are particularly acute in

the global context

2 .

The proposed program will provide students with skills, experiences, sensitivity,

2 Course structure and other curricular requirements

Student's will take two semesters of intensive course-work, separated by an intervening practicum

semester spent in a location where health inequities are prominent. Some students will meet almost all

the entance requirements but require conditioning to the requirements of the Canadian university

system or the program itself. They may choose, or be required to participate in, an optional foundation

semester, consisting largely of courses from the proposed Diploma in Global Health.

Semester 1

of

Global Health Courses - spring (January through April)

GLOH 610-3 Organization and reform of health systems

GLOH 620-3 Determinants of global health

GLOH 630-3 Health promotion and disease prevention - from theory to practice

GLOH 640-3 Human security, ethics, and vulnerable populations

GLOH

650-3

Globalization and health

Semeter 2: Practicum Semester - summer (May through August)

GLOH698-l4 Practicum in Global Health, to include an on-location review of the project proposal,

folk wed by supervised study of applications to a global health problem in a country or location

where health inequities exist. All aspects of the practicum course will be supervised and evaluated.

Se ter 3 of

Global Health Courses —fall (September through December)

GLOH 660-3 Occupational and environmental health

GLOH 670-3 Global approaches to disease prevention and control - current challenges

GLOH 680-3 Advocacy and communication in global health

GLOH 690-3 Health and the economy

GLOH

6991

Practicum defence. Capstone requirement

One elctive course possibly GLOH 697-3 Special topics in global health

Diploma foundation courses for qualifying or conditionally admitted students fall

(Sept)

GLOH 501-4 Seminar - Selected research applications in global health

GLOH

510-4

Numerical, analytical, and computational foundations for global health studies

GLOH 520-4 Research methods for evidence-based inference in global health

GLOH 530-4 Foundations of epidemiology in global context

GLOH 540-4 A global perspective on the organization and delivery of health services

Other curricular requirements in sequence

I

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Fall 2006

Spring 2007

Summer 2007

Fall 2007

Foundation semester: For

First

MAGH

Second MAGH

Third MACH

Semester: Five

students awarded or with

Semester: Five

Semester: Practicum graduate courses plus

potential for conditional entry

graduate courses

course

capstone experience

Learning objectives represented in the curriculum

The sci p

ntific and methodological skill set for agents of change in global health is listed in rows of the

left column in the following table. The specific courses in which each skill will be taught are in the

columns. The curriculum will stress the integration of research and health practice. Thus, "We see the

problem and we know enough to help, and at the same time we need to know more to do even better".

FHS blieves in and will emphasize this unity of approach in global health problem solving.

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3.

Individual course descriptions

Core curses and most of the designated electives have been specifically tailored to the educational

objectives of the program. As is characteristic of professional programs, the curriculum is tightly defined

and specific to the instructional goals with few optional courses. To the extent possible, the program has

been integrated with the existing MSc in Population and Public Health. It includes the two GLOH

course (revision proposals attached) already in that degree and the one elective could well be filled by

an MSc PPH course. At the same time, the new GLOH courses will provide useful electives for the more

flexible MSc PPH. The relevant full course proposals are attached - see appendix.

4.

Reearch expectations - Practicum and capstone project

Capstone - Final presentation ofpracticum project work

As part of their admission package, students will outline a potential global health problem, often local to

their country of residence, along with a proposed program to solve or mitigate the problem. During the

first month following commencement in the MAGH program, students will have an opportunity to

choose possible locations for practica, and to change their projects, if necessary. From this point on this

project will be a touchstone for their studies. More than this, in class discussions it will inform other

students of the practical implications of theoretical knowledge to this point of application.

In consultation with their interim advisor, students will identify both a faculty supervisor and a

supervior local to the project. In the semester following the practicum, students will have a more

concrete context for the remaining five courses. In accordance with SFU Graduate General Regulations

1.9.1 and 1.10.6, they will defend their practicum project by giving an oral presentation on the problem,

the workdone, and the practical implications and consequences of their practicum.

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5.

Consultation process

In developing this proposal, advice was incorporated from a wide range of experts. Extensive

preliminary discussions and planning with local experts, were followed by an external report comprising

a needs assessment, recommendations from many universities, and budget. This "Simces" report was

based on interviews with experts across and beyond Canada. It is available upon request. An

internationally renowned expert on Global Health, Dr. Arun Chockalingam, was recruited as the FHS

Director of Global Health.

The program content and structure were then the subject of an International Forum held at the

Wosk Centre for Dialog to discuss SFU's proposal for an MAGH degree. The forum was attended by

many Canadian and international experts in global health, representatives of stakeholders, resource

provide

Fs,

and NGOs. Those attending unanimously expressed support, while offering a myriad of

useful uggestions. As a result of their suggestions, we defined the client population as currently

employed professionals from both inside and outside Canada; we defined the vision for graduates as

being agents of change for the improvement of global health; we defined a niche for the program as a

focus oi policy (cost-effective delivery of positive change) and globalization (the health impact of

internatonal exchange of commodities, finance, commerce, ideas, persons, and agents of disease).

Fiia11y, we have tapped global health expertise of most if not all of the new FHS faculty members.

.

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II LEARNING METHODOLOGIES

1.

How learning methodologies achieve intended outcomes

Each student's application will include a problem that provides a potential focus for their studies

and the mid-program practicum. Traditional classroom teaching will be supplemented with seminars,

case study laboratories, and practica. Courses will increasingly incorporate web-based resources,

learning objects, and possibilities for substantial off-campus completion.

During the teaching semesters, each afternoon will be spent in a three-hour open format guided

discussion in a "laboratory" for one of the five courses of the semester. These will be facilitated by

specialists and practitioners with hand-on experience as decision makers in global health selected from a

wide range of locations and expertise. In addressing a specific problem, an agent of change needs the

ability to establish a personal connection with resource providers when building and financing a project

team. Part of the competence gained in these laboratories will be that students become individually

acquainted with a selection of decision makers in NGOs and national and international sources. Even a

remote contact or a personal recommendation can make a decisive difference. Sessions will take place in

a computer and media laboratory in which the state-of-the-art information technology can be applied to

the problems under discussion, and where remote teleconferencing can be scheduled.

Eventually most, if not all, courses will be partly or completely available off-campus by web

delivery, starting with the "foundation" courses that could lead to a certificate program for those who do

not finish the full MAGH program. Courses will provide a common foundation of core methodological

skills and an elective to accommodate the specialized needs of students.

2.

Features

Distance education and independent study

Our survey indicated that a significant number of prospective students want a web component to their

courses, including the possibility of taking some courses solely by web delivery. We have agreed in

principle with LIDC SFU to progressively incorporate these components into the courses. FHS will take

responsibility for providing content and LIDC will provide web design and course delivery resources.

Web/classroom integration will complement the integration of classroom exposition with workplace

implementation.

Employability skills

Cooperative Education SFU has agreed to make their instructional modules on employability and job-

search skills available to our students. The skills most desired by the employers they surveyed are: team-

problem solving, good oral and written communication, and mathematical and computational skills,

Case studies

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, while inferences will be strictly evidence-based.

Shorter than normal degree completion time

This means that the studies will be compressed and the workload strenuous. Rather than being a

deterrnt, however, this will prove attractive to students on leave from work who cannot afford

financially to be out of the workplace long, particularly to international students who have limited-time

grant sipport or whose employers can release them only for a year.

III FACULTY REQUIRED TO MOUNT THIS PROGRAM

Number of faculty and staff required to mount this program and their qualifications.

lil addition to the faculty members currently in place, an anticipated four additional faculty

members will be added as the program evolves to its steady-state enrolment. A total course load of ten

courses annually plus supervisory and administrative responsibilities, normal study leave, etc would

require incremental staffing to the extent of a total of four new faculty members. Secretarial and

administrative staff would be required in excess of most conventional programs because of the need to

administer the practica placements, practica supervision, and the participation of clinical associates,

preceptors, and a large number of practicum defenses in the fall semester. In addition, experts and

practitioners in relevant aspects of global health from strategic locations worldwide will be recruited as

part time or temporary instructors in team-taught courses. Up to 20 associates will be recruited on

stipend as local supervisors/preceptors in the summer practica. Several other programs at SFU have

faculty with expertise relevant to this program.

In developing the full proposal, every effort will be made to take advantage of opportunities for

sharing course materials and modules across all FHS programs, and of cross-appointments of faculty.

from other administrative units as mutually desirable.

Exis

- ulty members contributing to

program development

ockalingam (MD, PhD)

Corber (MD, FRCPC)

rbett (PhD)

ivison (PhD)

ies (PhD)

offres (MD, PhD)

acLean (MD, PhD)

,Iorrow (PhD)

Takaro (MD, PhD)

Tucker (PhD)

ng (PhD)

.

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.

Courses individual faculty members could or would teach or contribute to

GLOH 610-3 Organization and reform of health systems

Vertesi, Janes, Corbett

GLOH 620-3 Determinants of global health

Corber, Janes,

GLOH 630-3 Health promotion and disease prevention - from

theory

_to_practice

Janes, MacLean, future hire

GLOH 640-3 Human security, ethics, and vulnerable populations

Janes, Corbett, Morrow, Takaro

GLOH

65

0-3 Globalization and health

MacLean, Morrow, Takaro,

Tucker, Corber

GLOH 660-3 Occupational and environmental health

Takaro, Davison, future hire

GLOH 670-3 Global approaches to disease prevention and control:

Current challenges

Corber, future hire

I

GLOH 680-3 Advocacy and communication in global health

Corbett, Corber

GLOH 690-3 Health and the economy

Tucker, Morrow, Corbett

2. Curriculum vitae for faculty members

See Appendix V

IV NEED FOR THE PROGRAM

Justification for development

of

the program in terms

of

demand from students

We predict that demand for the program will be overwhelming. This expectation is based on three

lines of evidence. First, a survey of health professionals and SFU students predictably indicated a

substantial demand for the program from students and professionals from inside Canada. It was,

• however, from beyond Canada that a surprising level of interest emerged. With no indication that a

program was imminent or any request for applicants, we received hundreds of letters or emails of

enquiry. Second, within the ranks of the current MSc in Population and Public Health students, the

Global Health courses have been in demand, and a substantial number of students have volunteered an

interest in the MAGH program were it available now. Each week a couple of dozen enquiries are

received. Finally, our itinerant ambassadors at international conferences overseas have had an

overwhelming level of response from every university they visited and from governmental

representatives across three continents.

We expect to admit some 20 of well over 100 applicants in the initial cohort intake for 2007-1.

This is of course no reason for complacency. Rather, to ensure a high quality of students from the start,

we would like a sufficient applicant pool to be extremely selective. Consequently, we are hoping that the

cohort special arrangement will allow for intense and effective advertising sufficiently in advance for

students to arrange financial support, visas, and leave of absence from employment for the initial year.

V ADMISSION REQUIREMENTS

Admission requirements will conform to the University minimum standards for admission to a masters

program. They are outlined in the calendar entry (Appendix II).

VI LIBRARY COSTS

The library indicates that the cost of supporting the courses for this program will amount to about $7800

per year. The commitment of the Faculty of Health Sciences to meeting these costs is confirmed in the

course proposal forms. In addition, should the program be offered at SFU Harbour Centre, the library

has identified specific additional costs. We confirm that any budget for downtown delivery will include

a line item for these additional library costs.

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APPENDICES

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.

Appndix I: Course proposals

See attched course proposal package.

APPENDIX II PROPOSED CALENDAR ENTRY

rs in Global Health

Facult of Health Science, Simon Fraser University

West 1all Centre 2812

8888

University Drive

Burnaby, B.C. V5A 1S6

604-291-4821 Fax: 604-291-5927

Email:

Faculty associated with the MAGH program

Dr. David MacLean

Director

of Global Health:

Dr. Arun Choc/calingam

Assistant Professors

Marina Morrow (PhD)

Rochelle Tucker (PhD)

Leilei Leng (PhD)

Associate Professors

Michel J

?

(MD, PhD)

Timothy Takaro (MD, MPH)

Stephen' Corber (MD, FRCPC)

David MacLean (MD, PhD)

Arun Chockalingam (PhD)

Kitty Crbett (PhD)

Craig J

.

es (PhD)

GeneaI Aspects

incoming students will likely be health care professionals or newer graduates with relevant

backgrounds and a demonstrated interest in international health. There is substantial demand from

students for such a program. Demand from employers for personnel trained in this area is increasing,

and theresources needed for successful implementation of the program are available.

Iii the interests of predictable and rapid completion, the program is an intensive one. Students will

take fivp courses in the initial (spring) semester and again in the final (fall) semester. In the summer

semester students will undertake a study-abroad practicum on a global health issue in a setting where

health iflequities exist, with a local supervisor (preceptor) from an international organization or NGO.

The course load is the equivalent of five courses per semester, plus other required activities. Day and

evening courses include web-integrated components that provide flexibility.

is

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Applicants to the MAGH program will have a variety of educational backgrounds. In recognition

• ?

of this, the admissions process is flexible. It provides an opportunity for students with strengths in one

area to remedy deficiencies in another, with admission contingent upon specific remedial work or

qualifying and make-up courses at the graduate and undergraduate levels.

Applicants can qualify for admission by several routes. Thus, applicants with backgrounds as

health professionals or practitioners (nursing, nutrition, kinesiology, physicians, health administrators,

etc.) may, at the discretion of the Graduate Studies Committee, qualify for direct admission. For others,

admission may be contingent upon knowledge updates or foundation courses in the fall semester. The

foundation areas are stated in detail in the admissions section of the calendar.

After completing any requirements set for conditional admission in a preliminary semester,

students will proceed through the 12-month MAGH program as a cohort starting each September.

Learning Objectives

The MAGH is a professional degree, designed to prepare current and future health professionals to

be practitioners and decision makers specifically in the

global

health context. Those completing the

program will have well-developed skills to serve as "agents of change" in global health. Their mission

will be to contribute to the reduction of health inequities that affect young and old around the world. The

program emphasizes strong research, methodological, communication, and computational skills,

including the use of large health databases. Skills will be learned in the context in which they are

applicable, through emphasis on workplace-integrated study, problem-based learning, team-approaches

to case studies, and seminars. The practica provide a workplace experience to apply theoretical concepts

in advancement of health, social policy and health problem solving.

The requisite skills and tool set will be gained in a tightly packed three-semester 45-credit degree.

• ?

Courses will analyze the processes that influence health, health systems, and disease patterns worldwide.

Students will focus on the mechanisms whereby globalization influences health and the implementation

of health systems that promote health security. The program will cover major diseases, health issues and

the underlying influence of technologies, politics, economics, legal structures, culture, social and

physical environments, and other trans-national factors. It will be interdisciplinary, participatory, and

problem-centered, including ethical aspects, issues of cultural sensitivity, and participatory capacity

building.

Admission

Deadlines

For this initial cohort, applications should be received by March

31St

2006 for admission in the January

(spring) semester of 2007. Persons applying by this date will receive the fullest possible consideration,

including timely recommendation of any additional "qualifying" courses that might need to be taken.

Applications by this date may receive priority consideration for financial support. Later applications

may be considered, but this could pose difficulties for students who need to apply for governmental or

NGO sources of financial support, for whom foundation courses are required, or who require visas to

study in Canada.

Requirements

1. To be considered by the admissions committee, applicants who are recent graduates should have

completed a baccalaureate degree in a discipline related to health, social studies, policy analysis,

epidemiology, or information technology. Undergraduate grades should be equivalent to a Grade

• ?

Point Average of at least 3.0

at Simon Fraser University. It is recognized that grading standards

at other universities can vary. Students should submit evidence of any differential in grading

standards that they wish the admissions committee to consider.

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2.

Applicants with substantial experience as practitioners in health or a related field may be

admitted based in part on academic credentials and in part on their career accomplishments.

3.

An applicant may receive conditional admission to the program, subject to the satisfactory

completion of specified courses in one or more of four foundation areas:

• Numerical, computational, and statistical problem-solving strategies

• Research methods for health studies

• Epidemiological applications

• Organization and delivery of health services

4.

Students are required to demonstrate experience and interest in international health. This is best

demonstrated by submitting, as part of the admissions package, a credible approach to solving or

mitigating a significant problem in global health. For international students this problem will

often be local to their home country.

5.

Students whose primary language is English

or

who received their bachelor's education in

English will normally be exempted, but others are required to demonstrate competence in the

English language as indicated in the SFU Graduate Regulations. Submit test scores as required.

Checlist for application to admission to the MAGH program

Graduate program staff and faculty are available to help answer questions. Contact thsgh(äsfu.ca for

additional information.

• Graduate application form and the application fee

• Official education transcripts showing all grades (mailed directly from the granting institution)

• Any relevant career information to be considered. If you had a note from a current employer that

they support your undertaking this program of study and expect to hire you in a relevant position

upon completion, it would be useful to include it.

• Evidence of understanding or experience in the four foundation areas

• Description of a problem in health in some setting the student has made herself or himself

familiar with, and an approach to its solution. In most cases, this problem or approach will

become a focus for your learning while progressing through the degree.

• Three confidential letters of reference mailed directly from referees, at least two of whom are

university faculty members. This requirement may be waived for mid-career applicants with

professional experience, where one or more letters from employers may be used to confirm the

applicant's readiness for advanced studies.

• Submit evidence of competence in English as indicated above.

Outcome of the application for admission

Not all students who meet standards can be admitted. Availability of a faculty supervisor, availability of

expertise in the desired area of study, enrolment space in the program, and specific preparation of the

student for the proposed studies are factors.

If admitted, the admission letter will identify a temporary faculty advisor qualified and willing to

supervise the student's degree program, including practicum. Early in the first semester the student

shouldidentify the temporary advisor as their permanent supervisor or, if not, the temporary advisor will

guide them to a suitable permanent supervisor.

A student may be awarded conditional admission. This means the student is admitted contingent upon

completing additional courses to a specified standard, normally during the first semester. Some

exampies of additional courses are listed in the Diploma in Global Health program. See Graduate

General Regulations in the SFU Calendar for further information.

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Degree requirements

1. Courses

A minimum of twelve courses are required

Nine courses listed hereunder as requirements for the MAGH degree

Two additional practicum-related courses

The remaining course may be selected from Global Health (GLOH) graduate course electives

with the approval of the student's supervisor

2. Practicum

In their second (summer) semester students will carry out a practicum on a global health issue, normally

in an intercultural or international setting where health inequities exist. The practicum (GLOH 698-14)

will ensure that the skills are learned and reinforced in the practical context of real-world health

problems. Participants will learn: (1)

research methodologies

to generate, disseminate, and apply new

knowledge related to health and its determinants globally, and (2)

knowledge translation

in evidence-

based policies and programs and

for the evaluation of health outcomes.

• Students will make a preliminary choice of practicum project title and location by the end of

the first month in the MAGH program proper.

• Each student will have two supervisors selected with the approval of the MAGH Program

Director:

(1)

an FHS supervisor - usually SFU faculty, adjunct, associate, or visiting faculty

members associated with the MAGH program, and

(2)

the preceptor - a local (on-site) supervisor

• The practicum project will be a specific ethics-approved problem amenable to solution within

3-4 months, usually forming part of an ongoing international program conducted by an NGO

or government authority.

• The student will maintain a daily work diary, which will form the basis of monthly status

reports and a comprehensive final report in a style appropriate for publication and suited to

the project.

• Students with extensive experience as health professionals will have the option of using their

work experience as the basis for their practicum report and capstone experience. Under

exceptional circumstances, a student may substitute, at the discretion of the MAGH Graduate

Chair, two extended essays for the practicum semester.

3. Practicum capstone requirement

The practicum capstone requirement (GLOH 699-1) takes the form of a public seminar presentation of

the practicum experience along with questions. The student is expected to perform adequately to receive

a grade of satisfactory.

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Support for graduate students

It is anticipated that all graduate students accepted for admission will have financial resources adequate

for completion of the degree. Many will have support from an employer, from their country of origin, or

from agranting agency or NGO. We will try to help find funding for meritorious students who could not

undertake the program without additional support. The program expects to be able to help some, but not

all, stulents with travel costs associated with the practicum. We expect the fellowship resources to be

above ihe median at SFU, but we are unable to guarantee support to all deserving applicants.

You ar urged to explore the web and any funding agencies you may be aware of, and additional

infonntion will be available to applicants during the admissions process. Financial support for graduate

students can come from a variety of sources such as:

Scholarships, career support, and traineeships local to international students

may be

available independently of SFU or the Faculty of Health Sciences: Many visa students will have

applied for and received support from their employer or their own local, regional or national

health agencies. Some may be on paid or unpaid study-leave from careers in health, or have

scholarships from universities of granting agencies as a result of excellentperformance in their

undergraduate studies. Students are urged to be resourceful and take the initiative in seeking out

and applying to sources close to home. These will likely turn out to be the most frequent sources

of support.

SFU Special Entrance Scholarships and SFU University Fellowships

may be available

through the Dean of Graduate Studies office. On your request, the Graduate Admissions

Committee may apply on your behalf.

Canadian National and Regional sources of support.

Traineeships are available from national

and provincial agencies, for example MSHRF, BC Cancer Agency, etc. The faculty has also been

contacted by health foundations such as AIDS Vancouver with regard to eligibility for

fellowships specifically available for students in health programs. These could include Heart

Health agencies, CARS, and the BC Cancer Foundation.

Faculty Fellowships.

The Faculty of Health Sciences is finding resources to support MAGH

students who may not be able to support themselves. These may take the form of full fellowships

or half-fellowships to match other sources of funding, and they may include summer fellowships

for practicum/project semesters that may be especially costly.

Supe

1

rvisory committees and procedures

Practi1cum supervisory committee

A pracicum supervisory committee will be identified no later than the first month of the first semester.

The committee will consist of the senior supervisor, a faculty associate closely associated with the

workplace, and an additional faculty member. Students will select, in consultation with their supervisor,

an appropriate practicum topic. The student's progress through inception, planning, progress, and

conceptualization is monitored and graded by the student's practicum supervisory committee.

Practcum policies and

procedures

The practicum is available to give qualified students workplace experience so that they can link concepts

with practice and advance their career opportunities. The practicum is a learning environment for the

student, and a proposal to that effect must be approved by FHS prior to commencement.

A grad p

is assigned for the practicum course by practicum supervisor on the basis of recommendations

from the preceptor. The grade is based on an evaluation of a work term report and assessment of the

student's work by the practicum coordinator and approved by the supervisor. A presentation of the report

will be

j

later graded in the capstone experience.

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Professional associates and workplace supervisors for practica

.

?

Oversight of the practicum program will be by a Community Partnership Advisory Board, consisting of

members of the graduate faculty, recognized adjunct faculty who function as workplace mentors, and

one or more graduate student representatives. Workplace mentors will be recognized by the Faculty of

Health Sciences as leaders in the field of health willing to provide workplace-integrated learning

experience. They will be found primarily in the public sector or non-governmental organizations.

Time to completion

The degree can normally be completed in three semesters including the one-semester practicum.

Courses available for the MAGH program

GLOH 610-3 Organization and reform of health systems

Concepts of health, illness, sickness, and disease. History and development of health systems, and

comparison of the social ethics, organization, and financing of different national health systems. The

design of health systems - strengths and weaknesses of alternative systems for health care and delivery.

Current strategies for health system reform in resource-rich and resource-constrained nations. In this

course, students will explore practical implications of the subject matter by simultaneously developing a

proposal for their practicum.

GLOH 620-3 Determinants ofglobal health

International public health focusing on social and biological determinants of health problems that cross

national barriers. Relating health problems to current processes of economic and cultural globalization.

Understanding and addressing health inequalities, within and between countries. A case studies

approach.

GLOH 630-3 Health promotion and disease prevention —from theory to practice

Strategies for health promotion and the techniques required in planning, implementing, and evaluating

health promotion programs in lower- and middle-income countries. Building collaborations and

participatory community-based approaches. Addressing change at the individual, organizational,

community, population, and global level. A case studies approach.

GLOH 640-3 Human security, ethics, and vulnerable populations

Global health issues which are fundamental to human security, but outside the scope of international

security studies. Equity and non-medical determinants of health, conflict and weapons of mass

destruction, genocide, war, and public health. Peace through health initiatives. A case studies approach.

