Saúde das Populações


Students should be able to identify, ask, collect data and characterize, and then prevent and intervene in individual and population health. Fundamental is also the capacity to assess the quality, costs and impact of the health 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 and social 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 and population health.

Upon completion of this curricular unit students should be able to:

- Develop a feasible, novel and relevant clinical research question;

- Design appropriate studies and testable hypothesis for clinical question;

- Analyze, interpret and present results of clinical research data;

- To learn how to work in a team and to establish collaboration with colleagues and faculty.

General characterization





Responsible teacher

Professora Doutora Helena Cristina de Matos Canhão


Weekly - Available soon

Total - Available soon

Teaching language





·         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.

Teaching method

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 3 moments for working in groups. One 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). Other moments of group work involve critical review of papers using STROBE and CONSORT and later presentation in the classroom.

Evaluation method

The evaluation is based on the following parameters: a) degree and quality of participation in classes (20% evaluation);

b) assessment of the study protocol (20% evaluation); c) evaluation of the critical review of articles (30% evaluation);

d) individual written examination (30% of the assessment).

Subject matter


·         Definition, history and development of epidemiology, public health and populations health.

·         Research questions.

·         Design, 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.

·         Application criteria and measures of validity of screening and diagnosis tests.

·         Evaluation of determinants of chronic noncommunicable diseases. Multimorbidity.

·         Critical and systematic appraisal of reports on epidemiological research and scientific articles.

·         Evaluation of papers using STROBE and CONSORT criteria.

·         Design of a research study protocol.

·         Impact assessment, cost/benefit and cost/effectiveness.

·         Translating clinical and population research into health policies.


Programs where the course is taught: