public health phd in europe

• School of Global Health

PhD in Global Health

University of Copenhagen have several graduate programmes and six graduate schools where you can undertake a PhD.

Many graduates doing a global health related PhD project are enrolled in the Graduate Programme in Public Health and Epidemiology , which is a part of the Graduate School of Health and Medical Sciences .

Many other relevant global health graduate programmes can be found across the University's departments and faculties, and we encourage prospective PhD applicants to seek out more information at the university's PhD Programmes website .

School of Global Health cannot answer PhD inquiries.

The Graduate programme in Public Health and Epidemiology

Graduate school of health and medical sciences, ucph phd programmes, phds in global health related topics at university of copenhagen.

Below you will find a list of PhDs in global health related topics at University of Copenhagen.

Department of Public Health - Global Health Section:

The partoma project - analysing birth attendants and health students with an upscaled, context modified partoma intervention.

PhD Student : Rashid Saleh Khamis

Contact information : [email protected]/ [email protected]

Department and Faculty.

• Department: Public health
• Faculty: Health and Medical Science.

Principal Supervisor: Dan Wolf Meyrowitsch, MSc, PhD, Associate Professor in Epidemiology, Principal Investigator (PI) in the PartoMa Research Project. Based at the University of Copenhagen, Copenhagen, Denmark.

Co-supervisors

• Thomas van den Akker , MD, PhD, MMed OBGYN, Professor in Global Maternal Health, Department of Obstetrics and gynecology, Leiden University Medical Center, Leiden; Athena Institute, Vrije University, Amsterdam, The Netherlands
• Natasha Housseine , MD, MSc, PhD. postdoctoral researcher at Aga Khan University Dar es Salaam.
• Tarek Meguid , MD, MPhil in Maternal and Child Health, DTM&H, LL.B., MSt in International Human Rights Law, O'Neill Institute for National and Global Health Law, Georgetown University, the United States.
• Salma Abdi Mahmoud , MD, MMed ObGyn, PhD, State university of Zanzibar (SUZA), Mnazi Mmoja Hospital, Zanzibar, Tanzania

Project Abstract: 

Overall objective:  To analyze the perceptions and reactions, in terms of attendance and return rates, and knowledge/skills change among health students and skilled birth attendants of an upscaled, context-modified PartoMa intervention of clinical guidelines and repeated training at mega maternity units in Zanzibar and Dar es Salaam.

Intervention:  PartoMa clinical guidelines and low-dose, high-frequency training

Design:  A pre-post intervention design in Zanzibar and a stepped wedge cluster-randomized trial in Dar es Salaam with self-administered anonymized questionnaires for evaluation.

Setting:  State University of Zanzibar (SUZA), maternity units in Zanzibar and five large maternity units in Dar es Salaam: Amana Hospital, Temeke Hospital, Mwananyamala Hospital, Sinza Health Center, and Mbagala R. Health Center

Population:  Final year health students at SUZA, skilled birth attendants, labouring women and their offspring at the selected facilities in Zanzibar and in Dar es Salaam

Sample size:  All final year medical students and skilled birth attendants at the facilities.

Outcomes:  The primary outcomes are perceptions of the intervention, attendance, and return rates to repeated seminars, knowledge, and skills score tests.

Secondary outcomes include Apgar score 1–6, unnecessary cesarean sections, assisted-vaginal deliveries, admission to neonatal intensive care unit; neonatal resuscitation; intra-facility neonatal deaths; maternal mortality and morbidity; process indicators of care during active labor; indicators of health providers’ knowledge, work satisfaction, and clinical performance; level of satisfaction among patients; and the cost of health adjusted life years gained. intrapartum stillbirths,

Study time:  Data collection from 2021 to April 2023. This requires ethical clearance and permission from National Institute for Medical Research, Tanzania to be in place.

Mental health and psychosocial support intervention delivery and uptake at scale: The case of a guided self-help intervention (Self Help Plus)

PhD Student: Jacqueline Ndlovu

Contact Information: [email protected]

The burden of mental disorders continues to grow and exposure to adversity can result in increased vulnerability to develop diverse mental health problems. To address some of the challenges of current evidence-based interventions, scalable mental health and psychosocial support (MHPSS) interventions have been developed and tested, e.g. Self Help Plus (SH+). SH+  is a low-intensity, guided self-help intervention that provides strategies for managing psychological distress and coping with adversity. The aim of this study is to explore delivery and uptake at scale of MHPSS interventions, identify commonalities and differences across implementing contexts, populations, and organisations, and build an evidence-base for multi-sectoral integration as a pathway to scale SH+ in Uganda.  

T o understand how MHPSS interventions to date have been integrated with other heath and non-health programs across different sectors, a systematic review will be conducted. This will provide a background that complements qualitative exploration of facilitators and barriers of SH+ delivery and uptake at scale within three humanitarian partner organisations in Uganda. In addition, a survey-based measure that enables competencies of SH+ facilitators to be defined and that supports capacity building of facilitators within each partner organisation will be developed through a mixed methods approach.   

Overall, multi-sectoral integration of SH+ with other health and non-health programs represents opportunities for improving reach of evidence-based interventions that offer positive outcomes.

Department and Faculty:   Global Health Section, Department of Public Health, Faculty of Health and Medical Sciences

Supervisors:

• Professor  Wietse Anton Tol. Global Health Section, University of Copenhagen
• Professor  Flemming Konradsen.  Global Health Section, University of Copenhagen
• Assistant Professor  Jura Augustinavicius. School of Population and Global Health, McGill University

An ethnographic study of healthcare-associated infections in selected health facilities in Ghana

Ph.D. student:  Gifty Sunkwa-Mills

Contact information:  [email protected]

Project abstract:  Healthcare-associated infections (HCAIs) persist as a major problem in healthcare systems worldwide. The associated morbidity and mortality are often higher in developing countries. There is a dearth of reliable data on HCAIs in developing countries, and many cases go unrecorded. Strategies to reduce the burden of HCAIs are largely focused on the prevention of transmission through the promotion of standard infection prevention and control(IPC) practices.  IPC guidelines are however being utilised with varying degrees of success mainly because of physical, environmental, and socioeconomic factors. Promotion of IPC practices requires an approach that considers personal factors, institutional culture and leadership, and the perceptions of health workers, patients, and caregivers on ’dirt’ and ’cleanliness’.

Ethnographic studies are crucial to identify socio-cultural contexts and priorities associated with HCAIs. This will contribute to raising awareness of HCAIs and increase the focus on patient safety in hospitals.

This study is part of a larger project on HCAIs in Ghana, comprising three phases:  a baseline phase to study existing behaviour patterns and intentions; an interventional phase where a multimodal IPC intervention will be implemented; a post interventional phase to assess the impact of the interventions.

The study will examine the perceptions of healthcare workers, patients and caregivers on IPC, hand hygiene and HCAIs and observe compliance and technique of IPC practices among healthcare workers before and after the implementation of a multimodal intervention program. Information from this research will serve as a guide to future interventions to reduce HCAIs.

Department and Faculty: Global Health Section, Department of Public Health, Faculty of Health and Medical Sciences

Supervisors: 

• Britt Pinkowski Tersbøl, Ph.D., Associate Professor, Head of Studies, MSc Global Health 
• Prof. Kodjo Senah, Department of Sociology,  of Ghana

Dengue: Spatio-temporal transmission patterns and entomology studies (larval stages)

PhD student:  Chia-Hsien Lin

Contact information :  [email protected]

Project abstract:  The overall objective of this project is to determine the spatio-temporal patterns of dengue cases and vectors, as well as the demographic and environmental risk factors for dengue transmission in the modern urban setting of Kaohsiung City (KH) and the low infrastructure rural setting of Pintung (PT), Taiwan.  The project consists of four sub-studies; i) a descriptive study of clinical symptoms and basic dengue epidemiology, based on active as well as passive surveillance data for all laboratory confirmed cases in KH, years 2003-09. ii) an entomological study focused on ecological risk parameters of   Aedes   breeding habitats in terms of a) macro factors (space-time and function) b) micro factors (chemical-physical and biological) and c) predictors (macro and micro).

Department and Faculty:  Department of Public Health, Global Health Section; Faculty of Health and Medical Sciences.

Supervisors:  Assoc. Prof. Karin Linda Schiøler and Prof. Flemming Konradsen

Publications:

• Dengue outbreaks in high-income area, Kaohsiung City, Taiwan, 2003-2009
• Updated Bionomics of Toxorhynchites aurifluus and Toxorhynchites manicatus in Taiwan
• Location, seasonal, and functional characteristics of water holding containers with juvenile and pupal Aedes aegypti in Southern Taiwan: A cross-sectional study using hurdle model analyses
• Location, seasonal and functional characteristics of water-holding containers with juvenile Aedes albopictus in urban southern Taiwan: a cross-sectional study.

Double burden of tuberculosis and diabetes in a high prevalence population

PhD student: Huma Aftab

Abstract:  Diabetes mellitus (DM) is due to economic growth, rapidly changing living conditions and lifestyle increasing in developing countries. In many of these countries, tuberculosis (TB) remains highly prevalent. Several studies suggest that patients with DM are more susceptible to TB, require more time to clear the mycobacteria and also more frequently die from the infection. However, time-relation between debut of DM and TB is less clear, and it is largely unknown if better control of DM may improve outcome of TB treatment, and vice versa.

Study design:  A hospital based study in Pakistan. Patients with TB and previously known or newly diagnosed DM will be randomized into two treatment groups: conventional or insulin treatment. To our knowledge this is the first study evaluating the reversibility of DM in TB and effect of DM treatment on TB outcomes and vice versa.

• Comparative study of HbA1c and fasting plasma glucose vs the oral glucose tolerance test for diagnosis of diabetes in people with tuberculosis
• High prevalence of diabetes and anthropometric heterogeneity among tuberculosis patients in Pakistan

An investigation into the role of alcohol in self-harm in rural Sri Lanka

PhD student:  Jane Brandt Sørensen

Department:  Global Health Section, IFSV, SUND

Project abstract:  Sri Lanka has one of the highest suicide and self-harm rates in the world and although alcohol has been found to be a risk factor for self-harm in Sri Lanka, we know little about the connection between

the two. This qualitative study explores alcohol consumption and self-harm in (i) families where self-harm occurred; (ii) at the community level, investigating perceptions of alcohol use, alcohol traditions, and how alcohol is understood to be connected to self-harm; and (iii) at a broader social level, investigating the environment in which the alcohol consumption and self-harm takes place. The research includes a year of field work in the Anuradhapura area in the North Central Province of Sri Lanka.

• Flemming Konradsen   (Global Health, IFSV)
• Thilde Rheinländer   (Global Health, IFSV)
• Birgitte Refslund Sørensen   (Department of Anthropology)

‘We lost because of his drunkenness’: the social processes linking alcohol use to self-harm in the context of daily life stress in marriages and intimate relationships in rural Sri Lanka

• An investigation into the role of alcohol in self-harm in rural Sri Lanka: a protocol for a multimethod, qualitative study

Self-Harm and Suicide Coverage in Sri Lankan Newspapers

• A qualitative exploration of rural and semi-urban Sri Lankan men’s alcohol consumption

Inferences on the mechanism of V. cholerae transmission in outbreak settings using mathematical models and historic empirical data

PhD student:  Matthew David Phelps

Project abstract:  Cholera remains a major cause of morbidity and mortality worldwide. In 2015 the WHO reported 172,454 cholera cases, but this is likely an underestimate with estimates of the global burden reaching 2 - 3 million. Despite the scope of the problem, important aspects of the disease dynamics that are needed to parameterize the models, such as the duration of the serial interval, duration of immunity, and the importance of human-to-human (short cycles) versus environmental transmission (long cycles) remain unresolved or contain a large amount of uncertainty. Mathematical modeling of the spread and health impact of cholera is used to provide key information for policy makers and intervention planners about the projected impact of interventions, such as vaccinations, but these models require parameterization using scarce empirical data.

To address these limitations I am using highly detailed epidemiological data from a 1853 cholera outbreak in Copenhagen to make inferences about the mechanism of transmission that would not be possible with currently available outbreak data from contemporary settings. The project is composed of three subsections that investigate transmission at both regional scales (sub-project 1 & 3) and neighborhood scales (sub-project 2):

An epidemiological description of cholera outbreaks in 19 th   century Denmark

An investigation of the role of waterborne transmission in Copenhagen 1853 using a time-series SIR model

Spatio-temporal analysis of the regional spread of cholera in Denmark 1853 and comparison to Ebola

The results of these analyses can be used to implement more efficient methods of cholera control and prevention in outbreak situations.

Department and Faculty:  Department of Global Health / COPE Copenhagen Center for Disaster Research / University of Copenhagen and school of Health Sciences

Supervisors:  Peter Kjær Mackie Jensen and Lone Simonsen

The PartoMa Project for saving lives at birth - An intervention based study to strengthen the quality of monitoring, action and triage during labour at an East African Referral Hospital

PhD student:  Nanna Maaløe

Department:  Global Health Section, IFSV, SUND

Abstract:  The PartoMa project is a collaboration between University of Copenhagen, Denmark, and Mnazi Mmoja Hospital, Tanzania, aiming at improving care during labour. Since October 2014, we have worked together on developing and implementing simple and locally achievable guidelines on labour care, the PartoMa guidelines, to assist the birth attendants in delivering best possible surveillance and treatment to the many women in labour. Please see our project homepage for more information.

Main supervisors:  Ib Christian Bygbjerg , MD, DMSc

Co-supervisors: 

• Tarek Meguid, MD, MPhil, DTM&H, LL.B., MSt
• Birgitte Bruun Nielsen , MD, PhD
• Jos van Roosmalen, MD, PhD, Professor of Safe motherhood and health systems, VU University, the Netherlands
• Britt Pinkowski Tersbøl , MA Anthropology, PhD

Cost-effectivness analyses of prevention and management strategies aimed at reducing the mortality of pesticide self-poisonings

PhD student:  Lizell Bustamante Madsen

Department and faculty: Department of Public Health, Global Health Section

• Flemming Konradsen
• Michael Eddleston
• Kristian Schultz Hansen

Challenging Predictability

PhD student : Rasmus Dahlberg

Contact information

• Peter Kjær Mackie Jensen
• Mads Ecklon

Abstract:  Perceptions of risk and attempts of prediction are closely interlinked, especially in emergency and disaster planning and response. But can risk be defined as simple as probability x consequence? And what is prediction other than the attempt to align expectations with future experiences?

This research project aims at mapping current perceptions of risk and attempts of prediction within emergency planning and management as well as challenging these through a discussion based on complexity theory and, finally, developing a set of tools for disseminating a novel mindset among emergency planners and practitioners.

The project is divided into three phases: Phase One delineates the current and formulates a new complex paradigm through a desk study. Phase Two investigates manifestations of complexity in emergency management case studies. Phase Three seeks to develop tools for organizational implementation of the new complex paradigm.

The overall goal is to strengthen the abilities of emergency and disaster managers to analyze, manage and act in unpredictable settings. It is hypothesized that the thinking of many actors within the emergency and disaster management professions are governed by a linear, mechanistic mindset based on the philosophical heritage of the Age of Enlightenment. This research project proposes that an alternative mindset anchored in non-linear, complex ontologies may benefit professionals planning for, managing and acting in emergency and disaster settings.

Co-funded by the Danish Emergency Management Agency (DEMA).

Living with a family member with type 2 diabetes - Translating diabetes evidence into public health recommendations for interventions

PhD student:  Jannie Nielsen

Abstract: The aim of this PhD project is to study the family as an entity for management of type 2 diabetes (T2D) in diagnosed individuals and for prevention of T2D in their healthy family members.

Through the combination of quantitative and qualitative approaches this PhD project will provide new knowledge about motives and barriers for management and prevention of T2D in a family setting in a low-income country like Uganda. In Uganda the prevalence of T2D ranges from 0.4 % to 8.1 % and the number is expected to increase. Both genetics and lifestyle factors play an important factor in the development of T2D and changes in nutrition and physical activity can prevent T2D and optimise care for already individuals who already suffer from T2D. The Ugandan health system is already struggling with the burden of infectious diseases and people with T2D are facing a pronounced lack of treatment. Therefore, knowledge of self-management and prevention of T2D is required. The qualitative part will explore the underlying perceptions, attitudes and beliefs that form daily life and thereby health related practices. The quantitative data will provide quantifiable epidemiological measures of health, T2D and associated risk factors. The study will be carried out in Kasese district in the south-western part of Uganda.

Status:  Completed (01/10/2011-30/09/2014)

Department and Faculty:  Department of Public Health, Global Health Section, SUND

• Ib C. Bygbjerg
• Susan R. Whyte
• Dan W. Meyrowitsch

Gestational diabetes mellitus (GDM) in Tamil Nadu, India

PhD student:  Karoline Beate Kragelund Nielsen

Status:  Completed (01/10/2012-30/09/2015)

Abstract: Gestational diabetes mellitus (GDM) is defined as any degree of glucose intolerance with onset or first recognition during pregnancy, and it greatly increases the risk of developing type 2 diabetes in the future for both the woman and her infant, “diabetes begets diabetes” and GDM may therefore be fuelling the global diabetes epidemic.

In addition to the increased risk of developing type 2 diabetes, women with GDM are at increased risk of cardiovascular disease and the risk of adverse pregnancy outcomes, such as maternal- and perinatal mortality, obstructed labour and macrosomia, is elevated compared to the risk in non-GDM affected pregnancies.

India has become known as the ‘diabetes capital of the world’ and the prevalence is expected to further increase. In the South-Indian state of Tamil Nadu Prof. Seshiah et al have – with financial support from the World Diabetes Foundation– carried out studies showing a GDM prevalence of 9.9% among pregnant women in rural areas of the state and 17.8% among pregnant women in urban areas. Consequently, the Government of Tamil Nadu made screening and treatment for GDM part of routine antenatal care services.

The overall goal of this PhD is to explore how GDM screening and care can be implemented or improved in a low resource setting to improve prevention of diabetes and adverse pregnancy outcomes. In particular the PhD project will seek to answer the essential questions in relation to GDM: why do some women develop GDM, when should pregnant women be tested, and what is currently hindering detection, treatment and postpartum follow-up.

To answer this, the PhD will focus on key determinants and risk factors for developing GDM; and optimal timing of screening women for GDM, as well as main barriers for pregnant women to access screening and care services for GDM and postpartum follow up.

The ultimate aim is to identify a pragmatic approach that is feasible to implement in low resource settings in the sense that the recommended approach should be the best in the context and under the usual conditions in which it will be applied and will not necessarily be the approach that would be recommended in a setting with ideal circumstances.

Supervisors and Collaborators:

• Prof. Ib Bygbjerg , MD, DSci. Department of International Health, Immunology and Microbiology, University of Copenhagen, Copenhagen, Denmark and World Diabetes Foundation (WDF), Gentofte, Denmark
• Dr. Anil Kapur,   MD, Managing Director. World Diabetes Foundation (WDF), Gentofte, Denmark
• Prof. Peter Damm , MD, DMSc. Center for Pregnant Women with Diabetes, Rigshospitalet, Copenhagen, Denmark
• Prof. V. Seshiah , MD. Dr. Seshiah Diabetes Research Institute and Dr. Balaji Diabetes Care Centre, Tamil Nadu, India

Department of Public Health - Danish Research Centre for Migration, Ethnicity and Health:

Health aspects of return migration – characteristics, motives and access to health care.

PhD student:  Line Neerup Handlos

Period:  1 July 2013 - 30 September 2016

Department and Faculty:  Danish Research Centre for Migration, Ethnicity and Health, Department of Public Health, SUND

Abstract:  The current large influx of migrants into Europe has increased the focus on voluntary return of migrants. In order to understand the phenomenon of return migration better and to inform the interventions and strategies that may be implemented to encourage migrants to return, this thesis has explored aspects of how health and return migration interact.

Mixed methods and a multi-sited design were used. Hence, a prospective register-based cohort study and 28 semi-structured interviews with elderly, chronically ill Bosnian migrants were conducted.

My findings show that the tendency to return-migrate increased with age, and return migrants were generally less ill than non-returnees. As a consequence of corruption acting as a barrier to access to health care, it was expected that returnees were not prioritizing their health as a factor for returning. However, despite being fully aware of the resulting deterioration in the status of their disease their return would bring about, the elderly and chronically ill did in fact prioritize their health when they returned. Thus, returning increased their physical, social and mental wellbeing, as it among other things brought them close to their children, friends and other family members and made them fulfil their sense of belonging.

• Marie Nørredam
• Karen Fog Olwig
• Ib Christian Bygbjerg

Department of Veterinary and Animal Sciences:

Effectiveness and efficacy of specific control and prevention measures for pig disease with emphasis on taenia solium/ cysticercosis (tsc), other parasitic diseases and african swine fever.

PhD student:  Abel Gonçalo Chilundoana

Status:  May 2014 – December 2017

Project abstract:  In Mozambique smallholder pig production systems are generally severely constrained by poor management and pig diseases such as Taenia solium cysticercosis and African swine fever, as well as gastrointestinal helminths and ectoparasites. As a consequence pig performance; health and welfare are often compromised just as public health is threatened due to TSC affected pork.

Despite the constraints, there are opportunities to develop sustainable pig farming systems at smallholder level. Within all constraints emerged the initiative called “Securing rural Livelihoods improved smallholder pig production in Mozambique and Tanzania (SLIPP)” with the many goals to reduce the poverty among pig smallholder. Farmers’ education was identified as a valuable strategy to improve smallholder pig farmers. The contribution of the thesis lies in assessing the effects of providing technical education to farmers on the performance of their livestock. Thus, three specific objectives were pursued in this study; (i) determination of the prevalence and risk factors of endo- and ectoparasitic infections in smallholder pig, (ii) to assess the effect of pig farming education on smallholder farmer’s knowledge and practices regarding pig welfare and production and (iii) to assess the effectiveness of a combined intervention (health education and treatment of pigs with oxfendazole) on pig diseases

Department and Faculty:  Department of Veterinary Disease Biology/University of Copenhagen and School of Life Science/University of KwaZulu-Natal

• Professor Samson Mukaratirwa
• Professor Maria Vang Johansen
• Dr. Alberto Pondja

Zoonotic parasites in Danish fish populations

PhD student:  Foojan Mehrdanaa

Status:  September 2015 - August 2018

Project abstract:  Anisakid parasites, including nematodes from the genera Anisakis, Pseudoterranova, and Contracaecum, represent both economical and public health challenges due to potential infection risks and consumer attitudes. The consumption of raw or undercooked fish products containing larvae of these parasites may cause anisakidosis often associated with gastrointestinal symptoms. These parasites may also cause hypersensitivity reactions or allergies in sensitized consumers due to their released antigens, which may even cross-react with other allergens. The occurrence of zoonotic anisakids, in particular Contracaecum spp., has increased drastically in the Baltic cod stock during the latest years which could be attributed to the increased population of grey seals (Halichoerus grypus), the final hosts of these worms, in the same period and in the same area. Unlike Anisakis spp., the antigens and potential allergens of Contracaecum spp. are not described. Therefore, this study aims to characterize the antigens from excretory/secretory (E/S) products of Contracaecum third stage larvae, collected from cod liver caught in Southern Baltic Sea, and evaluate immunoregulatory properties of these proteins

Department and Faculty:  Department of Veterinary Disease Biology (IVS), Faculty of Health and Medical Sciences (SUND)

Principal supervisor: Professor Kurt Buchmann

Co-supervisor : Associate professor Per Walter Kania

The effectiveness of an integrated intervention strategy for Taenia solium taeniosis/cysticercosis

PhD student : Uffe Christian Braae

Department and Faculty:  Department of Veterinary and Animal Sciences, SUND

Supervisors:  Maria Vang Johansen and Pascal Magnussen

Abstract:  The aim is to assess the effectiveness of an integrated intervention strategy for Taenia solium taeniosis/cysticercosis in Tanzania. Transmitted between humans and pigs, the zoonotic tapeworm infection has emerged as a serious public health and agricultural problem in sub-Saharan Africa. Humans infected with the tapeworm (taeniosis) shed eggs in the faeces and pigs become infected with the larval stage when ingesting these eggs (porcine cysticercosis).

Mass drug administration (MDA) control programmes with praziquantel against schistosomiasis are in place in schistosomiasis endemic areas of Mbeya Region, Tanzania. Praziquantel is also effective against taeniosis. Therefore the possibility exist for an integrate approach measuring the effect on taeniosis. The international strategic project: ‘Integrated control of taeniosis/cysticercosis in sub-Saharan Africa (ICTC)’ was in 2012 initiated in Mbeya Region and aims to assess the effect of the MDA on taeniosis and porcine cysticercosis. Monitoring pilot intervention programmes in Africa is crucial to determine the impact and cost-effectiveness.

This project will provide an assessment of the effectiveness of the schistosomiasis intervention programme on taeniosis/porcine cysticercosis implemented in an endemic area of Tanzania. Data collection will be carried out as repeated cross-sectional surveys in 22 villages from two districts of Mbeya Region, an intervention area and an adjacent control area. Porcine cysticercosis prevalence will be measures based on antigen ELISA on serum. Human faecal samples will be analysed using copro-antigen ELISA to determine taeniosis prevalence. The cost-effectiveness of the intervention will be estimated by the incremental cost-effectiveness ratio.

Data obtained will be used to validate and expand the existing theoretical transmission model for T. solium, making it more accurate and give a better theoretical determination of the future consequence of the MDA. The project should provide evidence-based data for control of T. solium as an integrated approach and provide support for policy change and implementation of the integrated approach in other co-endemic areas.

Department of Immunology and Microbiology:

Predictive value of the appetite test and an assessment of aetiology and resistance in infections in severely malnourished children.

PhD student:  Mike Zangenberg

Status:  1 January 2015 - 23 November 2018

Department:  Department of Immunology and Microbiology (ISIM).

Abstract:  Severe acute malnutrition (SAM) is caused by lack of essential nutrients and energy. It affects millions of children in low- and middle-income countries and is a major cause of childhood mortality. In Ethiopia a significant number of children still suffer from SAM and it continues to contribute to deaths among children.

In children with SAM, infections may increase the risk of dying and an assessment of a child's appetite is currently used to determine the need for hospitalization and to decide what treatment the child need. However, the validity of specific assessments and simple tests, such as a test of the appetite, to identify children at greatest risk of death is uncertain.

This study will provide evidence of the potential value of the appetite test and other algorithms to identify children with SAM and severe infections to improve the diagnosis and treatment of complications. The study will determine the type of bacteria and their resistance patterns in order to target future antibiotic treatment and lastly, the study will assess the microbiological cause and describe the course of diarrhoea and dehydration in children with SAM to assess the most effective treatment.

• Lektor Professor   Jørgen Anders Lindholm Kurtzhals , Department of Immunology and Microbiology, Rigshospitalet
• Professor   Henrik Friis , Nexs, Science

Centre for Medical Parasitology:

A surveillance system for p. falciparum malaria: exploring the potential of malaria rapid diagnostic tests and next generation sequencing.

PhD student:  Sidsel Nag

Status:  Ongoing (01.01.2014 - 31.12.16)

Abstract:  Successful disease control requires successful disease surveillance. In this regard, we propose an application of malaria rapid diagnostics tests (RDTs) provided for sub-Saharan Africa in numbers larger than 70 million in 2011 alone, for surveillance of molecular epidemiology of P. falciparum malaria.

We are attempting to setup regular RDT-collection in collaboration with local health centers in Tanzania and Guinea-Bissau.

We wish to investigate whether used RDTs can be applied for PCR-based methods to detect the presence of antimalarial resistance markers represented by single-nucleotide polymorphisms in P. falciparum genes. Regular high-throughput analysis of the prevalence of these resistance markers would provide evidence for a basis for molecular surveillance of resistance to antimalarial drugs. Furthermore, we wish to investigate to which extent used RDTs collected at local health centers can be applied for serological analysis, and lastly whether it is feasible to acquire DNA suitable for whole genome sequencing (WGS).

WGS is a major player in pathogen surveillance, applied for the purpose of keeping up to date with the spread of different genotypes and identification of evolutionary events with potential effect on pathogenesis or treatment. We wish to investigate the differences in intra-regional and inter-regional parasite diversity in Tanzania and Guinea-Bissau, as well as differences in putative selection of parasites due to differences in transmission intensity and fluctuations. Elucidating these differences is key to providing policy guidance of containment of e.g. artemisinin resistant parasites and focusing surveillance in high risk-areas.

Experimental and clinical studies of the interaction between iron supplementation and malaria

Phd student: Filip Christian Castberg

Status:  Completed (01/09/2013-31/08/2016)

Department and faculty:   Centre for Medical Parasitology, The Department of Immunology and Microbiology , SUND

• Jørgen Anders Lindholm Kurtzhals (CMP)
• Lars Hviid (CMP)
• Kwaswo Koram (NMIMR, Ghana)

Identifying parasite proteins responsible for severe malaria infections

PhD student: Jakob Schmidt Jespersen

Status:  Completed (1 February 2013 - 1 February 2016)

Abstract:  I’m studying the lethal malaria parasite Plasmodium falciparum and specifically its ‘var’ virulence genes which have been linked to disease severity.

The var genes encode large multi-domain hyper-variable proteins called Plasmodium falciparum Erythrocyte Membrane Protein 1 (PfEMP1), of which each parasite has ~60 and which enables it to adhere to the inside of blood vessels, thereby avoiding destruction in the spleen.

The study aims at identifying coding elements associated with disease severity, as well as elucidating the nature of known elements such as domain cassettes 8 and 13. Of special focus are the PfEMP1 domains which enable the parasite to adhere to Endothelial Protein C Receptor (EPCR), a recently identified interaction shown to be associated with severe malaria.

The study relies on bioinformatics, transcriptional analysis of field samples, recombinant protein production and parasite binding assays.

• Thor Theander (CMP)
• Thomas Lavstsen (CMP)

New insights to pathogenesis of severe malaria

PhD student:  Jens Emil Vang Petersen

Status:  Completed (01/06/2013-31/05/2016)

Department and faculty:   Department of Immunology and Microbiology, Centre for Medical Parasitology, SUND

• Thor Grundtvig Theander (CMP)

Abstract:  Severe malaria syndromes, causing an estimated annual 1 million deaths, are precipitated by P. falciparum parasites that bind to endothelial receptors on the vascular lining. The binding is mediated by the highly variant P. falciparum erythrocyte membrane protein 1 (PfEMP1) adhesion antigen family.

Severe malaria in children is linked to expression of a subset of PfEMP1s. We recently identified this subset of PfEMP1s along with their interaction partner, endothelial protein C receptor (EPCR), a hitherto unknown ligand for the severe malaria PfEMP1 variants.

The EPCR::APC interaction is implicated in pathways awry in severe malaria, as PfEMP1blocks EPCRs interaction with activated protein C. The discovery opens for unraveling the pathogenesis of severe malaria and new avenues for development of malaria vaccines and adjunct therapies.

I work on elucidating the link between PfEMP1::ECPR interaction and pathogenesis of severe malaria in children by establishing association between severe clinical manifestations of malaria patients and EPCR binding phenotype of their infecting parasites.

Additionally, I am studying signal transduction aberrations in endothelium caused by interactions with the malaria parasite, and their impact on enhanced parasite sequestration, and endothelium barrier integrity.

Centre for Medical Science and Technology Studies:

Intensified data sourcing in pakistan.

PhD student: Zainab Afshan Sheikh

Department and Faculty:  Department of Public Health, Section for Health Services Research, Centre for Medical Science and Technology Studies

Project abstract:  This PhD project is about the making of a research infrastructure for human genetics based on samples collected among Pakistani families with genetic diseases. Efforts to collect human biological tissue and clinical data on families with autosomal recessive disorders in Pakistan feed in to international attempts to get more data, of better quality, on more people in order to understand the general functions of the genome. At the same time these efforts interact with the desperate lives of many donor families and local interpretations of, and practices surrounding, genetic research, disease and treatment. My study will include both these dimensions, based on ethnographic fieldwork conducted at a genetic research institute in Pakistan. I will do participatory observation following samples from the collection points in different villages to its different uses, among other at a Danish laboratory. I will also conduct interviews with families donating their tissue and clinical data, the genetic researchers and the policymakers who create the regulatory framework for the research along with analyzing policies surrounding it. My objective is to arrive at an understanding of the drivers for, and implications of, intensified data sourcing in Pakistan.

• Klaus Høyer , Professor, Section for Health Services Research, Department of Public Health
• Ayo Wahlberg , Professor, Department of Anthropology
• Anja Marie Bornø , Associate Professor, Section for Health Services Research, Department of Public Health

Department of Anthropology:

Exportation of intellectual property from the health sector in denmark to china.

PhD student:   Signe Lindgård Andersen

Abstract: Many nations now recognize the emergence of a new knowledge-based economy. Also in Denmark, there is an increasing focus upon knowledge and technology embedded in services and manufactured products as keys to growth and job creation. This anthropological research project will shed light on how the knowledge economy works at a micro-level exploring the exportation of intellectual property from the health sector in Denmark to China. The Danish evidence-based concept of Fast Track Surgery (FTS) serves as an example of this. Through an ethnographic study of how such a concept travels, this PhD.-project will examine the processes and social dynamics related to the transfer of the FTS concept in a global encounter between Danish and Chinese health care providers.

The project integrates medical anthropology, regional ethnography on China and theoretical perspectives on knowledge transfer, technology and globalization/localization.

The project is financed by the Capital Region of Denmark, Laurits Andersen's Foundation and the Clinical Research Centre at Amager and Hvidovre Hospital.

Supervisor: Ayo Wahlberg, Associate Professor, Institute of Anthropology, University of Copenhagen

Co-supervisor: Ove Andersen, Research Director, Amager and Hvidovre Hospital

External supervisor: Torben Steen Mogensen, MD

Fractured by Categories. Exploring Disability and Ethnicity in the Danish Welfare State

PhD student: Thomas Scott Hughes.

Summary:  This dissertation presents and analyzes a particular case study of human experience - life as an ethnic other with physical disability in Denmark. Based on ethnographic fieldwork with ethnic minorities and refugees with physical disabilities in Denmark, this dissertation addresses the particular life conditions, strategies, and corresponding subjectivities of individuals and families facing multiple dimensions of social exclusion. Phenomenological approaches developed in medical anthropology are employed to allow a vantage point through these subjectivities to macro-structural political mechanisms, which frame these social dilemmas and processes. This investigation of life as an ethnic minority/migrant/refugee (or otherwise ethnic “other”) with disability in the Danish welfare state presents a poignant anthropological case study of a particular form of intersectional marginality: What does it mean to be a “multi-minority” in present-day Denmark? How do these agents navigate this social and psychological maze of marginalization? What modes of living and subjectivities are produced in these specific social conditions? This particular intersection provides a look into the mechanics of the social human’s fundamentally multiple nature - we are many things, but in this intersection involving disability and minority ethnicities certain selves are often socially problematic. Furthermore, looking at the lived experience of my interlocutors through the three lenses of “marginalization,” intersectionality, and categorization is useful in that it both connects the material to larger global trends/universal social dynamics, as well as allowing for an analysis that can account for the extreme variety of socio-cultural profiles and somatic conditions that are contained in the category 'ethnic minorities with disability'.

PhD defences

Phd defence: ida marie brandt, phd defence: stinne høgh, phd defence: laust emil roelsgaard obling.

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Summer holiday 2024 at the Graduate School

The 2023 annual report is online, nordoc summer school 18-20 august 2024 in helsinki, finland.

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Doctoral Programme in Population Health

The doctoral programme offers high-quality doctoral training in the areas of public health, epidemiology, biostatistics, population genetics and genetic epidemiology, occupational health, general practice and primary health care, health services research, forensic medicine, public health nutrition, substance use disorders, geriatrics, sociology, social psychology and social pharmacy.

35 new doctoral students are admitted each year. We're an international community, and the programme is multilingual: you can complete a degree in either Finnish, Swedish or English.

Want to know more? Visit our profile & activities page to learn more about the key research areas and activities in the programme.

International Doctoral Programme in Epidemiology and Public Health (IPPE)

Excellence in research training and capacity building, degree earned, planned duration, extent of studies.

The main objectives of the international doctoral programme are to increase knowledge and understanding of major public health problems, particularly in low and middle income countries, and to build sustainable public health capacity by training epidemiologists and public health personnel for leadership positions in research, administration, programme planning and policy development, in collaboration with global partners.

The selected PhD candidates will attend one academic year (August – May) at the Health Sciences Campus (Kauppi Campus) to complete the required full-time coursework (60 ECTS).

The required coursework includes doctoral level courses in epidemiology, biostatistics and other health sciences. There are also courses and seminars on research proposal development, study design, implementation and analysis, comminication and reporting. For more information see the Curricula guide . The courses may be selected to meet  the students individual learning and professional goals.

Completion of a doctoral degree usually requires 3-4 years after completion of coursework.

PhD research (3-4 additional years): Field research (in Finland or abroad) is generally conducted after the coursework has been completed. A doctoral dissertation requires 3-4 original scientific articles published in peer-reviewed journals.

After completion of coursework and successful public defence of dissertation, the candidate will receive a doctoral degree (PhD) in epidemiology or a related field.

Detailed information on the content and structure of the studies is included in the curriculum.

Become a student

Learn more about the studies, admissions, and eligibility criteria on Studyinfo. In addition, applications are submitted via the Studyinfo.fi service.

Carefully read through the admissions requirements before applying. For additional questions on applying, application documents and application process, please contact coordinator of doctoral studies Ms. Tiina Kangasluoma ( ippe.doc.tau [at] tuni.fi (ippe[dot]doc[dot]tau[at]tuni[dot]fi) . For questions concerning Studyinfo and officially certified copies of educational documents, please contact the Admissions Office ( admissions.tau [at] tuni.fi (admissions[dot]tau[at]tuni[dot]fi) ). 

In autumn 2022 the application period for IPPE was organised between 14 November – 15 December.

For more information

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Degree programme   Postgraduate degree (University)

Degree earned: Doctor of Health Sciences , Doctor of Medical Science , Doctor of Philosophy

Extent of studies: 240 ECTS

Planned duration: 4 years

City: Tampere

Tampere University and Tampere University of Applied Sciences (TAMK) constitute the Tampere Universities community. Our areas of priority in research and education are technology, health and society. Tampere University: +358 (0)294 5211 Tampere University of Applied Sciences : +358 (0)294 5222

• Public Health and Epidemiology

Public Health and Epidemiology - PhD Graduate Programme

The Graduate programme in Public Health and Epidemiology (PHE) covers a comprehensive area consisting of population-based epidemiology, clinical epidemiology, social medicine, environmental medicine, industrial medicine, research in prevention and health promotion, and health services research.

The areas carry a great deal of overlap and are central to our understanding of the occurrence and causes of diseases (both the surrounding environment and the individual factors), understanding of patient courses, the health services’ organisation and the effect of different strategies of prevention and health promotion. The many disciplines within the PHE programme have a common methodological basis in epidemiology and in biostatistics. PHE also attracts researchers from several clinical and theoretical institutes, as the research may comprise patient cohorts, genes, biomarkers and physiological processes in the search of causes for development of especially chronic diseases. Public health research makes up a substantial part of the translational research. PHE performs series of PhD courses within epidemiology and public health and often works together with the Graduate programme in  Biostatistics and Bioinformatics . The courses do not only apply to members of PHE, but also to a large number of other PhD students.

PHE is anchored in the  Department of Public Health   at University of Copenhagen. PHE is part of the national network of Graduate programmes in public health ( GRASPH ) comprising Aalborg University, Aarhus University, University of Southern Denmark and University of Copenhagen. The main purpose of the network is to organize a summer school.

LinkedIn profile Public Health and Epidemiology Graduate Programme: Overview | LinkedIn

How to enroll

Each student that apply for a PhD must be associated with a specific graduate program (GP). You choose this particular programme by checking it in the application form when applying for enrolment. 

Welcome meeting

You will be invited to a welcome meeting within approx. the first quarter following your enrolment. The next meeting will be  October 8 at 9 am, 2024 in meeting room 5.0.22 at CSS.

Here we will inform about the structure of the graduate programme and what it has to offer.   One of the PhD coordinators at the Department of Public Health will come and introduce themselves and a PhD student from the programme will share their advices and experiences. This is also an opportunity for you to meet other newly enrolled PhD students.

Lectures and Seminars

Apart from focusing on your own area of research, being a PhD student also provide you with an important opportunity to familiarize yourself with public health research in general. A broader understanding of methods and theory within public health may prove an important inspiration for developing your own research in an innovative way. We offer financial support for lectures/seminars/workshops arranged by PhD students. You can apply for support by mailing Lisbeth Lyng Hansen ( [email protected] ). Any such activities will be announced on our home page: https://phd-pubhealthepi.ku.dk/ . Here you can also keep you updated on upcoming epidemiological seminars hosted by Section of Epidemiology, Department of Public Health. Upcoming events will likewise be distributed by e-mail.

PhD courses

We have no mandatory courses in the programme. We are continuously working on securing more relevant courses within public health and epidemiology. Please feel free to contact Katrine Strandberg-Larsen directly, if you have suggestions for relevant courses that are lacking from our curriculum.

GRASPH Summer School

The graduate programme in Public Health & Epidemiology is part of a national network for research training in public health, GRASPH. The main activity of GRASPH is to organize an annual Summer School, https://phd-pubhealthepi.ku.dk/summer-school/. The Summer School lasts for two days and is usually held in May. Both PhD students and their supervisors are invited to attend the Summer School and the program alternates between plenary lectures and presentations in parallel sessions of the student’s own projects. The annual GRASPH Summer School is an important event in the graduate programme and our aim is to share some inspiring days centered on scientific discussions and social activities. GRASPH finances the course and the Summer School counts for approximately 1 ECTS point.

Winter School

The Winter School is an annual overnight seminar offered to PhD students enrolled in the Public health & Epidemiology programme. This over-lunch to over-lunch seminar will take place at the beautiful venue Hornbæk Hus ( Hornbækhus | Badehotel i Nordsjælland tæt på hav og skov (hornbaekhus.com) ) and the program is planned to include a fun and exiciting combination of social activities, and talks given by invited speakers on topics relevant for the life as a PhD student. The next Winter School will be November 21-22, 2024 . Invitations will be sent out around the Summer.

Financial support for PhD students in the programme

Internationalization and financial support for staying abroad

Staying abroad can help you build up an international network and open your eyes to new venues of research. From personal experience, I know that the professional and personal advantages are plentiful. Benefitting from your supervisors’ international contacts may open new doors for your next research stay abroad.  The Graduate School at Faculty of Health and Medical Sciences will provide financial support to research stays abroad. You can apply directly through the PhD School:  https://healthsciences.ku.dk/phd/studyabroad/financial-support-for-studying-abroad/

In addition, the Public Health and Epidemiology PhD Programme offers the following funding for courses and writing retreats.

Financial support for costs involved in attending NorDoc courses

We offer up to 10,000 DKK/year to cover costs for travel and accommodation involved when attending courses in the NorDoc Consortium. The course database is available at:  https://www.nordochealth.net/courses You apply for support by mailing Christina ( [email protected] ), enclosing confirmation for course registration.

Financial support for writing retreats

We offer a number of writing retreats of up to 5 days, preferably at the end of the PhD.  Please send a short motivated application to Christina ( [email protected] ) if interested.

Epidemiological seminars

Section of Epidemiology at Department of Public Health offers a series of epidemiological seminars.

To view the event series, follow this link.

Steering group

• Katrine Strandberg-Larsen, associate professor and head of the graduate program, Section of Epidemiology, Department of Public Health
• Wietse Tol, professor, Section of Global Health, Department of Public Health
• Helene Charlotte Wiese Rytgaard, Section of Biostatistics, Department of Public Health
• Jan Wohlfahrt, Chief epidemiologist, Danish Cancer Society
• Merete Osler, clinical professor, Department of Public Health
• Berit Heitmann, clinical professor, Section of General Practice, Department of Public Health
• Jennifer Baker, senior researcher, Center for Clinical Research and Prevention, Capital Region
• Reiner Rugulies, professor, National Research Centre for the Working Environment
• Carsten Hjorthøj, senior researcher, Capital Region, Region Hovedstadens Psykiatri, Psykiatrisk Center København
• Nana Follmann Hempler, Director of unit for Research and analysis, Scleroseforeningen 
• Christina Frost-Hartwig, PhD coordinator, Dept. of Public Health
• Neil Alexandre Scheidwasser, PhD student, Section of Epidemiology, Dept. of Public Health
• Dorra Bouazzi, PhD student, Region Zealand
• Hans Kristian Råket Pedersen, PhD student, Bispebjerg Hospital
• Silvia Pavan, PhD student, University of Copenhagen and Deakin University
• Signe Ulfbeck, PhD student, Bispebjerg Hospital Frederiksberg

The steering group meets twice a year.

Head of Programme Katrine Strandberg-Larsen , associate professor, promotion programme, Dept. of Public Health  Email: [email protected] Phone:  35 32 60 78

PhD Coordinator: Christina Frost-Hartwig, PhD Coordinator  Email:   [email protected] Phone:  35 32 77 88 Mailing address and email: Department of Public Health Øster Farimagsgade 5, P.O. 2099 DK-1014 Copenhagen K [email protected]

Visiting address:  CSS, Building 24 (entrance Q), room 24.1.12, DK-1123 Copenhagen K

PhD Defences

Phd defence: stine gerhardt hangstrup, phd defence: vanja kosjerina, phd defence: dorra bouazzi, phd defence: kamille fogh.

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Epidemiology and Public Health MPhil/PhD

London, Bloomsbury

Our PhD programme aims to equip the next generation of experts with the necessary tools to address major 21st-century health challenges and deliver real-world impact.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Prospective students should apply at least four months before their intended start date. If you require a visa we recommend allowing for more time.

• Entry requirements

A minimum of an upper second-class UK Bachelor’s degree and/or a Master’s degree (preferably with a merit or distinction) in a relevant discipline, or an overseas qualification of an equivalent standard.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The Epidemiology and Public Health research degree programme is based within UCL's Institute of Epidemiology and Health Care.

You will join an extremely engaging PhD programme, which currently supports a vibrant community of over 100 students from all over the world.

This programme offers you the opportunity to join a multidisciplinary research department with experts who focus on a wide range of public health concerns such as:

• Infectious disease monitoring, prevention and control
• Social determinants of health 
• Dental public health
• Disability across the globe
• Health and life expectancy in socially excluded groups
• Health surveys and longitudinal cohort studies

You will be supported to gain a wealth of skills, experience and networking opportunities that are relevant for a wide range of future careers, both within academia and more widely in the healthcare, industry and governmental sector.

You will receive direct supervision from world-leading academics based on UCL's campus in the heart of London. All PhD students are supported by supervisory panels of multidisciplinary staff, as well as student mentors, and departmental graduate tutors.

Who this course is for

This programme provides training for those looking for a career in epidemiology, public health and health care policy, either in academia, industry or public health practice. It is offered full time or part time, the latter option being suitable for those who continue in employment while gaining a research qualification.

What this course will give you

This programme will provide you with access to a wide range of supporting opportunities that will increase your ability to develop transferable skills, that are sought after by national and international employers.

Skills Development programme

UCL's DocSkills Development Programme is open to all PhD students at UCL and it offers an extensive list of development opportunities. The purpose of the programme is to give you the opportunity to expand your research and transferable skills in order to support your research, professional development and employability. Find out more about UCL's DocSkills Development programme .

Mentoring programme

We offer a Peer-Level Research Student Mentoring Scheme and provide all new research degree students with a peer-mentor upon arrival. The mentor you are allocated will generally be a 2nd or 3rd year PhD student.

We take career support very seriously at UCL and you can find out more within the programmes Careers and Employability section .

Early Career Researchers Forum

The Institutes’s Early Career Researcher Forum (ECF) is an ongoing and expanding programme of regular seminars for postdoctoral researchers and PhD students. Previous events focused on how to apply for jobs in academia, authorship and publishing, patient and public involvement in research, using social media in research (including film), how PhD students can best prepare for their viva, and oral and poster presentations.

Journal Club

A PhD and junior researcher journal club group which meets in an informal setting. With the aim of improving student's critical analysis and methodology skills, the Journal Club discusses papers from a broad range of topics on health promotion and disease prevention. The club is run by students and facilitated by a senior member of academic staff within the Institute.

Lunchtime Seminar Series

The Lunchtime Seminar series is delivered by the department's research groups and PhD students. The seminars typically take place once a month.

PhD Poster Competition

Every year we run a PhD student poster competition which is an opportunity to share students work with members of staff, outsiders who will be visiting for our Open Day and fellow students.

3-minute thesis competition (3MT)

The Institute runs an annual 3-minute thesis competition which is an academic competition that challenges PhD students to describe their research within three minutes to a general audience. 3MT celebrates the discoveries made by research students and encourages them to communicate the importance of their research to the broader community. It's a great opportunity for students to practice their presentation skills, meet other candidates and have a chance to win prize money.

Teaching Opportunities for PhD Students

The Institute is committed and recognises the importance of providing postgraduate teaching assistant opportunities for PhD students, so they can gain valuable experience during their studies at UCL. Formal is provided and a wide range of teaching opportunities are offered each term.

The foundation of your career

We produce graduates with the skills and knowledge sought after by government departments and public sector organisations worldwide, as well as leading academic institutions.

Employability

This research degree programme aims to provide excellent and challenging training for exceptional students, so that they may successfully pursue careers in:

• Local and central government
• Public health organisations
• Hospitals and clinical trial units
• Academic researchers and university lecturers
• Policy management
• Government advisors
• Charity and non-governmental sectors

This degree can be varied and may have an international dimension, including fieldwork carried out abroad, setting up a study within the UK or other countries, or using secondary data from some of the UK’s largest, most comprehensive longitudinal datasets many of which are housed within the institute.

You will also have access to UCL's Doctoral Skills Development programme, which will enable you to expand your research and transferable skills in order to support your research, professional development and employability.

The Institute’s research departments collaborate with third sector and governmental organisations, as well as members of the media, both nationally and internationally to ensure the highest possible impact of their work beyond the academic community. Students are encouraged to take up internships with relevant organisations where funding permits. Members of staff also collaborate closely with academics from leading institutions globally.

Teaching and learning

Learning is mostly self-directed with input from PhD supervisors. The training and development programme for each student is overseen and supported by a Thesis Committee panel, appointed by the supervisory team.

PhD final assessment is by means of a thesis, which should demonstrate your ability to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline.

Your thesis must also represent your distinct and significant contribution to the subject, either through the discovery of new knowledge, through the connection of previously unrelated facts, the development of a new theory, or the revision of older views.

Your thesis should reflect the exercise of critical judgement with regard to both your own work and that of other scholars in the field.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva. For a successful upgrade to PhD, you prepare a written report, give an oral presentation and pass an oral examination.

For a PhD award, you will be examined on your submitted thesis, this involves a viva (an oral exam) with two independent examiners.

Contact hours and hours of self-study are agreed between the student and the supervisor at the beginning of their research degree and should be reviewed on a regular basis. Full-time postgraduate research students are expected to work a minimum of 36.5 hours per week on their project. With agreement of their supervisors, contact time can be on-site or remote working depending upon the nature and stage of the project. PGR students can have the opportunity to access UCL facilities ‘out of hours’ including weekends and holidays during their period of registration. Students will have research meetings with their supervisors at least once per month. Full-time Research students can take 27 days of annual leave, plus eight days of Bank holidays and six UCL closure days.

Research areas and structure

Our research focuses on a wide range of public health concerns such as heart disease; dental public health; mental health and well-being; and child development and ageing. Our research has significant real-world impact, informing policy both in the United Kingdom and around the world, and the wider public understanding of health inequalities.

Find out more.

Research environment

UCL is among the world's top ten universities (QS World University Rankings 2024) with a reputation for high-quality research. Located in the heart of London, it is a stimulating and exciting environment in which to study.

• UCL is rated No.1 for research power and impact in medicine, health, and life sciences (REF 2021)
• UCL is ranked 6th in the world for public health (ShanghaiRanking's 2023 Global Ranking of Academic Subjects)
• UCL is ranked 9th in the world as a university (QS World Rankings 2024)

UCL can bring the full power of a multi-faculty university to bear on discussions of population health, involving academics from the wide range of disciplines necessary to tackle some of the most difficult issues in public health.

More specifically, the UCL's Institute of Epidemiology and Health Care brings together four research departments, whose interests span the life course from childhood to old age, and research from the origins of disease to the development of innovative interventions.

The four research Departments are:

• Applied Health Research
• Behavioural Science and Health
• Epidemiology and Public Health
• Primary Care and Population Health

Full-time students are normally registered for a minimum of 3 years. 

All students initially register for the MPhil degree before being upgraded (typically early in the 2nd year) to the PhD degree. For a successful upgrade to a PhD, students must prepare a written report, give an oral presentation and pass an oral examination. 

Students are regularly monitored to ensure that they are making good progress and that supervisory arrangements are satisfactory to both the student and supervisor. Once the student has completed their research and submitted their thesis, they have a viva (an oral exam) with two examiners.

Part-time students are required to register for a minimum of 5 years.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

There may be additional costs related to participating in scientific meetings, conferences, short courses, or data collection/access, but these are all optional.

The students can apply for financial support provided by the Institute of Epidemiology and Health Care to participate in conferences.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

View the Institute of Epidemiology and Health Care's Studentship and Funding webpage for opportunities.  

The following studentships have been received in previous years: ESRC, MRC, MRC/ESRC, NIHR, Cancer Research UK, Diabetes UK, Wellcome Trust, European Union and British Heart Foundation.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

We accept research degree applications throughout the year. Please note: essential information about the application process can be found on the website .

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Institute of Epidemiology and Health Care

[email protected]

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Doctorates in Public Health

A doctorate is a research degree. It demonstrates a person's ability to do original, indepenent, scientific research. A doctorate is a qualification for leadership positions in academia or research.

You are here:

• Academic Programs .
• PhD Programs

Degree Requirements for different Doctorates

The BSPH partner institutions offer a variety of options for doctorates in the field of public health. Each program has a unique focus. Details are stipulated in the respective doctoral program regulations.

Doctoral regulations at Charité and Technische Universität Berlin:

• Dr. Public Health The Dr. Public Health as per doctoral regulations of the TU is open for a wide array of research topics from the public health and global health fields. 
• Dr. rer. medic The Dr. rer. medic. as per the doctoral regulations of the Charité is particularly suitable for research with allied health professions. Main topics include: health promotion and prevention, social determinants of health, social diversity, health services research and the scientifically sound further development of interprofessional cooperation in health care.
• PhD in Health Data Sciences The PhD in Health Data Sciences at Charité offers biostatistics, epidemiology, meta-research and population health science as well as special synergies with innovative developments in public health such as eHealth, digital medicine and medical informatics.
• PhD in Global Health PhD in Global Health at Charité takes a transnational look at health in the Global South and Global North, as well as governance, health policy and the role of climate and environment as the natural basis of health under the framework of the health-related Sustainable Development Goals (SDGs).

Alternatively, use our A–Z index

Tackle the biggest challenges in biology, medicine and health in a world leading research environment, and prepare for your future career.

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PhD/MPhil Public Health

Year of entry: 2024

• View full page

We require applicants to hold, or be about to obtain, an Upper Second class Honours degree, or the equivalent qualification gained outside the UK, in a related subject area for entry to a PhD programme. A Lower Second class Honours degree may be considered if applicants also hold a Master's degree with a Merit classification.

Full entry requirements

Apply online

Before applying you must:

• Choose a programme or find a project you want to apply for and check you’re eligible.
• Speak to the listed supervisor about your suitability for their project or programme.
• Understand how your project is funded and, if it is self-funded, consider how you plan on funding it.
• Read our ‘How to apply’ page to find out more and ensure you include all required supporting documents at the time of submission.

Visit our Faculty of Biology, Medicine and Health Postgraduate Research page to find out more.

Programme options

Programme overview

• Undertake research in a field you’re passionate about and join a project addressing leading challenges in the area while working with some of Europe's leading researchers and academics.
• Choose to research at a university ranked and 6th in the UK (QS World University Rankings, 2025) and 2nd in the world for social and environmental impact (THE Impact Rankings, 2024), where 93% of research activity is ‘world leading’ or ‘internationally excellent’ (Research Impact Framework, 2021)
• Access some of the best research facilities in the world at the University, through our industry partners, and at hospitals around Greater Manchester.
• Benefit from dedicated support throughout your PhD journey, from pre-application to graduation and everything in between, through our Doctoral Academy
• Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme and progress into a career in research, academia or industry.

Visit our Faculty of Biology, Medicine and Health Postgraduate Research page to find out about upcoming open days and events.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
• PhD (part-time) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250

Further information for EU students can be found on our dedicated EU page.

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Entry requirements

Academic entry qualification overview, english language.

For applicants whose first language is not English, or if you have not studied recently in the UK, you must provide evidence of how you meet the English Language requirement.

We mainly accept IELTS or TOEFL tests. Please note IELTS and TOEFL are only valid for two years.

We require a minimum IELTS score of 6.5 overall or TOEFL (iBT) 90. Each component of the English test should meet the minimum requirement of IELTS 5.5 in all components, TOEFL (iBT 22). For the  writing component , we expect you to have achieved a minimum of 6.0 (IELTS).

If your IELTS or TOEFL expires before the start of your programme, you will need to take another official English test before we can issue you with a CAS for your visa application. This is a requirement of UKVI.

For more information about English language tests see  English language requirements .

Please contact us at [email protected] for further information.

English language test validity

Other international entry requirements, application and selection, how to apply, advice to applicants.

Before you start your application, you should:

• Identify the programme or find the specific research project you'd like to apply for.
• Contact the listed project supervisor and speak to them about your suitability for the project.
• Understand how your project is funded or, if you are self-funding, you should have an idea of how you are funding your project and have discussed this with your supervisor.

If you already have funding:

• Find a specific self-funded project and contact the project supervisor to talk to them about your suitability for the project; OR
• Determine your own research project and title, find a potential supervisor in this research area and contact them to discuss supervising your research.

Supporting documents

You'll also need to make sure you have the following documents before you apply:

• Personal statement
• Certificates and transcripts
• Confirmation of funding (if you are self-funded)
• English language ability
• Names and details of two referees to support your application

Visit our ‘How to apply’ page to find out more about the information required for each of these supporting documents.

Any missing information may delay the processing of your application.

Application deadlines

You must submit your application for a postgraduate research programme before the relevant deadline to be considered. You will not be able to apply after these deadlines have passed.

• January entry: 15 October (of the year prior entry)
• April entry: 15 January (year of entry)
• September entry: 15 June (year of entry)

Interview requirements

Candidates will be required to attend an interview with their prospective supervisor as well as an independent Postgraduate Tutor. If it is not possible for you to attend in person, we are able to interview by Zoom/video conferencing.

Disclosure and Barring Service check

Programme details, programme description.

Our PhD/MPhil Public Health Research programme enables you to undertake a  research project  that will provide you will high quality training in all three pillars of public health and preventative medicine including health protection, health improvement including health information and health/wellbeing services. Our PhDs/MPhils may involve a range of research methods, including evidence synthesis, analysis of routine data, population-based studies and qualitative research.

To see examples of the types of studies that are carried out, please visit the websites of the Epidemiology and Public Health Group  

http://research.bmh.manchester.ac.uk/epidemiology/  

and the Division of Population Health, Health Services Research & Primary Care

https://www.research.manchester.ac.uk/portal/en/facultiesandschools/division-of-population-health-health-services-research--primary-care(19db7129-c98b-4029-a819-8c5ffe20e845).html

Special features

Training and development

All of our postgraduate researchers attend the Doctoral Academy Training Programme delivered by the Researcher Development team . The programme provides key transferable skills and equips our postgraduate researchers with the tools to progress beyond their research degree into influential positions within academia, industry and consultancy. The emphasis is on enhancing skills critical to developing early-stage researchers and professionals, whether they relate to effective communication, disseminating research findings and project management skills.

Teaching and learning

Applicants are specifically matched with a Primary Supervisor and individual project based on their research interests and background.

International applicants interested in this research area can also consider our PhD programme with integrated teaching certificate .

This unique programme will enable you to gain a Postgraduate Certificate in Teaching and Learning, whilst also carrying out independent research on your chosen project.

Scholarships and bursaries

Funded programmes and projects are promoted throughout the year. Funding is available through UK Research Councils, charities and industry. We also have other internal awards and scholarships for the most outstanding applicants from within the UK and overseas.

For more information on available the types of funding we have available, please visit the  funded programmes  and  funding opportunities  pages.

What our students say

Disability support, career opportunities.

Your postgraduate research degree will open up a range of career opportunities after you graduate. Find out more on the  Careers  page.

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Ph.d. candidates, ph.d. retreat, program coordination, useful links.

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Ph.d. program - medical research in epidemiology & public health.

Welcome to the Ph.D. program - Medical Research in Epidemiology and Public Health (Ph.D.-EPH)

This international and interdisciplinary structured Ph.D. program is part of the Pettenkofer School of Public Health and the Munich Medical Research School. We offer talented doctoral candidates research and training opportunities in the following fields:

• Clinical, Molecular and Genetic Epidemiology • Clinical Trials and Translational Medicine • Environmental Risk Factors on Health and Disease • Genomic and Molecular Medicine • Digital Health • Clinical and Evidence-based Prevention • Health Services Research • Health Economics and • Evidence-based Public Health

Each of our Ph.D. candidates, in close collaboration with his or her direct supervisor and other members of the TAC Thesis Advisory Committee , define the specific research aims and curriculum content that he or she will follow during the (minimum) three years of study. This individual tailor-made training and supervision concept ensures that the needs of each Ph.D. candidate are met on their way to obtaining their degree.

During the Ph.D., each doctoral candidate must acquire 180 ECTS. Curricular activities cover 30 ECTS and are divided into three modules:

17 ECTS - Method Courses - improving knowledge and methodological skills related directly to the Ph.D. project  8  ECTS - Conferences & Retreats  5  ECTS - Transferable Skills

The remaining credits are achieved within the scope of research work which includes writing the Ph.D. thesis in English (140 ECTS) and the oral thesis defence (10 ECTS). To learn more about the general framework of the Ph.D. Program and the formal requirements for our Ph.D. candidates, please visit the MMRS website .

Costs & Funding

The Ph.D. program is free of charge with the exception of the LMU enrolment fee (approx. 150€ per semester). The estimated costs of living in Munich are at 1000-1500€ per month. Please note that we do not provide any scholarships. Here you can find information about funding possibilities beyond our Ph.D. program.

Flyer (PDF, 1,3 MB)

• phd-eph-flyer (1 MByte)
• Ph.D. Journal Club (mandatory)
• Quantitative Methods
• Advanced Methods in Epidemiology
• Courses in Applied Epidemiology
• Seminar in Advanced Epidemiology
• Clinical Epidemiology I – Part 1: Medical Informatics and Regulatory Issues in Clinical Research
• Clinical Epidemiology I – Part 2: Advanced Methods in Clinical Epidemiology: Design, Evidence Synthesis, Safety and Quality
• Clinical Epidemiology II: Defining and Measuring Endpoints for Clinical Studies and Advanced Statistical methods
• From Concept to Analysis
• Module Health Geography
• Epidemiology and Research Design
• Specialization Biometry
• Public Health Nutrition
• Alessandra Schirin Gessl
• Ama Twumwaa Acheampong
• Anna Novelli
• Stephan Voß
• Anna Leibinger
• Carmen Klinger
• Claire Slesinski
• Francesco Antonio Foppiano Florez Estrada
• Michael Hindelang
• Leyla Larsson
• Linmiao Jiang
• Amani Al Tawil
• Andrea Becker-Pennrich
• Markus Schwarz
• Megan-Schröder
• Nicole Holliday
• Nina Schurig
• Nuha Shugaa Addin
• Olukemi Omowumi Ige
• Rebecca Brambilla
• Saori Harada
• Sarah Preis
• Sebastian Fuchs
• Stefan Buchka
• Mairi McClean

The 2020 Ph.D. Retreat took place from July 6th to July 7th, 2020 – as first online retreat via Zoom due to the COVID-19 pandemic. Thirty students, seven supervisors and two guest speakers joined the Ph.D. retreat which allowed a vivid exchange and interaction despite the difficult situation due to the pandemic. mehr

• Ph.D. Retreat 2023
• Ph.D. Retreat 2022
• Ph.D. Retreat 2021
• Ph.D. Retreat 2020
• Ph.D. Retreat 2019
• Ph.D. Retreat 2018
• Ph.D. Retreat 2017
• Ph.D. Retreat 2016
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Doctoral degree in Public Health or PhD in Health Data Sciences

In the area of Public Health, you have different options:

• PhD within the framework of the structured PhD program Health Data Sciences
• Individual doctorate (Dr. med, Dr. rer. medic.), supervised by IPH staff
• PhD (Dr. PH) in the doctoral program of the TU Berlin, department of Management in Healthcare

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Doctorates and PhD Programs

PhD Health Data Sciences The newly established PhD program Health Data Sciences is designed for qualified young scientists who would like to deepen their methodological knowledge in the fields of biostatistics, epidemiology, meta-research, population health science, or public health and further expand their competence in research and teaching. Information on the structured PhD program in Health Data Sciences (HDS) can be found on the website . 

Individual doctorate Students studying medicine at Charité - Universitätsmedizin Berlin or at another institution can apply for a doctorate at the IPH. Unfortunately, however, our staff capacities for supervising doctoral students at the IPH are limited. Publications in scientific journals are the declared goal of an individual doctorate at the IPH. If you are interested in an individual doctorate in the field of Public Health / Epidemiology, please send your request with a d etailed description of the study project and your curriculum vitae to Dr. Toivo Glatz .

Doctorate (Dr. Public Health) Please refer to the web pages of the Department of Management in Healthcare at the TU Berlin.

For general information on the various doctoral opportunities at the Charité, please visit the website of the Promotion Office .

London School of Hygiene & Tropical Medicine

Doctorate of public health (drph), the drph programme leads to a doctoral-level qualification and is intended for leaders and future leaders in public health..

The programme aims to equip its graduates with the experience to deal with the particular challenges of understanding and adapting scientific knowledge in order to achieve public health gains, as well as the analytical and practical skills required by managers and leaders in public health. The DrPH therefore has a dual focus on developing both expertise to conduct and evaluate research and skills crucial for leadership roles in public health policy and practice.

Entry criteria for the DrPH are the same as for the PhD except that evidence of relevant experience in areas of public health policy as well as in management or leadership is required. The rigour and volume of the work are doctoral level, and are appropriate to the personal development of senior public health professionals. Opportunities for undertaking the DrPH programme are available in all LSHTM's Faculties.

Key components

• A taught component comprising two compulsory modules
• Research Study I: an Organisational and/or Policy Analysis (OPA) project
• Research Study II: a research project leading to the production of a thesis

DrPH programme FAQs DrPH programme specification

"Interacting with the teachers, most of whom are leaders in the field, has been extremely inspiring and useful in terms of my own research."

Taught component

The taught component consists of two compulsory modules. In “Understanding Leadership, Management and Organisations” students explore a range of issues and theories relating to management, leadership and organisations and consider the application of these theories both to public health organisations and their own management practice. “Evidence Based Public Health Policy” focuses on key skills required for improving and shaping policy and practice, involving accessing, understanding, developing, disseminating and facilitating the use of the evidence base for better public health outcomes. The modules are delivered between late September and December and we are currently trialling online delivery. We use a variety of teaching methods including lectures, seminars and small group work. Students are expected to learn through both directed and self-directed study. Modules are assessed through individual written assignments.

Students are not formally assessed on any other modules but should take modules from the Doctoral Transferable Skills Programme and may choose to study some MSc modules to cover particular skills relevant to their research. This enables students to tailor the programme to their individual backgrounds and needs.

• View module specification for Evidence-based Public Health Policy and Practice
• View module specification for Understanding Leadership, Management & Organisations  

Research Study I: Organisational or Policy Analysis (OPA) project

The OPA project involves research that provides DrPH students with the opportunity to observe and analyse the workings of a public health organisation in its policy environment and to gain a better understanding of how to develop effective public health organisations, influence public policy and deliver public health goals. The project usually involves 3-6 months fieldwork within a host organisation of the student’s choice, during which time the student may be formally employed by the organisation or may be present as an independent researcher.

The objectives of the project that contribute to the overreaching purpose will vary depending on the topic and chosen methodology. It is expected, however, that all OPA reports will cover the following generic objectives:

• To outline the context and key influences on policy (if applicable) in relation to the specific public health issue and organisation chosen for the project;
• To assess the extent to which organisational factors or external relationships constrain or enhance the organisation’s ability to deliver its mandate;
• To develop clear, actionable policy or practical recommendations to increase the effectiveness of the organisation in influencing or delivering its public health goals;
• To gain experience in applying policy science or organisational management theories to the critical analysis of a real world organisational case study.

The host organisation can be any public, non-profit or private institution that is engaged in public health practice or has a public health mandate. OPA projects can be undertaken inside or outside (recommended) the student’s normal place of work.

Students are expected to use an appropriate methodological approach. Data collection methods may include: observations, interviews, focus groups, surveys and documentary analysis. Appropriate approach to data analysis should be used, drawing upon recognised theoretical and analytical frameworks from the relevant fields, for example: management, organisational theory, policy analysis, political science or sociology.

The OPA project is assessed on the basis of a written report not exceeding 15,000 words examined internally by two independent assessors. The report is intended to provide practical advice to the host organisation or policy community in the form of a constructive critique, identifying areas for development or improvement and containing actionable recommendations. At the same time, the report must be soundly informed by literature, theory and robust data collection and analysis.

Progression to the OPA project component is subject to successful completion of the two compulsory core modules. The OPA project report is normally submitted for assessment before commencing the thesis element of the programme.

Research Study II: Thesis project

As for a PhD, the purpose of the DrPH thesis project is to enable students to develop as competent independent researchers and conduct original research. By the end of their studies students should be able to plan effectively and undertake independent research and will have developed key transferable skills. As with a PhD, the thesis topic can be from any public health-related discipline or subject area agreed with the student’s supervisor and the research must be original and make a distinct contribution to the knowledge of the chosen subject.

Research plans are assessed at a formal DrPH Review (equivalent to the “upgrading” for MPhil/PhD students). Whilst the DrPH research thesis must meet doctoral level standards, due to the time allocated for this component (typically about 18 months), the DrPH thesis is necessarily shorter in length and more limited in scope than a PhD thesis.

The DrPH thesis has a 60,000 word limit, excluding references and appendices. 

Programme duration

The period of study for full-time DrPH students is a minimum of three years and a maximum of four years (or four and eight years respectively under part-time study mode). Students are normally required to spend time at LSHTM during the preparation for their OPA project,  preparing and presenting their research project plans to a DrPH Review Committee, or at other key points during the course of the Programme, as agreed with their Supervisors or the Programme Directors. Over the course of their degree DrPH students are normally expected to spend at least 9 months full-time in London.

As the timetable of compulsory modules is fixed, all DrPH students need to commence the programme at the start of the UK academic year in September. The programme aims to be flexible to meet students’ needs while at the same time adhering to excellence in learning and research.

Part-time study

LSHTM requires students who apply for part-time study to be available to study for at least two days per week (not including weekends). Where applicable, a letter from your employer is required to confirm that at least two days per week will be permitted for work on your degree. Please note that in Term 1 part-time DrPH students should allow a minimum of 2.5 days a week for each module they are studying.

Note that the two compulsory modules are taught in the first term. Part-time students have the option of taking one module in their first year and the other module at the beginning of their second year. However, because students are not permitted to start the main phase of their OPA research until both modules have been completed, this can introduce a delay into the overall progression of the degree (students are able to carry out preparatory activities for their OPA and/or research thesis elements between modules but are not able to begin data collection). Consequently many part-time students elect to take both core modules together, effectively increasing their workload temporarily to a full-time mode, followed by a period of a few months without any formal tuition, allowing them to re-balance their other commitments.

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• Doctoral scholarships and funding opportunities

Academic requirements

A student must normally satisfy the London School of Hygiene & Tropical Medicine general entrance requirements as follows:

The normal  minimum  entrance qualification for registration at the School on a Doctoral programme is evidence of an aptitude for research and at least one of the following:

• a master’s degree in a subject appropriate to the course of study to be followed  (recommended)
• a qualification appropriate to the course of study to be followed, in medicine, dentistry or veterinary studies
• an upper second-class honours degree from a UK university, or an overseas qualification of an equivalent standard, in a relevant subject.

Applicants for the DrPH study are also required to have a minimum of two years' appropriate experience .

English language requirements

If English is not your first language, you will need to meet these requirements:  Band B

Please see our  English Language Requirements FAQs  for information

We have a limited number of places on the DrPH programme (20/year). To ensure equity, all applications will be reviewed by a cross-Faculty panel of senior academics. They will consider your work experience, your academic potential, and your research proposal, OPA proposal and personal statement.

DrPH candidates, like students on other doctoral programmes, work closely with academic members of staff who act as their supervisors. It is not essential to have identified a supervisor before applying, but applicants can only be accepted once a suitable supervisory team has been identified and approved. If you apply for a place without already having identified named supervisors then LSHTM will try to match you up with suitable members of academic staff. If we are unable to identify potential supervisors, we will not be able to offer you a place.

See Identifying a supervisor for details of how to find and approach potential supervisors

The research proposal

All applicants should include with their application a short proposal for their thesis research, Research Study II, (maximum 1,500 words including footnotes and references). This is an important way of indicating the extent to which you already understand the background to your proposed research, and the range of methods that may be employed.

This should include:

• Research / topic area
• Specific research question(s)
• Study design
• Data collection methods and analysis
• Approximate research costs and planned funding source

Please be aware that the research proposal submitted with your application does not have to be the final research project: you will have the opportunity to refine your project through discussions with your supervisor after you start. The main purpose of the proposal is to demonstrate that you have the necessary critical thinking skills, an understanding of the relevant research area and an appreciation of the demands of a research degree.

The organisational and/or policy analysis outline (OPA, Research Study I)

Applicants also need to submit a short outline plan (approx. 500 words) for their OPA project (topic for the OPA, methodological approach and type of organisation to target). While many students have a clear idea about where they intend to carry out their OPA project, it is not mandatory to identify a specific host organisation before starting the degree programme at LSHTM. It is appreciated that this information will be preliminary and that proposals may change once applicants have started their studies and have had the opportunity to discuss their OPA plans with their supervisor and DrPH teaching staff. 

Think about how your Research Degree will be funded

You will need to consider how the Research Degree will be funded – tuition fees, living expenses and project costs. The School website contains some further information on potential  sources of funding . Some candidates apply for a place via studentships advertised by the School. Others manage to secure funding from elsewhere prior to applying, and some submit funding applications at the same time as applying for the research degree.

Application for study

Please apply using our online application form.

Please also read  LSHTM's Admissions policies  prior to submitting your application.

Paper application forms are available upon request and will normally incur an administration fee of £50. You must send a copy of the personal details and photograph page of your passport with all paper applications.  Your application will not be considered until you have provided the above documents. 

Application deadline

For September 2024 entry , the final closing date deadline for DrPH application submission is:

• 31 January 2024 at 23:59 UK time  for ALL students, including those who require a student visa and those who do not. 

Deadline for responding to your offer

Applicants are required to respond to their Offer of Admission within 28 days of receipt, or their place will be released and the offer automatically declined.

Admissions status

Register interest for 2025/26

Programme director

General enquiries Email DrPH Administrator

Talk to students or alumni C ontact ambassadors

More information

FAQs Open days Request a prospectus

Trinity College Dublin, The University of Dublin

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PhD Global Health

"The PhD in Global Health brings early-stage researchers from a range of disciplines and nationalities together to discuss, debate, and collaborate on pressing issues in global health. While working towards their independent research projects, our PhD students have the opportunity to work, socialise, and learn alongside other doctoral candidates in the Centre."

Dr Frédérique Vallieres Course Director P: +353 1 896 2130 E: [email protected]

Programme Supervisors

Dr Felicity Daly - PhD Public Health and Primary Care Global Health| P: +353 1 896 4177 E: [email protected]

Dr Kristin Hadfield - PhD Psychology Global Mental Health | Child & Adolescent Mental Health & Wellbeing P: +353 1 896 4178 E: [email protected]

Dr Frédérique Vallieres - PhD Psychology Mental Health and Psychosocial Support in Humanitarian Settings | Psychological Trauma | Health Systems Strengthening | Human Resources for Global Mental Health P: +353 1 896 2130 E: [email protected]

Dr Meg Ryan - PhD Public Health and Primary Care or PhD Psychology Global Mental Health | Reproductive Justice | Gender-Based Violence |Psychotraumatology |Counselling Psychology & Psychotherapy P: +353 1 896 2764 E: [email protected]

Programme Aims & Structure

The PhD in Global Health (formerly INDIGO) programme aims to provide promising early career researchers with a world-class experience and scholarship. A four-year, full-time programme with a flexible structure, the PhD Global Health aims to produce leaders in global health research, policy, and practice. Typical for our doctoral candidates is to spend a considerable portion of their doctoral degree conducting research as part of ongoing global health and global mental health projects, in collaboration with one of our many national and international partners . Students who successfully complete their PhD will receive either a PhD Psychology or PhD Public Health and Primary Care, dependent on their supervisor.

The following outlines the major milestones of the PhD process, the timing of which may vary depending on the individual candidate and their respective research requirements:

In addition to their own research obligations, doctoral researchers are expected to attend and participate in the TCGH's weekly research seminars, held every Tuesday during lunch time.

By the end of their doctoral training, students gain first-hand knowledge and experience of conducting practical research in one or more of the following principal research areas : (1) Global Mental Health; (2) Health Systems Strengthening; (3) Human Resources for Health, and (4) Equitable Access to Inclusive Health.

By working closely with their supervisors, mentor panels, TCGH partners, and fellow doctoral researchers, our PhD students emerge from the programme confident in their ability to independently design and conduct global health research. Students also have the opportunity to avail of career development opportunities by getting involved with the following TCGH activities:

• Research grant writing and submission to funding bodies
• Academic writing and publication
• Critical thinking and conceptual framing of international development work
• Conducting research in resource-constrained settings and/or with vulnerable populations
• Post-graduate teaching and co-supervision through engagement with BA or MSc programmes

We are currently reviewing applications for doctoral theses that are related to the following research topics:

• Global Health ( Supervisor: Dr Felicity Daly ) - Supervisor for PhD Public Health and Primary Care
• Child and adolescent mental health and wellbeing; resilience; randomised controlled trials; parent-child relations; refugee youth and families; climate change ( Supervisor: Dr Kristin Hadfield ) - Supervisor for PhD Psychology
• Global mental health; social determinants of mental health; sexual reproductive health and rights, LGBTQIA+ health and mental health, gender-based violence, ( Supervisor  Dr Meg Ryan ) -  Supervisor for PhDs in Psychology or Public Health and Primary Care
• Global mental health; global health and international development; psychological responses to trauma; human resources for health and task-sharing models of health service delivery; health system strengthening, ( Supervisor:   Dr Frédérique Vallières ) - Supervisor for PhD Psychology

Please note that, unless otherwise indicated, there is currently no funding available for PhD posts, so candidates must be self-funded or have secured their own bursaries. That said, the opportunity to apply for a Trinity Postgraduate Research Award is available to those who have secured a place on the programme. When reaching out to potential supervisors, please provide information on whether you have secured funding for your tuition fees and stipend and, if not, what funding you would intend to apply for in order to support yourself while conducting the PhD. Note also that proposed PhD projects should be consistent with the funding available; if you have not already secured funding to support conducting the research itself, your research proposal should be for a research project which could be conducted at no or relatively low cost.

Admission to the PhD Global Health programme at Trinity College Dublin is highly competitive. Applicants must possess a strong academic record, international research experience, and a keen interest in global health research. Admission to the programme takes place in three stages. 

Stage 1: To be considered for a position on the course, candidates must submit ALL of the following documents to relevant supervisor via email at least 3 months before September 1st or March 1st registration deadlines:

• Personal statement
• Updated curriculum vitae
• Research concept cote outlining the candidate’s proposed research
• Copy of the candidate’s academic record(s)

Stage 2: If the above documents are in order, and where there is capacity to provide supervision to the applicant, the candidate may be asked to take part in an informal interview.

Stage 3:   Should the candidate succeed beyond this first two phases of the selection process, they will then be asked to put through a formal application through the TCD online application system. As this point, Academic Registry will vet the candidate's application to ensure that the programme requirements are met.

Requirements

The PhD in the Trinity Centre for Global Health is intended for individuals with a keen interest in global health research. This includes more academic, theory-based research as well as operational, systems, and services-orientated research with organisations involved in ongoing global health activities. Given the cross-disciplinary nature of the programme, applications are invited from individuals from a wide range of backgrounds who wish to advance their research skills and to answer questions that further our understanding of how to best address important challenges for global health.

Trinity College Dublin has high academic entry requirements for post-graduate courses. Applicants must* have:

• A relevant master’s degree from an Irish University or an equivalent degree from a university in another country
• A fluent command of the English language (see below for English language requirements)
• A strong understanding of research principles and methodologies (as assessed by the applicant’s research concept note)
• Previous experience conducting research in resource-constrained settings is preferable, but not mandatory.

*In exceptional cases, individuals who demonstrate that they have exceeded the above standards through other professional and academic routes may also be considered for the PhD Global Health programme.

English Language Requirements:

All applicants whose first language is not English, must provide supporting documentary evidence of their competence in English. The following test results are recognised by Trinity College Dublin:

• IELTS: Grade 6.5 with no individual band below 6
• TOEFL: 88 – internet based, 230 computer-based, 570 paper-based
• Cambridge Certificate of Advanced English: Grade C
• Cambridge Certificate of Proficiency in English: Grade C

Additional information for international students is available from the Graduate Studies Office .

Fees are payable on an annual basis and vary depending on which School the PhD student is registered to.

We understand that pursuing doctoral studies implies a significant financial commitment and we strongly encourage students to seek out bursaries and scholarships that might be available to them. Listed below are current opportunities for funding as well as some of the scholarships past PhD Students have avail of:

• Health Research Board Fellowship Grants  ( www.hrb.ie )
• Irish Research Council Government of Ireland Postgraduate Scholarship Scheme  ( www.research.ie )
• Trinity Postgradate Research Funding (Trinity College Dublin): Funds students on a full-time basis wtih a stipend for four years and covers applicable university fees in addition to a stipend of EUR 6,500.00 per annum. Candidates can apply during the formal online application process. Please tick the appropriate box when asked whether you would like to be considered for this scholarship.  ( Graduate Studies )
• Tempere Tuberculosis Foundation, Finland
• Robert S. McNamara Fellowship : Every year, the RSM programme provides grants of up to $25,000 to PhD candidates from developing countries to conduct innovative, development-related, PhD research under the supervision of a research advisor at a host institution abroad. The online application form is available on the World Bank website  http://www.worldbank.org/scholarships . For further application details please consult the Application Guidelines:  http://worldbank.org

Current PhD Researchers

TCGH doctoral researchers are considered integral members of the TCGH team and are often part of one of more of the various ongoing research projects in the Centre.

Name		Title of Research	With thanks to:	Supervisor(s)
	Ireland, Malawi, Lebanon	Toolkit for Informing Cross-Cultural Trauma Aware Care (TICC TAC)	Trinity College Dublin Research Doctorate Award	Dr Meg Ryan Dr Kristin Hadfield Prof Mac MacLachlan (Maynooth) Dr David Hevey Dr Fintan Sheerin Dr Vivienne Brady Dr Meg Ryan Dr Kristin Hadfield Dr Tania Bosqui Publications Recent publications arising from the PhD Global Health: Warraitch, A. , Lee, M., Bruce, D., Curran, P., Khraisha, Q ., Wacker, C., & Hadfield, K . (2024). An umbrella review of reviews on challenges to meaningful adolescent involvement in health research. Health Expectations, 27(1), e13980. Warraitch, A. , Bruce, D., Lee, M., Curran, P., Khraisha, Q ., & Hadfield, K. (2023). Involving adolescents in the design, implementation, evaluation and dissemination of health research: an umbrella review protocol. BMJ open, 13(6), e069695. Warraitch, A. (2022). Challenges to meaningful involvement of youth in health research. Nature Reviews Psychology, 1(9), 493-493. Khraisha, Q. , Sawalha, L., Hadfield, K. , Al-Soleiti, M., Dajani, R., & Panter-Brick, C. (2024). Coparenting, mental health, and the pursuit of dignity: A systems-level analysis of refugee father-mother narratives. Social Science & Medicine, 340, 116452. Maiorano, N. , Travers, Á., & Vallières, F. , (2023). The relationship between rape myths, revictimization by law enforcement, and well-being for victims of sexual assault. Violence against women, 29(14), 2873-2890. Perera, Camila, Aldamman, Kinan , Hansen, Maj, Haahr-Pedersen, Ida , Caballero-Bernal, Joyce, Caldas-Castañeda, Olga N., Chaparro-Plata, Yosbelly, Dinesen, Cecilie, Wiedemann, Nana, Vallières, Frédérique, A brief psychological intervention for improving the mental health of Venezuelan migrants and refugees: A mixed-methods study, SSM - Mental Health, 2, 2022, p100109 , Journal Article. Haahr-Pedersen I, , Hyland P, Hansen M, Perera C , Spitz P, Bramsen RH, Vallières F ., Patterns of childhood adversity and their associations with internalizing and externalizing problems among at-risk boys and girls., Child abuse & neglect, 121, 2021, p105272 , Journal Article. Hearns, A. , Hyland, H., Benninger-Budel, C. and Vallières, F. , (accepted). ICD-11 PTSD and CPTSD: Implications for the rehabilitation of survivors of torture seeking international protection. Torture. Perera C , McBride KA, Travers Á, Tingsted Blum P, Wiedemann N, Dinesen C, Bitanihirwe B, Vallières F., Towards an integrated model for supervision for mental health and psychosocial support in humanitarian emergencies: A qualitative study.,  PloS one , 16, (10), 2021, pe0256077 , Journal Article Murphy, D. , Vallières, F., Murphy, J., McElroy, E. and Hyland, P. (2020). Risk factors associated with general and specific dimensions of psychosis in a nationally representative sample of adults from the United States. Psychosis: Psychological, Social, and Integrative Approaches. https://doi.org/10.1080/17522439.2020.1791238 Perera, C. , Salamanca-Sanabria, A., Caballero-Bernal, J., Feldman, L., Hansen, M., Bird, M., Hansen, P., Dinesen, C., Wiedemann, N. and Vallières, F. (2020). No implementation without cultural adaptation: A process for culturally adapting low-intensity psychological interventions in humanitarian settings. Conflict and Health, 14, 46 . https://doi.org/10.1186/s13031-020-00290-0 Haahr- Pedersen, I. , Ershadi, A., Hyland, P., Hansen, M., Perera, C. , Sheaf, G., Holm Bramsen, R., Spitz, P. and Vallières, F. (2020). Polyvictimization and psychopathology among children and adolescents: A systematic review of studies using the Juvenile Victimization Questionnaire. Child Abuse and Neglect, 107. https://doi.org/10.1016/j.chiabu.2020.104589 Haahr-Pedersen, I., Perera, C. , Hyland, P., Vallières, F., Murphy, D. , Hansen, M., Spitz, P., Hansen, P., & Cloitre, M. (2020). Females have more complex patterns of childhood adversity: Implications for mental, social, and emotional outcomes in adulthood. European Journal of Psychotraumatology, 11 :1. https://doi.org/10.1080/20008198.2019.1708618 Aldamman, K., Tamrakar, T., Dinesen, C., Wiedemann, N., Murphy, J., Hansen, M., Badr, E.E., Reid, T., & Vallières, F. (2019). Caring for the mental health of humanitarian volunteers in traumatic contexts: the importance of organisational support. European Journal of Psychotraumatology, 10 :1. https://doi.org/10.1080/20008198.2019.1694811 Sherwood, L. , Hegarty, S., Vallières, F., Hyland, P., Murphy, J., Fitzgerld, G., & Reid, T. (2019). Identifying the Key Risk Factors for Adverse Psychological Outcomes Among Police Populations: A Systematic Literature Review . Journal of Traumatic Stress, 32, 688-700. https://doi.org/10.1002/jts.224311 . Do I get to select my supervisor, or will I be assigned one? Potential students are encouraged to apply todo a PhD in the Trinity Centre for Global Health having identified a member of staff within Trinity College Dublin that has agreed to supervise their work. Supervisors should have expertise in the area of research of interest to the candidate, as well as the availability to take on additional PhD students. You will not be assigned a supervisor. Do I have to teach or supervise other students while enrolled in the PhD Global Health? There are a number of opportunities for doctoral researchers to both teach and co-supervise students enrolled in the BA Psychology, MSc Global Health, or MSc Glbal Mental Health programmes. This allows researchers to gain valuable teaching and supervision skills as part of their doctoral training. Supervision of master's theses is generally shared with a full-time academic staff member. How many courses must I take for credit in order to fulfil the requirements of a PhD? The number of compulsory modules varies across Schools. Therefore, the number of ECTS credits required to fulfil the requirements of a PhD is entirely dependent on the School in which you are enrolled. Should you be invited to submit a formal application, you would enrol in the School where your primary supervisor is based. Attending and presenting at the weekly TCGH Seminars each term is mandatory for all PhD candidates in the Trinity Centre for Global Health. What are the deadlines for submitting an application to the PhD in the Trinity Centre for Global Health? Trinity has two enrolment periods: September and March intakes. If candidates wish to be considered for the March intake, it is strongly advised that they submit their application by December 1st. For a September start, it is strongly advised that candidates submit their application by June 1st. Am I permitted to have a co-supervisor from another institution? A second, or even third, co-supervisor may be beneficial. Typically, co-supervisors are located within organisations in the country where the student’s research is taking place. In 2014, TCD introduced an internal PhD advisory system whereby all PhD students are assigned two advisors in addition to their appointed supervisor. These mentors will be chosen by you and your supervisor and approved by the Director of Postgraduate Teaching and Learning. You will be expected to arrange a meeting with your supervisor and your two mentors at least once a year to review your progress and the annual report on your work, which you will be expected to write ahead of this meeting. Students are responsible for preparing an annual report based on the research they have been undertaking. Will I have the opportunity to study or work in other institutions outside of Trinity College Dublin during the course of my PhD? Many of our PhD students spend time with one of our numerous international collaborating partners . This includes, but is not limited to, spending time in partner academic institutions in both low and middle-income countries, UN agencies, the private sector, and non-governmental organisations. As many of our students’ research takes places in resource-poor contexts, it follows that many of our students spend a considerable amount of their time outside of the Trinity Centre for Global Health. What funding options are available to PhD students? Unfortunately, there is very little funding available for PhD students. For current openings for funded PhD positions as well as relevant PhD funding bodies please see Fees and Bursaries. What if I do not have a background in Global Health, can I still apply? As an interdisciplinary Centre, applications are welcome from individuals with diverse educational and academic backgrounds as long as the research conducted as part of their PhD is clearly related to the area of Global Health. Preference is given to applicants whose research falls under one of the Centre’s principal research themes. Individuals should also clearly demonstrate a deep understanding of the principles and theories of Global Health research. For further information about past graduates and their research projects please click on the link below. We have 242 public health PhD Projects, Programmes & Scholarships All disciplines All locations Institution All Institutions All PhD Types All Funding public health PhD Projects, Programmes & Scholarships The nexus between climate change, extreme air pollution events and public health – towards a holistic approach, phd research project. PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches. Self-Funded PhD Students Only This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts. Applying a system approach to public health – Making a real-life impact on physical inactivity and health inequality in children and young people in collaboration with a local authority (ref: SF24/HLS/SER/LING) 2025 rtp round - action to accelerate dementia prevention within a population-based context in australia, funded phd project (students worldwide). This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information. Sensing wastewater for real-time public health PhD Funded phd project (uk students only). This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions. Self-funded PhDs in Sport and Physical Activity: Physical Activity, Wellness and Public Health Reframing critical and socially engaged arts practices from a creative health / health humanities perspective, phd studies in mental health, substance use disorders, multimorbidity, health services research (nursing, pharmacy, allied or public health focus). The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts. PhD Research Programme PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme. A systems approach to disaster management and response Diagnosis and treatment of urinary tract infections (uti) in long term care facilities (ltcf) and preventing the pathways to antimicrobial resistance (amr), self-funded phds in health and social care: allied health professions, self-funded phds in health and social care: nursing and midwifery, self-funded phds in health and social care: social work and social care, warning system for extreme weather events, awareness technology for healthcare, equitable delivery, and resilience (weather), re-configuring the sustainable city: an evidence-based framework for an inclusive and healthy community (sf24/ee/abe/ozbil torun), model-based health economic evaluation of interventions for improving primary healthcare for patients with non-communicable diseases (ncds) during severe flooding in india. FindAPhD. Copyright 2005-2024 All rights reserved. Unknown    ( change ) Have you got time to answer some quick questions about PhD study? Select your nearest city You haven’t completed your profile yet. To get the most out of FindAPhD, finish your profile and receive these benefits: Monthly chance to win one of ten £10 Amazon vouchers ; winners will be notified every month.* The latest PhD projects delivered straight to your inbox Access to our £6,000 scholarship competition Weekly newsletter with funding opportunities, research proposal tips and much more Early access to our physical and virtual postgraduate study fairs Or begin browsing FindAPhD.com or begin browsing FindAPhD.com *Offer only available for the duration of your active subscription, and subject to change. You MUST claim your prize within 72 hours, if not we will redraw. Do you want hassle-free information and advice? Create your FindAPhD account and sign up to our newsletter: Find out about funding opportunities and application tips Receive weekly advice, student stories and the latest PhD news Hear about our upcoming study fairs Save your favourite projects, track enquiries and get personalised subject updates Create your account Looking to list your PhD opportunities? Log in here . Filtering Results Europe: 20+ fully-funded PhD positions Discover a wide range of courses and programs at prestigious universities across Europe in disciplines such as chemistry, biological sciences, biochemistry, biotechnology, engineering, molecular biology, medical sciences, agricultural sciences, soil science, environmental science, water science, physics,  mathematics, geosciences, computer science, industrial engineering, downstream processing, and more. Below is a list of schools offering the positions as well as direct links to the posts in the EURAXESS portal. Here is a list of leading institutions providing these opportunities: Karlsruhe Institute of Technology  Medical University of Vienna Institute of Haematology and Transfusion Medicine  University of Bergen  Basque Center for Macromolecular Design and Engineering POLYMAT Fundazioa Université de Liège Inserm U1297 Università Della Calabria  Austrian Centre of Industrial Biotechnology (ACIB GmbH) Lund University  University of Salerno University of Southern Denmark  iBET - Instituto de Biologia Experimental e Tecnológica  INSA Rouen Normandie  Hasselt University  Institute of Agrophysics of Polish Academy of Sciences University of Modena and Reggio Emilia  University of Iceland Science Institute   Seize the opportunity to advance your academic and research career. Apply now for doctoral (PhD) positions at these esteemed institutions: PhD Student in Characterization and Recovery of Bionanoparticles for Vaccine Delivery and Gene Therapy, Karlsruhe Institute of Technology (Germany) PhD Student in the Huppa Lab at the Medical University of Vienna, Medical University of Vienna (Austria) PhD Student in Molecular Biology, Oncology and Hematology, Institute of Haematology and Transfusion Medicine (Poland) PhD Student in Causal Decision Making, University of Bergen (Norway)  PhD Fellowship in Applied Chemistry and Polymeric Materials, Basque Center for Macromolecular Design and Engineering POLYMAT Fundazioa (Spain) PhD Student in Characterization of thermo-hydro-mechanical properties of longwall goaf for geothermal energy storage in abandoned coal mines, Université de Liège (Belgium) PhD Student in urinary cytokines for the early detection and outcome assessment of kidney injury, Inserm U1297 (Spain) PhD Student in MetacMed - Acoustic and mechanical metamaterials for biomedical and energy harvesting applications, Università Della Calabria (Italy) PhD Fellow in Wind Modeling, UiT The Arctic University of Norway (Norway)  PhD Fellow in Geodynamics and Surface Processes, University of Bergen (Norway) PhD Student in Separation and purification of bionanoparticles by convective material and 3D-printed material, Austrian Centre of Industrial Biotechnology (ACIB GmbH) (Austria) PhD Student in Synchrotron Methods and Applications in Sweden, Lund University (Sweden) PhD Student in Industrial Engineering (chemical engineering, mechanical engineering, electronic engineering) - University of Salerno (Italy)  PhD Student in Model-based prediction of bionanoparticle separation by continuous ultracentrifugation and convective chromatography, Austrian Centre of Industrial Biotechnology (ACIB GmbH) (Austria) PhD Student in LLM-assisted Multirobot Mission Planning and Control, University of Southern Denmark (Denmark) PhD Student in Area of Natural Bioactives & Nutraceuticals, iBET - Instituto de Biologia Experimental e Tecnológica (Portugal)  PhD Student in Electrochemical Gold-Catalysed Processes, INSA Rouen Normandie (France) PhD Student quantum mechanical modelling of polymers, Hasselt University (Belgium) PhD Student in legume-based diversification of cereal cropping systems, IRTA (Spain) PhD Student in Splash phenomenon as a mechanism of transportation of soil bacteria, Institute of Agrophysics of Polish Academy of Sciences (Poland) PhD Research Fellow in applied and computational mathematics, University of Bergen (Norway) PhD Student in Palynology, University of Modena and Reggio Emilia (Italy) PhD Student in AI-modelling of Powerful Microwaves in Fusion Plasmas, University of Southern Denmark (Denmark)  PhD Student in personalized medicine in chronic kidney disease, Inserm U1297 (France) PhD Student in method development and simulation of solid / liquid interfaces, University of Iceland Science Institute (Iceland) Open access Published: 07 August 2024 Five years on: analysis of university lecturers’ experiences of the French government’s health promotion education program Mathilde Monpierre 1 , 2 , 3 , Adèle Frachon 4 , Alexandra Eguiluz 5 , 6 , Pauline Martinot 5 , 7 , 8 & Annabelle Tenenbaum 1 , 9 , 10   BMC Medical Education volume  24 , Article number:  847 ( 2024 ) Cite this article 116 Accesses Metrics details The National Health Promotion Intervention Program by Student (HPIPS) is a French government educational program introduced in 2018, aiming at developing all health students’ health promotion knowledge and abilities, as well as implementing health promotion interventions for specific subpopulations in the general public. Its pedagogical framework was elaborated in 2018 and then evaluated by the French Council for Public Health in 2022, highlighting certain difficulties for the program to be homogeneously implemented in France. The aim of this study was to explore and describe the experiences and feedback of university lecturers in charge of this HPIPS training. Semi-structured interviews were conducted with HPIPS lecturers from various health fields and from French universities, and a qualitative content analysis was carried out. Fourteen interviews were conducted during the autumn of 2022 with HPIPS program university lecturers including five doctors, three dentists, two nurses, two pharmacists, one midwife, and one physiotherapist from eight different towns belonging to six regions. Depending on the professional background, the component, and the local resources available, the teaching experience varied from one lecturer to another. A number of difficulties arose in setting up this educational program and complying with the latter legislation. The work overload was considerable, and the lecturers’ heavy commitments some lecturers to be discouraged, especially since some lecturers were not trained in health promotion abilities. Although interprofessionality was a strength of this HPIPS, it was also its main challenge. Pedagogical innovations were developed, notably through the use of digital technology; cross-disciplinary collaboration was established; and lecturers–students specific boundaries have emerged thanks to this health promotion project. Conclusions In France, setting up the HPIPS rapidly was experienced as a real pedagogical challenge for the interviewed university lecturers. While most of them noted the positive and beneficial contributions made by the introduction of prevention and health promotion intervention skills for health students, they also shared recommendations in order to match the ambitions and increase the HPIPS impact on the development of a culture of prevention and health promotion among health students. Peer Review reports The National Health Promotion Intervention Program by Students (HPIPS) is an annual French national program targeting all health students, including those in medicine, dentistry, midwifery, nursing, physiotherapy and pharmacy (French name ‘Service Sanitaire des Etudiants en Santé’). The program had two main objectives: (1) to train health students in health promotion interventions and (2) to implement these interventions for specific subpopulations within the general public. The HPIPS was launched in the academic year 2018 (starting in September in France) at the request of the French government. The short time left for universities to plan the HPIPS in September 2018 (i.e., official announcement in june 2018) led to the absence of national resources or additional lecturers provided for its implementation. Four training aims were announced as the HPIPS implementation success indicators: “(1) initiating students to the challenges of primary prevention, (2) enabling them to carry out concrete primary prevention interventions, (3) promoting interprofessionality and interdisciplinarity during training courses and interventions carried out, and (4) integrating prevention and health promotion into the practices of healthcare professionals” [ 1 , 2 ]. Students had a total duration of 6 weeks full-time to be trained for their health promotion interventions, to acquire the needed pedagogical knowledge and skills, to define their targeted population and their thematic, to build on their health promotion intervention under supervision and to plan their evaluation. The HPIPS students training comprised several teaching units including both theoretical and practical training time, such as introduction to prevention concepts in all environments and throughout life; enabling and reinforcing the training of future healthcare professionals in health prevention and promotion; reinforcing their awareness of prevention and health promotion challenges by ensuring their mastery of the necessary knowledge and skills [ 1 ]; developing new skills to meet the public health challenges of promoting health-promoting behaviors; contributing to the reduction of social and territorial inequalities in health. This approach to teaching health promotion can be found among students in public health training programs [ 3 ], but what makes HPIPS special is that it concerns future healthcare professionals in a multi-professional perspective. The HPIPS pedagogical framework was elaborated by the Haut Conseil de Santé Publique (HCSP; High council of public health) in 2018 and then, evaluated in 2022 [ 4 ]. A number of pedagogical difficulties were identified: the existence of interregional disparities in the organization and pedagogical offers in each field among the 13 regions of France (i.e., in most universities, only few lecturers had enough expertise in the fields of health prevention–promotion training or health communication, an essential prerequisite for the development of health preventive interventions) as well as the presence of a body of documentation described as “too abundant and insufficiently adapted to the particularities of the HPIPS.” One of the report’s recommendations was to “strengthen the capacity of teams to train students in health promotion interventions and health communicative methods, drawing on the resources and know-how of prevention-health promotion practitioners and/or university teams in the humanities or educational sciences in the regions.” With the aim of sharing experience and improving health promotion intervention teaching program, this study explored and described university lecturers’ experiences, their feedback on the struggles and strengths met during their health promotion teaching within the HPIPS framework. In particular, the study wished to provide useful tips on the implementation of these pedagogical courses and thus leading to an improved training program for health students in health promotion interventions in France. The choice of semi-structured interviews allowed us to explore in depth, contextualize and understand the experiences of the lecturers involved. This qualitative method was the most relevant to our research objectives as we wanted to understand lecturers’ experience, feedback and solutions when implementing the HPIPS [ 5 , 6 ]. Participants Participants were recruited through “purposeful sampling”, a method which selected individuals based on specific criteria (described below), relevant to the research objective. This method allowed researchers to collect comprehensive and representative data from the population of interest [ 7 ]. The selection criteria included: (1) Being a HPIPS lecturer in a healthcare field (medicine, dentistry, midwifery, nursing, physiotherapy, and pharmacy). (2) Affiliation with different universities. (3) Representation from various regions and cities. Network sampling was carried out throughout France territory. Recruitment was initially carried out among known contacts representative of the various health components (medicine, dentistry, nursing, pharmacy, midwifery, and physiotherapy) of the professional circle of the various project researchers. Secondly, a “snowball” method [ 8 ] was used to extend the survey from person to person. Each participant received an email inviting them to take part in the study, with an information note attached. Data collection Data were collected through in-depth, semi-structured interviews conducted between January 28, 2022, and April 21, 2022. Each participant participated in a one-on-one, face-to-face interview with the researcher. To understand the experiences of HPIPS lecturers, a semi-structured interview guide was developed by several researchers (MM, AE, and AT). The interview questions were formulated by incorporating insights from relevant literature and items identified in the report by the French High Council for Public Health. The main questions in the interview guide were as follows: A/ What do you think of the way HPIPS teaching is organized at your university? How do you feel about it? B) How did you experience the implementation of the HPIPS? What are your expectations and needs for the future? C) How would you describe what the HPIPS has brought to you, the teaching team and the students? D) What would be the ideal HPIPS teaching framework to meet HPIPS objectives (without taking budget constraints into account)? The interviews were conducted remotely via videoconferencing software (University Zoom License) by one of the researchers (MM). The conclusion of the interview happened once the thematic saturation was reached, i.e. when there were no longer any relevant codes or categories, and recurring topics cease to provide additional insight to the study [ 9 ]. The data were analyzed using inductive content analyses, a qualitative method where data are collected until they can be categorized into multiple cases of the same type. This process results in categories based on units of meaning that were consistent, recurrent, and regularly observed [ 10 ]. The interviews were recorded with participants’ consent, were anonymized and were transcribed into verbatim. Two dimensions of the analysis were performed: firstly, a vertical one (intra-interview) and secondly, an horizontal one (inter-interview: comparative step between the interviews) [ 11 ]. Subsequently, each researcher thoroughly read the transcriptions to gain a comprehensive understanding of each interview. Following this, utilizing the verbatim, the researchers proceeded with open coding, which involved identifying significant recurrent phrases and keywords. The verbatim were analyzed using an Excel Spreadsheet. At this stage, researchers pooled the themes identified to propose categories. A horizontal thematic analysis of each interview was carried out. All interviews were coded by one of the researchers (MM) and co-coded by the other two researchers (AF and AT) in order to triangulate the data (i.e., using multiple perspectives to gain a more comprehensive understanding of a research problem). A particular care was taken to ensure compliance with ethical standards throughout the research process. An information note containing all the essential information (research framework, objective, right of refusal, right of withdrawal without justification, right of access to the overall results, as well as the researchers’ contact details) was sent by email to the participants. Secondly, after acceptance of participation in the study, both a consent form for participation in the study and a consent form for the audio recording of the interview were signed. The interview was conducted by videoconference in a