GLOH 650-3 Globalization and health

The mechanisms by which globalization impacts health. Roles of technologies, politics, economics,

legal structures, culture, and social environments. The positive and negative impacts of global trends in

trade, ideology, governance, community building, conflict, poverty, and the environment. A case studies

approach.

GLOH 660-3 Occupational and environmental health

Globalization and industrialization - impacts on the health of the environment, populations, and

workers. Environmental hazards in consumables (food, air, and water) and waste (liquid, solid, and

gaseous) with special reference to hazardous waste. Risk assessment in community, workplace, and

residential settings. A case studies approach.

GLOH 670-3 Global approaches to disease prevention and control - current challenges

Implementing programs for disease prevention and control in low- and middle- income countries.

Strategies for the prevention and control of disease, and characteristics of specific diseases that make

them susceptible to control. A case studies approach.

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GLOH 680-3 Advocacy and communication in global health

Health dvocacy, the policy framework within which it operates, its key principles, skills, and practice

issues. Kole, theories, and methods of health communication and advocacy in global health from the

community to global level. Useful means: media advocacy, community mobilization, and trans-national

collabc&ation. Use of information technology to promote population health and pro-health policy

change A case studies approach.

GLOH 690-3 Health and the economy

Health and economic development. Health systems and economic outcomes. Practical application of

econonkic theories to health financing, resource allocation policy problems in resource-constrained

nations

l

and cost analyses in the reforming of health policies. A case studies approach.

GLOH 696-3 Directed studies

An opportunity to develop, in a series of in depth seminars under the direction of a faculty supervisor, a

topic of

ç

special interest.

GLOH 697-3 Special topics in global health

Special topics on areas not covered within the graduate program offerings. The course may be offered as

a lecture or seminar course.

GLOH 698-14 Practicum/project in global health

This course is open only to those students in the MAGH program in their practicum semester who have

developed a practicum proposal satisfactory to their practicum supervisory committee. The practicum

study ill result in the preparation of a scholarly report on the work experience in the structure of a

formal paper. The report will include an analysis of the strategic objectives, confounding variables,

recomnendations, and discussion of practical strategies for implementation. Students with extensive

experience as health professionals will have the option of using their work experience as the basis for

their project, report and subsequent capstone experience. Under exceptional circumstances, students

may, at the discretion of the MAGH Practicum Committee, substitute two extended essays as the basis

for

their

practicum report, and subsequent capstone experience.

GLOW 699-1 Capstone experience

This

coFse

is intended for MAGH students in the semester following completion of the

practictn1/project report. In this capstone experience, students present their reports for peer-critique in a

seminar. Discussion, questions, and by the class supervisors and guests follow. Grading will be

satisfactory/unsatisfactory. Prerequisite: GLOH 698.

Appendix III Financial report developed in collaboration with the Dean

The budget is under discussion at the level of the Senior Administration, starting from the assumptions

of the imces Report. The Simces report is available upon request.

The imces report included a financial business case for SFU's Master of Global Health program that

identified a number of possible scenarios, including the provision that it be financially self-sufficient.

The results are summarized here. Details in the Appendix: Business Case and Pricing Options.

Several assumptions around expenses and potential revenue were made to establish a potential

pricing structurefor the program. The analysis shows a total program cost

of $588,500 in year 1, with a

breakeien price per student

of$19, 617 and a total program cost

of

$540, 000 in subsequent years with a

breakei1en price per student

of$13, 500.

Three program fee levels were examined in detail to determine their profit potential.

• The first scenario was student fees

of

$10,

?

This price results in a loss in every year

of

operation.

• The second scenario was student fees

of

$15, 000. While this price yields a loss in the first year, it hasgo

Profits in subsequent years that would cover the first year's loss by year four. After year four, there

would

be annual profits

of $60, 000.

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The third scenario was student fees of $20, 000. At this rate, the program would break even in the first

• ?

year with profits of $11,500 and profits of $260,000 in subsequent years.

Prepared by Simces Associates 2004

The fees are significantly above fees for non-professional degrees at SFU. However, considering that the

degree time will be shorter than most at SFU, total cost will be less to the student than many MSc

programs. In comparison with similar programs at other universities, the fees are modest. Harvard offers

a very popular MPH with Focus on GH with fees of $US75k, An equivalent program at Yale costs

$US40-45k; UBC charges $25k for Master's in Health Administration. It is anticipated that many

students will be supported by their own governments. In addition, we have been given reason to believe

that we can find substantial charitable, governmental, and NGO support for the education of students

who otherwise would not be able to attend. We hope to accomplish savings in some areas, and to lower

the break-even fee by ramping up steady-state enrolment beyond 40. Some of the enhanced fees will be

devoted to scholarship support for students with limited funds, and the fraction will increase as

enrolment continues to increase beyond the break-even point.

At this point, it seems that fees will have to be no less than

$6,500

per semester. Lower fees might not

permit the project is to break even, while higher fees would be a deterrent to students in the Canadian

academic marketplace.

Note: The Simces report, including full budgetary analysis is available upon request to

ths- g rads@sfu. Ca.

Comments on the fee structure

1.It

seems likely that the fee level will be set at, or close to, $20,000 for the full program. These fees

are high in comparison with most (but not all) SFU Masters programs. They are, however, moderate

. ?

to low by international standards.

2.

Some students may be supported by their employers, and others may have significant private

funding. Nevertheless, fees are high and will be prohibitive for some students. It is the firm intention

of FHS and those administering the program that a substantial proportion of deserving students who

would not otherwise be able to afford the program will receive support or scholarships. Significant

funds have been received for student support, and further promising lines of support are being

investigated. Once the break-even point is reached, increased enrolment will allow an increasing

share of income to be committed to student subsidies. It is expected that by the time the full proposal

is developed, it will be possible to be more explicit about support for students who cannot afford the

fee structure.

3.

It is recognized that it is a source of discontent if students occupying adjacent seats are paying

widely different fees. On the other hand, students who have been accepted into the program

contingent on taking specified courses will be paying MAGH fees. For students supported by their

employers or national/international scholarships, their support is likely to be contingent on pre-

admission to the program, and the higher fees will be mitigated by their ability to hold such support.

On the other hand, students intending to apply for admission without any guarantee of eventual

acceptance will be paying the (lower) regular fees for the same courses.

4.

Despite the resulting workload, degree completion time will appeal to students and diminish the

impact of the fee structure in two ways. First, a shorter time for which support will be required and

second, a shorter time out of the work-force.

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APPENDIx IV FACULTY ASSOCIATED WITH THE MAGH PROGRAM

lar faculty members

Dr. Divid MacLean (MD, PhD)

Director of Global Health:

Dr. Arun Chockalingam (MD, PhD)

Assistant Professors

Marina Morrow (PhD)

Rochelle Tucker (PhD)

Leilei Zeng (PhD)

Associate Professors

Michel Joffres (MD, PhD)

Timoy Takaro (MD, MPH)

Stephen Corber (MD, FRCPC)

David MacLean (PhD,MD)

Arun

ç

hockalingam (PhD)

Kitty

ç

orbett (PhD)

Craig Janes (PhD)

Members of the steering committee

Dr. Ai4in Chockalingam (PhD) Dir Global Health (ex officio)

David MacLean (PhD,MD) Dean of FHS (ex officio)

Craig .anes (PhD)

Michel Joffres (PhD)

Allan Davison (PhD)

Membrs to be appointed by the Dean of FHS

Asso 1 ciated faculty and international associates

Dr Darwin Labarthe (CDC Atlanta GA USA)

Dr K Srinath Reddy (University of New Delhi, India)

Dr Salim Yusuf (Hamilton Ontario)

Dr Ruth Bonita (Geneva Switzerland)

Dr Keily Lee (London School of Hygiene and Tropical Medicine, England)

Dr Jeferey Sachs (Honorary Doctorate from SFU)

Dr Sylvie Stachenko (Public Health Agency of Canada)

Dr Clarence Clottey (Public Health Agency of Canada)

Catherine Coleman MA Adjunct Clinical Instructor of Public Health & Family Medicine Tufts

University, Editor in Chief ProCOR, Lown Cardiovascular Research Foundation Boston, USA)

C

.