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
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 |
| 5 | Part 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. |
| 12 | Mid-term Report |
| 13 | Part 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. |
| 18 | Final 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