confidential environment. Information was stored securely and temporarily. After transcription, all interviews were anonymized. A declaration was made to Paris Cité University’s data protection officer. The study protocol was evaluated by the University of Paris Research Ethics Committee (CER U-Paris). After two sets of recommendations, followed by modifications, the study protocol was approved. The following IRB number was assigned to the project: 00012022-10. A total of 14 individual interviews were conducted with five doctors, three dentists, two nurses, two pharmacists, one midwife, and one physiotherapist. The average duration of the interviews was 40 min (ranging from 20 to 60 min). Participants were lecturers that worked in eight different cities located in six different regions. Through their functions, they were able to testify about implementation of the HPIPS in their departments and universities. The characteristics of the lecturers interviewed are provided in Table  2 . Three domaines – (1) Implementing a new program under difficult and constrained conditions; (2) Heterogeneous training levels among lecturers in health promotion; and (3) an original program that inspired innovations, as well as 18 theme categories emerged from the qualitative analysis (Fig.  1 ). Implementing a new program under difficult and constrained conditions Regarding difficulties and encountered constraints, lecturers particularly regretted the fact that they had to implement the HPIPS very quickly (i.e., in 2 months, during the summertime break, on year 2018), without any health promotion official resources; additionally, they had to addressed the program for a large number of students (i.e., 47,000 students were concerned per year) with a low number of university lecturers, within teaching curriculum that had already been finalized, all of which generated a heavy workload: “We had application decrees that came out in July, and our management teams wanted them to be effectively implemented from the start of the new school year in September” (E2); “The HPIPS is an additional teaching load that has been added on at constant cost” (E7). Interprofessionality was an additional priority to consider within the HPIPS. On the one hand, for some lecturers, developing interprofesionnality within health students was positively welcomed: “I really wanted to enable interprofessionalism, to prioritize it” (E14); “It also means learning to work with each other, to know each other’s areas of expertise…” (E2). On the other hand, although it was seen as essential, the implementation of interprofessionality was judged to be very complicated given the reality on the ground: “It’s really very complicated to coordinate all that” (E14). Making six health curricula match for a 6-weeks full time work appeared hard to implement. Some lecturers also pointed disparities between courses, with “students at very, very different levels” (E10), leading to teaching objectives that were hard to articulate consistently. Furthermore, if multiprofessional training was to be achieved within the same timeframe, matching curricula is a prerequisite and requires a great deal of upstream anticipation, which was not the case with the hasty introduction of the HPIPS. In addition to being implemented in the teaching curriculum, it was extremely time-consuming to find health promotion interventions’ sites for all the students, with up to “1,200 actions for some components” (E8). The lecturers reported a high level of investment in meeting the HPIPS ambitions, with few resources allocated. In the face of the many difficulties encountered, lecturers witnessed a high level of stress, exhaustion, and discouragement: “We put a lot, a lot of energy into setting up this health service with constant resources” (E10); “It was a major stress factor…” (E7); “That’s it, I’ve given up” (E10). Furthermore, lecturers reported a lack of national guidance to oversight, create boundaries between universities’ programs and centralize training resources. “That’s one of my regrets: we don’t have any feedback from other faculties… outside my own town, I don’t have a vision of the health service in other faculties” (E6). In addition, it is important to note that HPIPS’ assessment methods varied widely across the territory. Assessments were allowed to be multimodal (oral, written, presence), unimodal, or were absent for some university. Expectations Lecturers reported three main areas of improvement for the HPIPS: (1) The provision of resources: additional dedicated time and financial and human resources (e.g., lecturers, tutors) and support from local and regional authorities. (2) A provided support for the organization of teaching and activities, enabling the goal of interprofessional collaboration to be achieved, based on a common, structured HPIPS over and above the various disciplines. (3) A curricular approach enabling the program to be spread over several semesters, with a vision of progression in three training cycles: “Let the first cycle be the HPIPS; it’s a first approach where they are mere observers after all… In the second cycle, integrate into clinical practice… And then in the 3rd cycle, implement coordinated therapeutic strategies” (E8). Such an overhaul would give lecturers back their autonomy and ease the pressure on teaching models. Heterogeneous training levels among lecturers in Health Promotion Lecturers pointed to a variable quality of organization of teaching, an insufficient number of lecturers, and a lack of field workers trained in health promotion: “We call on colleagues who don’t have this public health culture and who think in the same way as the students” (E10). To make up for this shortage of lecturers trained in health promotion, the lecturers in charge of the HPIPS have mobilized a large number of outside contributors to help design the training courses, run the tutorials, and monitor the groups’ interventions. Training courses offered by organizations specializing in health education and promotion, such as the Regional Institutes for Health Education and Promotion (IREPS) or the Departmental Health Education Committee (CODES) for HPIPS supervisors have been extremely useful. However, these training courses were dependent on agreements between the authorities and the university, were annually signed, and only took place occasionally during the year. In some cases, collaborations with external partners were restrained as no defined budget was defined for these services. Moreover, there was a desire for the various components to co-construct the courses, with a specific amount of time devoted to this task and particular attention paid to ensuring that the program is not overloaded. Some lecturers also mentioned the need for specific hybrid HPIPS training—“Something dematerialized, simple, not too heavy” (E5)—in initial training, available to lecturers, and upgradeable: “I think it would be necessary that every year, there is an update of knowledge, if only on the tools” (E1). One lecturer expressed his opinion on what he considered to be a discrepancy in the HPIPS between the objective of the initial training of students (i.e., awareness level) and health education actor’s missions (i.e., in-depth level). This lecturer stated that a health promotion intervention requires specific, highly advanced skills that cannot be achieved in such a short training program for students with little maturity and understanding of the field of public health: “Intervention in health promotion requires skills and experience. These are the main quality criteria. Normally, it requires at least a type 2 master’s degree and a very good knowledge of the public concerned” (E8). To achieve such knowledge, he argued, the HPIPS should focus more on training students; it should be a pedagogical device aimed strictly at theoretical learning and should not go as far as intervention: “…intervention doesn’t make sense, they’re too young, they don’t know how to do it” (E8). The lecturers mentioned two main areas for pedagogical improvement: (1) to obtain shared pedagogical resources on a regional scale (E5: “Try at least on a regional scale, to harmonize the lecturers we have done remotely”) and/or nationally (E13: “I would have liked to see a national platform with certain points…materials that would be short, engaging for students with key and practical points”); and (2) to open additional teaching positions and pedagogical referents (E5: “It’s a project that’s fairly circumscribed around a few lecturers, which will perhaps benefit from being extended a little, bringing people into the health service adventure”) by “creating positions” (E9) for this purpose. An original program that inspires innovation Lecturers reported a gradual increase in interest in the HPIPS on the part of students. At first, they were perceived by the lecturers as reluctant to implement the HPIPS: “We had a lot of resistance at the start” (E1). Some students did not attend class and had little interest in the theoretical online lessons. The level of motivation varied: “There are students who will be interested, who will be highly motivated, who will follow it well. And then there are other students who will do it just to pass the exam” (E11); “I think it’s an exercise that students really appreciate” (E8). Despite the perceived unmotivated students, it seems that the HPIPS was highly appreciated by students, especially the project-based and interprofessional work: “I think students really appreciate this collaborative work, getting to know each other better, discussing, exchanging and working together” (E2). The lecturers believed that the introduction of the HPIPS had been enriching for the students— “I can see the shift from curative to preventive care… And that’s when we say to ourselves, well, this teaching is useful” (E9)—and also for the lecturers: “I’ve learned a lot thanks to the HPIPS” (E4). The HPIPS was seen as an opportunity to develop a gesture of support and proximity to students—in other words, to create boundaries outside the usual university framework: “It allows us to create a more important exchange to support them on a project… We really have a posture of support” (E2). Furthermore, for lecturers, setting up the HPIPS has enabled them to develop pedagogical innovations, particularly through digital technology: “We really created a studio with a technician who filmed different shots, and tools that were specially created for this purpose” (E7). There was a need for innovation (E1: “It also forced us to get moving to hybridize…”) and teamwork in the form of collaboration with other departments and partners (E10: “It was very enriching because it led us, from a human and relational point of view, to work with our colleagues from other components…something we’d never done before”). The result of such collaboration was the creation of exchanges and links: “It has enabled us to create something we had very little of: links between administrators and lecturers” (E5). Moreover, the HPIPS created opportunities by breaking away from the usual framework of internship sites: “It has also enabled them [the students] to break away from a very hospital-based or clinical approach to internships” (E1). For some lecturers, the formalization of such a program, with a decree very clearly defining the course to be followed with competency objectives and an obligation to implement it in all courses, had led to administrative recognition: “I think that for the administration…there is recognition; the public health laboratory has had greater identification on the faculty” (E6). Lecturers noted two main areas for improvement: (1) Encouraging pedagogical innovation (E2: “I think we need to innovate. Pedagogical innovation is very important; we need to adapt to today’s students”) and sharing resources (E5: “I think we’re going to do better and at a lower cost”). (2) Considering how to organize and collaborate to reduce social and territorial inequalities in health, and considering moving away from metropolises: “Go to the towns with the lowest density of doctors, the least access to health care, and so really break out into the territory with a targeted approach” (E5). The aim of this study was to explore and describe university lecturers’experiences of the national prevention and health promotion program offered as part of the HPIPS in France and launched in 2018. The choice of conducting a qualitative study was justified by the need to apprehend the experience of differents actors and by collating a diversity of viewpoints. Experiences vary from one lecturer to another depending on professional background and the available local resources. It is only since the 1990s that health promotion and health education have gradually become established in the French healthcare system during the initial training of healthcare professionals [ 12 ]. Since 2018, the national strategy to establish a “policy of health promotion in all living environments” [ 13 ] has strengthened the place of health promotion in the French healthcare system. The HPIPS was one of the measures taken under this policy [ 2 ]; it was France’s first major national educational program in health promotion for future healthcare professionals. HPIPS lecturers found themselves on the front lines, with a complete educational program to plan and deploy, taking into account administrative requirements, field constraints, and available resources. Implementing the program with a continuous supply of resources led to the development of pedagogical innovations [ 14 ], with varying needs for pedagogical reengineering [ 15 ] as well as for the development of digital technology, which is booming in the field of health science pedagogy [ 16 ]. The use of sometimes costly external contributors has often been necessary due to a lack of local resources, thus raising the question of the sustainability of training schemes. Professional relations have also evolved with the introduction of the HPIPS. The latter has demanded the birth of exchanges and new boundaries between lecturers and/or cross-faculty referents to establish interdisciplinarity and the pooling of teaching. The lecturer–student relationship has gradually changed, with the lecturer taking on an accompanying role in the development of the project, with particular involvement at every stage. This relationship combined greater involvement and proximity, with the shared objective of carrying out an action with a third-party audience. The resulting triangulation required the lecturer–student pair to reinvent themselves, as they were seen as a unit by the target population. However, this training scheme raised a number of difficulties. First, a significant weight of this program on the university curriculum (five European Credit Transfer and Accumulation System, ECTS), which had to be integrated into the current teaching curriculum. Second, the effort involved in reorganizing teaching and implementing this new system resulted in a considerable additional workload for lecturers, which generated stress, exhaustion, discouragement and, was highly dependent on the specific contexts of each component and university. A qualitative case study carried out in two academies in the Nouvelle-Aquitaine region, Poitiers and Bordeaux, confirmed these difficult and uneven implementation conditions, with “rushed implementation, a stricking lack of support and resources…an overload of work” [ 17 ]. Third, the results of our study showed that lecturers focused more on the technical conditions for implementing the program than on the pedagogical content to be taught. While one of the main training aims was to promote interprofessional and interdisciplinary skills, the reality in the field did not fully support this expectation. Lecturers reported numerous organizational constraints, resulting in difficult, if not impossible, to apply it, even though it was a key element of the HPIPS. These constraints included the large number of students, different teaching non-defined formats, non-overlapping timetables, and different stages of student training in public health topics. Moreover, a recent qualitative study was carried out among midwifery school lecturers and directors with the aim of providing feedback on the introduction of the HPIPS within the framework of maieutic studies. Similarly, the study reported “organizational difficulties,” “major differences in reengineering,” and a vision of interprofessionality as “the difficulty and the strength” of the HPIPS [ 15 ]. We have noted a heterogeneity in assessment methods. This raises the question of the pedagogical alignment [ 18 ] to be established within the HPIPS framework. Pedagogical alignment was defined as “coherence between learning objectives, pedagogical methods and assessment principles and tools” [ 19 ]. Assessment strategies varied and were sometimes even nonexistent, while pedagogical activities followed the same goal at the national scale. However, unlike training objectives, learning objectives were not clearly enough defined. In this context, pedagogical alignment was difficult to achieve, which led to the need of core competencies to be defined within the HPIPS, to improve the training of future health professionals in the fields of prevention and health promotion. Now that a few years have passed since the HPIPS was set up, there were many expectations for improving the system, such as establishing or reinforcing interprofessional collaboration or pooling resources on a regional and/or national scale. A number of projects in this vein were currently underway, with a view to the positive development of the HPIPS. Major investments will be required to counteract the constraints of reality on the ground. For example, in order to strengthen and optimize interprofessionality, “the decompartmentalization of medical and paramedical disciplines requires a complete reorganization of schedules (internships, courses, examinations, …) to ensure that training, group work and joint interventions in host structures coincide” [ 14 ]. The HPIPS was viewed by lecturers as an introduction to health promotion for future healthcare professionals, as it is a short-timed, one-off educational scheme. In the HCSP report [ 4 ] as well as in two exploratory qualitative studies, the “pedagogical objectives are over-ambitious, referring to levels of training higher than those achievable under HPIPS conditions.” The results of the aforementioned study carried out in two academies in the Nouvelle-Aquitaine region [ 17 ] on the objectives of the HPIPS and the interventions carried out by the students call such objectives and interventions into question: “the objectives are revealed to be out of step with the challenges of prevention in the healthcare system; students have endorsed a mistaken vision of health promotion as rational and individualizing health-related behaviors, and the interventions carried out contravene for the majority the quality criteria in health promotion, be they pedagogical, methodological or ethical.” Strengthening the place of health promotion in the French healthcare system must involve improving and reinforcing the training of future professionals in this field. The acquisition of health promotion skills should be envisaged throughout initial training, and it would require a prerequisite inquiry into students’ levels of literacy. Health literacy is defined as “the ability to access, understand, evaluate and communicate information as a means of promoting, maintaining and improving health” [ 20 , 21 ]. In a quasi-experimental study carried out in a Paris medical school with medical students who had carried out preventive interventions as part of their health service [ 22 ], two important results were highlighted: “two thirds of students did not feel sufficiently prepared to carry out preventive health interventions, and for students, reporting a satisfactory experience in health service was associated with reporting the acquisition of skills or knowledge.” Reforming the HPIPS system by improving health promotion training for future healthcare professionals—for example, by establishing a curricular program with early initiation, continuity of learning over time, and a progression of skill levels according to teaching cycles—might be one way forward [ 23 ]. Only if healthcare professionals are properly trained in health promotion and if quality interventions are specifically evaluated, then we could reach clearer results, both in regard to the involvement of these lecturers in health promotion and preventive interventions, as well as among the health students abilities development. To our knowledge, this work is the first multiprofessional qualitative study of the experiences and feedback of HPIPS French referent lecturers. Strengths of this study covered its recruitement, with cross-sectional (i.e., six health university domain) and cross-regional perspectives. This qualitative study has been designed and realized with rigor, fulfilling the criteria of scientificity in qualitative research [ 5 , 19 , 24 ]: it has shown credibility through the triangulation of data and co-coding; its transferability and reliability within the triangulation of researchers; the independence of the main researcher, not involved in the HPIPS. The study limitations included the use of videoconference when interviewing lecturers, in view of the health constraints imposed by the COVID-19 pandemic at the time the study was carried out. This modality favored the geographic diversity of participants, allowing flexibility and removing spatial barriers, but might have led to a certain loss of information in exchanges regarding how nonverbal communication was perceived [ 25 ]. In addition, the interview guide was long, as it was designed to arouse lecturers’ discourse. Lecturers’ feedback and experience of health promotion teaching in the HPIPS varied, depending on professional health promotion and intervention background, pedagogical innovating skills, numerical familiarity, health promotion local outside contributors availabities to support and co-teach the students, the presence of a university public health research unit specialized in prevention and health promotion, as well as other factors. With only two months to prepare their courses in 2018, lecturers have had to develop innovative pedagogical tools to meet the expectations of the HPIPS, notably through digital technology; cross-disciplinary collaborations have been set up. Overall, lecturers’ opinions of the HPIPS were positive, and lecturer’s interviews enabled to identify a need for common cross-functional tools, a defined skills base, and shared resources for health promotion intervention teaching ambitious programs. Five years after the scheme’s application, HPIPS lecturers tended to see the program as a way of raising awareness in prevention and health promotion among future health professionals (i.e., health students), and wonder about the long-term impact in regard to the training of professionals. Future research could expand knowledge on the HPIPS development by (1) focusing on interprofessional and inter-universities boundaries interventions, (2) developing a national strategy in health promotion as a curricular program with early initiation, continuity of learning over time, and a progression of skill levels according to teaching cycles, (3) and set up evaluations of interventions at the national level in order to measure the impact of this program on the health of populations and on the health promotion skills of students. Data availability The datasets used and/or analyzed during this study are available from the corresponding author upon reasonable request. Abbreviations Regional Health Agency (Agence Régionale de Santé) Departmental Health Education Committee (Comité Départemental d’Éducation pour la Santé) Research Ethics Committee (Comité d’Éthique de la Recherche) Supervised teaching (Enseignements Dirigés) French High Council for Public Health (Haut Conseil de la Santé Publique) Physiotherapy training institute (Institut de Formation en Masso-Kinésithérapie) Nursing Care Training Institute (Institut de Formation en Soins Infirmiers) French National Institute for Higher Education (Institut National Supérieur du Professorat et de l’Éducation) Regional health education and promotion body (Instance Régionale d’Education et de Promotion Santé) Research unit World Health Organization National Health Promotion Intervention Program (Service Sanitaire des Étudiants en Santé) Training and Research Units (Unités de Formation et de Recherche) Journal officiel de la république française. 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Educations and Health Promotion Laboratory UR 3412, UFR Health, Medicine, Human Biology, Paris Sorbonne Paris Nord University, Bobigny, 93000, France Mathilde Monpierre & Annabelle Tenenbaum Service d’Accueil des Urgences - SAMU - SMUR, CHU de la Guadeloupe, Pointe à Pitre, 97159, Guadeloupe, France Mathilde Monpierre Université des Antilles, Pointe à Pitre, 97157, Guadeloupe, France Département de Médecine Générale, Université Paris Cité, Paris, 75006, France Adèle Frachon Université Paris Cité, Paris, 75006, France Alexandra Eguiluz & Pauline Martinot Learning Planet Institute, Paris, 75004, France Alexandra Eguiluz Cognitive Neuroimaging Unit, NeuroSpin Center, CEA, INSERM, Paris-Saclay University, Gif/Yvette, 91191, France Pauline Martinot College of France, Paris-Sciences-Lettres University, Paris, 75231, France UFR d’Odontologie, Université Paris Cité, Paris, 75006, France Annabelle Tenenbaum Department of Oral and Dental Medicine, APHP, Groupe Hospitalier Pitié Salpêtrière, Paris, 75013, France You can also search for this author in PubMed   Google Scholar Contributions M.M, A.E, and AT developed the semi-tructured interview guide. M.M, A.F, and A.T designed the research protocol. M.M carried out the interviews, coding, and data analysis and drafted the manuscript. A.F and A.T carried out co-coding, participated in data analysis, and proofread the manuscript. All authors read and approved the final manuscript. Corresponding author Correspondence to Mathilde Monpierre . Ethics declarations Ethics approval and consent to participate. A declaration was made to the Data Protection Officer of Paris Cité University. The study protocol was evaluated by the University of Paris Research Ethics Committee (CER U-Paris) at its meeting on March 8, 2022. After two sets of recommendations, followed by modifications, the study protocol was approved by the CER-U-Paris. The following IRB number was assigned to the project: 00012022-10. Informed consent was obtained from all lecturers. As an education quality improvement project, this study does not require Institutional Review Board approval according to French regulations (Regulation [EU] 2016/679 of the European Parliament and of the Council of 27 April, 2016 and repealing Directive 95/46/EC [General Data Protection Regulation]). Consent for publication Competing interests. The authors declare no competing interests. Additional information Publisher’s note. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Rights and permissions Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. 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Provided by the Springer Nature SharedIt content-sharing initiative University lecturers’ experiences Health students Health promotion Health curriculum BMC Medical Education ISSN: 1472-6920 Submission enquiries: [email protected] General enquiries: [email protected] 165 IMAGES Public Health Research in Europe and beyond Public Health PhD In Germany 25 Best Public Health Schools in Europe Organization and Financing of Public Health Services in Europe Chart: The Countries With The Most Doctoral Graduates 10 Best Public Health Schools in Europe New Ranking COMMENTS PhD in Global Health University of Copenhagen have several graduate programmes and six graduate schools where you can undertake a PhD. Many graduates doing a global health related PhD project are enrolled in the Graduate Programme in Public Health and Epidemiology, which is a part of the Graduate School of Health and Medical Sciences.. Many other relevant global health graduate programmes can be found across the ... 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