This course is an introduction to implementation science with an emphasis on its application in global health. Implementation science is the scientific study of methods to promote the systematic update of research findings and other evidence-based practices into routine practice, and hence, to improve the quality and effectiveness of health services. Implementation science requires interdisciplinary efforts, with an intent to understand what, why and how interventions work in real world settings and to test approaches to improve it. This course aims to provide students an opportunity to understand the core concepts, theories and frameworks of implementation health research in global health setting, and what research methods of implementation science can be applied in tackling key global health challenges in low and middle income countries (LMICs). We will discuss implementation challenges such as ethics, research design, data collection, evaluation, quality improvement, policy update and scale-up as a continuum of implementation. Real-life cases in LMICs that applied implementation science will be explored on a variety of topics such as COVID-19, Ebola, tuberculosis, HIV, antimicrobial resistance, diabetes, hypertension, and maternal and child health.

The state of population (public) health in many countries and indeed the state of health at a global level are of major current concern. Despite advances in medicine and medical care and massive growth of the global economy, health in the world is characterized by widening disparities within and between countries; lack of access to even basic health care for billions of people, the emergence of multidrug-resistant tuberculosis, HIV, and many other new infectious diseases such as COVID19; rising costs of commercialized health care; changing health demographics with ageing populations and massive increases in the incidence of obesity and diabetes and other non-communicable diseases. Climate change and environmental degradation related to human activity are exacerbating these adverse health trends. In this course, students will learn to understand the substance and scope of 'global/planetary health' as distinct from international health, discuss the dimensions of forces shaping global/planetary health, identify the field of global/planetary health ethics, interrogate the normative dimensions of global/planetary health ethics, and analyze ethical challenges raised by many critical global health issues.

This is the first of three applied and experiential learning courses that focused on fundamental aspects of dietetic practice. In this course, students will familiarize themselves with the foundations of dietetic practice within the health and food systems. Students will participate in group discussion, peer-led learning, experiential learning, case studies, and self-directed learning. Students will begin developing practice competencies in: Professional Practice; Communication and Collaboration; Population and Public Health; and Management, as outlined in the Integrated Competencies for Dietetic Education and Practice (ICDEP 2013). This course provides students opportunities to learn about the diverse roles of dietitians in the broader health and food systems.

The course introduces the student to the foundations of dietetic practice in nutrition care required for immersion in practical learning. By the end of the course students will be able to understand application of nutrition therapy to the treatment of disease; understand best practice guidelines in key areas of nutrition care; understand application of best practice knowledge and nutrition care process in a case study; understand diverse roles of dietitians in various areas of nutrition care practice; be able to do critical problem solving; be able reflect on personal assumptions, biases and reactions to providing care to vulnerable populations.

CHL5652H is part of the course series of three Foundations of Practices Courses which are usually completed concurrently. These are applied and experiential learning courses focus on fundamental aspects of nutrition and dietetics practice. In this course, students will focus on leadership skills, communications skills and professionalism, through applied projects in the community, which will also address selected competencies in the population health and management fields, as outlined in the Integrated Competencies for Dietetic Education and Practice (ICDEPs).

This course focuses on critical perspectives in community nutrition. It will consider ecological, political, and social approaches to community nutrition theory and interventions. Topics including community health assessment, sustainable food systems, Indigenous foodways, food justice, and food policy will be addressed. Critical perspectives such as political economy, food sovereignty, and art-based inquiry will be used to analyze approaches to understand community nutrition programs and policy. Examples, mostly from Canada, will be used to highlight the complexity and tensions in community nutrition theory and practice in a variety of settings. Students will familiarize themselves with community and population level approaches to the assessment, planning, and implementation of nutrition programs and policies. This course prepares our students for dietetic practice in various community and population-based settings.

Taking action on issues addressing the health of our clients can involve research, establishing and implementing best practices, at the individual, group, or societal level. As practitioners, we are called upon to develop and promote strategies that enhance personal and societal responsibility for health, carried out in and between all communities, however defined. The purpose of this course is to provide students with an opportunity to explore nutrition programs and strategies of interest, critically assess nutrition/health promotion programs and refine their program planning and academic writing skills.

This course enables students to integrate knowledge of human nutrition metabolism, biochemistry, molecular biology, and physiology within the context of public health nutrition practice. Students will review and update their understanding of macro and micronutrient metabolism and apply this understanding to current public health nutrition issues. The course will emphasize retrieval and assessment of nutrition information, organization of nutrition concepts and interpretation of research findings with a view to informing public health nutrition practice.

The purpose of this course is to provide students with an opportunity to reflect upon and demonstrate their learning in the MPH program, explore nutrition issues of interest and real-world need and propose and implement evidence-based recommendations for action against these needs. The focus of this course is a project students will undertake with an external host agency (as an individual or in a pair), related to an emerging or unmet need identified by the agency. Students will apply project management skills using a systems-approach and will reflect on the role of dietitians within the broader food system. Students will exemplify practice competencies across the groupings outlined in the Integrated Competencies for Dietetic Education and Practice (ICDEP 2020). Action on issues addressing the health of our dietetic clients may involve research, establishing and implementing best practices operating at the individual, group or societal level.

The MScCH required practicum provides an opportunity for learners to apply the theory and knowledge gained in coursework by engaging in new academic projects in their professional settings. Students are required to spend a minimum of 160 hours involved in an appropriate practicum to earn the 0.5 FCE credit. Because the practicum involves the hands-on application of knowledge obtained via coursework, the practicum activities must be new endeavors that are related to either an area of academic core competency or one of the Faculty of Medicine's faculty promotion planks, to which the learner has been exposed, during previous MScCH coursework. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress.

MScCH students may choose an optional practicum which involves either: more advanced and demonstrably different work in the same field as the required practicum; or may be in one of the other MScCH fields. For example, students in the Wound Prevention and Care (WPC) field, after completing the required practicum may choose between a second different practicum in WPC, or a practicum in Health Practitioner Teacher Education or Family and Community Medicine, depending upon their academic needs and interest. The optional practicum in the specialty area follows the same basic structure as the required practicum; however, the activity itself will differ by field. Students are required to spend a minimum of 160 hours involved in an appropriate practicum to earn the 0.5 FCE credit. Like the required practicum, the optional practicum must have a field supervisor.

This is the core course requirement for students enrolled in the master's stream of the Collaborative Specialization in Global Health. The course explores core concepts, theories, lessons, and skills customarily considered central to global health and the ways in which these are embodied, enacted, and realized. This course provides a space for dialogue and critical reflection. While numerous real-life examples are introduced to illustrate global health concepts, challenges, and opportunities, and to stimulate discussion, the course is more a space for dialogue, critical reflection, and the development of hypotheses for informed and committed action, or praxis, than an opportunity to examine a catalogue of global-health-related case studies.

This global health seminar is designed to deepen the knowledge base of doctoral students about interdisciplinary approaches and responses to global health issues and challenges, provide career training opportunities related to global health research, policy and practice, and help students develop skills that advance their research objectives. The overarching theme for the course is: Delivering on the bold policy agenda of the Sustainable Development Goals (SDGs). Seminar speakers will address one or more of the following sub-themes related to the SDGs: governance, intersectoral action, public/private partnerships, sustainability, scale-up of interventions, human rights, equity, etc. from their respective disciplinary and topical perspectives. Students enrolled in the seminar will also be encouraged to attend related Collaborative Specialization in Global Health global health events.

This graduate seminar explores the ideologies, institutions, and practices of the field of international/global health from its imperial origins to the present. Themes covered include: the role of health in empire-building, commercial expansion, migration, and labour productivity; perennial fears around epidemics/pandemics and their economic and social consequences; class, racial, and gendered dimensions of health research and approaches; the contest over defining, healing, and "saving" the "diseased" minds, bodies, and souls of Indigenous, racialized, and non-metropolitan subjects; and the moral politics of sex, maternity, and fertility. Through examination of historical sources (documents and films) and scholarly research, we seek to understand the political, scientific, social, and economic underpinnings of the principles and cooperative activities of the international/global health field, its embedded cultural values, and its continuities and discontinuities (e.g., between international and global health). The course provides a critical historical perspective on many of the contemporary concerns of global health, such as: the tensions around (bio)security and borders; humanitarianism, foreign policy, and development “assistance”; the role of international agencies and actors in shaping/responding to local versus global priorities and politics; and the struggle over global health’s techno-biological versus integrative-social justice paradigms of success.

The course is structured in three modules: The first module will introduce students to international law, human rights, and the right to health. It will explore the theory behind the relationship between health and human rights, and whether human rights complement or impinge on public and global health concerns with remediating inequity and marginalization and achieving social justice. It will overview the international human rights law system, including relevant international human rights law treaties and committees, focusing on the right to health. It will examine core principles and categories of human rights, including the idea of indivisibility. It will explore critiques of international law and human rights, including its relevance to global and public health. The second module will turn to explore mechanisms for realizing the right to health, including international procedures, domestic litigation, and advocacy. It will investigate rights-based health policy, programming and evaluation, and the role of public health professionals in promoting health and human rights. Students will then apply these principles and mechanisms in a role-play exercise simulating an international human rights law problem and/or process. The third module will investigate global health and human rights case-studies, including disability and global mental health, sexual and reproductive health rights and maternal mortality, and the social determinants of health (focusing on the right to water).

The main objectives of this interdisciplinary course are to expose course participants to issues in women's health and in particular identify areas for practical interventions relevant to women's health amid conflict and crisis. Students will be exposed to a variety of scholars and researchers in the field who have worked in countries in conflict and learn and participate in discussions on — ethical, legal, political, social, cultural, and health system frameworks in an effort to understand and take action on the issues identified. In addition, this course explores new insights into leadership based on breakthrough discoveries about leadership laws and case studies of innovative programs and what students can practically do to make an impact on women and women’s health and translate those learnings to other global health challenges facing our world today.

This course will examine the dynamic relationship between health and individual, family, community, societal, and environmental peace. Health initiatives, campaigns and programs can make inroads into communities experiencing violence conflict and help lay the foundation for human peace. Topics that will be discussed include, but are not limited to: health promotion, human rights concerns, bioethics, women’s role in the peace process, environmental interdependency and vehicles for collaboration and reconciliation.

Every year, millions of women and children die needlessly by poor health condition which could have otherwise be treated and prevented effortlessly with today's health innovations. Globally health professionals seek to improve the health and life expectancy of people around the world by managing health issues that threaten populations. Essential to achieving this goal is the collaboration between international health professionals, who work to improve and enhance equal access to healthcare, especially safe pregnancy and facility-based delivery. There are still wide gaps in the availability and effectiveness of health services, which are seen between countries and societies of higher and lower socioeconomic status. This curriculum will provide a vibrant opportunity to interact and learn from one another. In this course, we will focus on discussing the selected international health development topics including promotion of maternal, neonatal, and child health and health system strengthening in the developing and developed countries through innovative and cost-effective interventions.

This course will provide students with an in-depth overview of anti-Black racism and colonialism and their impact on the health of African/Black populations from an intersectional perspective. This overview will examine the linkages between the construction of race, and the realities of anti-Black racism from the transatlantic slave trade to historical and contemporary policies and practices that have negatively impacted the health of African descendants and their communities within Canada and in transnational contexts. The course will be grounded in an intersectional framework that will examine anti-Black racism as intrinsically linked to other social determinants of health, including social exclusion based on categories such as gender, age, sexual orientation, gender identities, disabilities, as well as spiritualities/religious affiliations.

This course will provide students with an overview of areas of significant health violence (inequities) for Black populations in Canada and transnationally. The role of racism and other determinants of health will be examined in relation to these inequities in connection to chronic diseases (diabetes, heart disease, HIV/AIDS, cancer, among others), sexual and reproductive health, and other relevant health indicators across the lifespan.

This course will provide students with critical understandings in relation to the main theories and methods utilized to conduct health research and their applicability/appropriateness for research with African/Black populations and communities. Additionally, this course will examine innovative de-colonizing practices in Black health research within Canada and transnationally.

This course will prepare students to engage in Black health promotion in organizational/community/policy-making contexts. The first part of the course will introduce students to the principles of anti-oppression, de-colonizing, and trauma informed theories and frameworks in organizational/community/policy-making settings. The second part of the course will examine specific issues related to Black health promotion and organizational change including ethics, self-care, anti-oppression, conflict management/resolution, and decolonizing practices. This course will prepare students to actively participate in their practicum settings in the field of Black health. Guest lectures will be the main feature of this course, providing real life experiences, and professional development learning. This course is using a hybrid learning model (online and in person) on alternating weeks.

This course will provide students with an understanding of the role of national and global health systems, their policies, and practices in relation to Black health. Specifically, this course will apply economic, epidemiological, and comparative policy analysis methods and tools to examine health disparities and the impact of policies and practices aimed at improving Black health in transnational contexts.

This course will examine how Black communities have resisted the impact of colonialism, racism, and other determinants of health. Specifically, this course will firstly examine pre-colonial African/Black Indigenous health practices, and the ways in which Black communities have created interventions to change the historical/herstorical and contemporary health impacts of the transatlantic slave trade, and the compounded effects of multiple social determinants of health. This course will showcase Canadian and transnational case examples looking at multi-level interventions.

This course serves as a post-practicum capstone course allowing students to integrate information learned from their core hygiene courses and practicum experiences to further develop the fundamental principles and skills required for the professional practice of occupational hygiene.

This course introduces the relationship of the environment to human health and the principles in environmental management. Through this course students will understand how pollution of the air, water and soil occurs; the impact on the environment and health; and the ways to reduce the impact, know-how to critically analyze any environmental risk situation, and recommend and communicate optimum conditions for risk reduction, participate in case studies to develop skills in environmental risk assessment, and understand the socio-political aspects for communicating regulations and policies to protect the public from environmental risks.

This course is intended for current and future OEH practitioners who will be developing, implementing, and delivering policies and programs to protect the health of workers, communities, and the public from physical, chemical, and biological and psychosocial hazards in the workplace. The course aims to provide an overview of the regulatory and historical context that has shaped occupational and environmental risk management practice at the local, provincial, national, and international level with a particular emphasis on the systems for managing OEH in Ontario. It will also touch upon emerging OEH challenges facing workers, communities, and the planet and introduce tools to identify, assess and manage those risks.

This course introduces students to differential diagnosis, appropriate investigative techniques and treatment for occupational respiratory and cutaneous disease; investigation of workplace health problems, appropriate surveillance techniques for respiratory and cutaneous hazards; compensation process for occupational respiratory and cutaneous disease. This course is intended for licensed physicians.