基本素養 Basic Literacy

人文素養
具備尊重生命及服務社會的團隊精神。
Humanity accomplishment
To form a team with a mind of respecting lives and serving societies
公民素養
具備多元文化認知及主動參與公共事務的精神。
Citizen accomplishment
With a spirit of recognition of multi-culture and active participation of public affairs
社會關懷
具備社會參與、關懷弱勢之精神,並具有健康不平等的敏感度和高度的社會關懷。
Social concern
With a spirit of social participation, care for socially deprived, and with a sense of social inequity and car
國際視野
具備深耕本土、放眼國際的全球衛生之視野。
International perspectives
With a vision of global health involving local insight and international perspective

核心能力 Competence

專業與跨領域能力
有能力運用流行病學證據與社會科學概念,進行跨領域的衛生政策與計畫分析。
Professional and cross-cutting capacity
With capability of using epidemiological evidence and social science concept in making multi-discipline analysis of health policy and planning
思考與判斷能力
有能力運用跨領域的視野檢視公共衛生政策議題與決策過程。
Ability of thinking and judgment
With capability of using multi-discipline vision in examining the public health issues and the process of decision making
良好的溝通能力
有能力將公共衛生專業知識運用於疾病預防與健康照護之實務工作。
Good communication skills
With capability of applying public health professional knowledge to disease prevention and health care practical work
創新與領導能力
有能力發掘健康相關之公共衛生議題,並具獨立探索解決問題的能力。
Innovation and leadership ability
With capability of independently exploring public health issues, and solving the problems

課程概述 Course Description

本課程為成大公衛所碩士班必修課,旨在希望同學能在公共衛生的歷史、理論與實踐三方面的能力能受到相當的淬煉。本課程的理念是:沒有公共衛生的理論基礎與歷史實踐,將會是不知為何而戰,無法真正解決問題且浪費資源。由於公共衛生議題範疇太廣泛,本課程所選擇的主題與研讀文獻,相當受到負責老師影響,下表為本年度之課程重點與主題。

課程學習目標 Course Objectives

  • 增加公共衛生的歷史觀
  • 瞭解公共衛生所追求的理念
  • 對於實務的執行具判斷思考能力
  • 課程進度 Progress Description

    進度說明 Progress Description
    1 課程簡介 Part I: Public Health History  公共衛生分期Awofeso N. What's new about the "new public health"? Am J Public Health 2004; 94:705-709.
    2 光陰迴廊—台灣百年公衛紀實 (I)  呂宗學:不同科學典範 “看到” 不同東西?以1854年倫敦霍亂流行調查為例。成大醫訊 2006;17(2):26-30.
    3 光陰迴廊—台灣百年公衛紀實 (II)  McKinlay JB, Marceau LD. To boldly go. Am J Public Health 2000; 90:25-33.
    4雙十節放假
    5Part II: Health Inequality  健康不均:理論、概念與方法 (I)  呂宗學、陳端容、江東亮:釐清健康不平等相關名詞。台灣衛誌 2015;34:115-118.
    6 影片欣賞 (餵不飽的地球,片長:96分鐘)
    7 健康不均:理論、概念與方法 (II)  Rose G. Sick individuals and sick populations. Int J Epidemiol 1985; 14(1):32-8. Reprint 2001; 30(3): 427-432.
    8 健康不均:理論、概念與方法 (III)  Schwartz S, Carpenter KM. The right answer for the wrong question: consequences of type III error for public health research. Am J Public Health 1999; 89:1175-1180.
    9 健康不均:理論、概念與方法 (IV)  Lynch JW, Davey Smith G, KaplanGA, HouseJS. Income inequality and mortality: importance to health of individual income, psychosocial environment, or material condition. Br Med J 2000; 320:1200-1204.
    10 健康不均:理論、概念與方法 (V)  Victora CG, Vaughan JP, Barros FC, Silva AC, Tomasi E. Explaining trends in equities: evidence from Brazilian child health studies. Lancet 2000; 356:1093-98.
    11 Health Inequalities in Taiwan, 2016  Krieger N, Rehkopf DH, Chen JT,Waterman PD, Marcelli E, Kennedy M. The fall and rise of US inequalities in premature mortality: 1960-2002. PLoS Med 2008; 5(2):e46.
    12Mid-term Report
    13Part III: Public Health Sytem  What is public health  Measuring population health
    14 Public health and the health system  Law, government, and public health
    15 21stcentry community public health practice  Public health workforce
    16 Managing public health infrastructure  Managing public health interventions
    17 Public health practice: future challenges  Katz MH. Structural interventions for addressing chronic health problems. JAMA 2009; 302:683-685.  Frieden TR. A framework for public health action: the health impact pyramid. Am J Public Health 2010; 100:590-595.
    18Final Report
     以上每週進度教師可依上課情況做適度調整。The schedule may be subject to change.

    有關課程其他調查 Other Surveys of Courses

    1.本課程是否規劃業界教師參與教學或演講? 否
    Is there any industry specialist invited in this course? How many times? No
    2.本課程是否規劃含校外實習(並非參訪)? 否
    Are there any internships involved in the course? How many hours? No