Saúde das Populações
Students should be able to identify, collect data and characterize, and then prevent and intervene. Fundamental is also the capacity to assess the quality, costs and impact of the interventions, with the ultimate aim of sustainability, reduction of inequalities and better health for all.
With this Curricular Unit, we also intend to deepen the knowledge on clinical research methodologies that will allow students in the future to independently develop clinical research projects, increase their knowledge and their critical capacity in assessing published and available research results, make them autonomous in putting research questions with clinical impact, recognize the limitations of the evidence on which many clinical procedures and decisions are based, reinforce a taste for curiosity, study and knowledge, and make them better leaders in the future, with the ultimate goal of improving patient care.
Professora Doutora Helena Cristina de Matos Canhão
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· Aguiar, P. (2007). Guia Prático Climepsi de Estatística em Investigação Epidemiológica. Lisboa: Climepsi Editores.
· Creswell J.W.: Research Design: Qualitative, Quantitative and mixed methods approach. (Thousand Oaks, CA: Sage Publications, 2014.
· Fletcher, R., Fletch er, W., (2005). Clinical epidemiology: the essencials. Baltimore: Lippincott Williams & Wilkins.
· Greg Guest, Emily E. Namey, Editors: Public Health Research Methods. (Thousand Oaks, California: Sage, 2015).
· Kathryn H. Jacobsen. Introduction to Public Health Research Methods: a practical guide. (Burlington, MA: Jones & Bartlett Learning, 2012).
· Oliveira, A.G. (2009). Bio estatistica, Epidemiologia e Investigação Teoria e Aplicações. Lisboa: Lidel.
· Pocock, S.J. (1983). Clinical Trials: a practical approach. Chichester: John Wiley & Sons.
· Rothman K., Greenland S., Lash T.L. (2008). Modern Epidemiology 3rd ed. Philadelphia, P A. Lippincot Williams & Wilkins.
The teaching methods are differentiated according to the contents of each session, with interactive theoretical-practical sessions of analysis, discussion and resolution of case studies.
There are 2 moments for working in groups. One in the classroom with elaboration of a protocol and study design from an outcome and an independent variable of interest (the 4 working groups have the same variables assigned but each develops a different design - experimental, observational cohort, cross-sectional and case-control). Another moment of group work at home with critical review of a paper and later presentation in the classroom.
The evaluation is based on the following parameters:
a) degree and quality of participation in classes (10% evaluation);
b) assessment of the study protocol (20% evaluation);
c) evaluation of the critical review of the article (20% evaluation);
d) individual written examination (50% of the assessment).
· Definition, history and development of epidemiology, public health and populations health.
· Designs, indications, advantages and disadvantages of different types of epidemiological and clinical studies.
· Observational, population and experimental studies. Phases of clinical trials.
· Calculation, analysis and interpretation of epidemiological measures of frequency, association and impact.
· Measures of epidemiological risk. Measurement of exposures and outcomes: types of errors in epidemiology.
· Causal Inference.
· Screening programs: application criteria and measures of validity of screening tests,
· Applications of research to infection prevention, patient safety and quality of care.
· Evaluation of determinants of chronic noncommunicable diseases. Multimorbidity.
· Critical and systematic appraisal of reports on epidemiological research and scient ific articles.
· Impact assessment, cost/benefit and cost/effectiveness.
· Translating clinical and population research into health policies.
Programs where the course is taught: