Global Health, population health and social determinants


1. Participate in debates on the evolution of concepts in international health, global health and planetary health;
2. Discuss the main topics addressed by global health and planetary health;
3. Critically analyze the global burden of disease, its social determinants and the links with climate change and development;
4. Identify potential interventions to address major global health problems and develop frameworks to identify bottlenecks to solving global health problems;
5. Address methodological aspects in the elaboration of research projects in global health.

General characterization





Responsible teacher

Paulo Ferrinho


Weekly - 11

Total - 30

Teaching language



Attendance of 2/3 of classes is mandatory.


• Donkin A, Goldblatt P, Allen J, et al. Global action on the social determinants of health. BMJ Global Health 2018;3:e000603.
• Redvers N. The determinants of planetary health. The Lancet Planetary Health. 2021; 5: e11- e112.
• Ooms, G. From international health to global health: how to foster a better dialogue between empirical and normative disciplines. BMC Int Health Hum Rights 14, 36 (2014).
• Spiegel JM, Labonte R, Ostry AS. Understanding "Globalization" as a Determinant of Health Determinants: a Critical perspective. International Journal of Occupational and Environmental Health. 2004; 10 (4): 360-367.
• Young, T. Kue. Population Health: concepts and methods. Oxford University Press, 2005, p.1-24
• Omran AR. The epidemiologic transition: a theory of the epidemiology of population change. 1971. Milbank Q. 2005;83(4):731-757. doi:10.1111/j.1468-0009.2005.00398.x
• McCracken K, Phillips DR. Demographic and Epidemiological Transition. Em: International Encyclopedia of Geography [Internet]. American Cancer Society; 2017 [citado 1 de Julho de 2021]. p. 1–8. Disponível em:
• Kuate Defo B. Demographic, epidemiological, and health transitions: are they relevant to population health patterns in Africa?. Glob Health Action. 2014;7:22443. Published 2014 May 15. doi:10.3402/gha.v7.22443.
• Mehand MS, Millett P, Al-Shorbaji F, Roth C, Kieny MP, Murgue B. World Health Organization Methodology to Prioritize Emerging Infectious Diseases in Need of Research and Development. Emerg Infect Dis. 2018 Sep;24(9):e171427. doi: 10.3201/eid2409.171427. PMID: 30124424; PMCID: PMC6106429.
• Morens DM, Fauci AS. Emerging Pandemic Diseases: How We Got to COVID-19. Cell. 2020 Oct 29;183(3):837. doi: 10.1016/j.cell.2020.10.022. Erratum for: Cell. 2020 Sep 3;182(5):1077-1092. PMID: 33125895; PMCID: PMC7598893.
• Semenza JC, Lindgren E, Balkanyi L, Espinosa L, Almqvist MS, Penttinen P, Rocklöv J. Determinants and Drivers of Infectious Disease Threat Events in Europe. Emerg Infect Dis. 2016 Apr;22(4):581-9. doi: 10.3201/eid2204. PMID: 26982104; PMCID: PMC4806948.
• Best buys’ and other recommended interventions for the prevention and control of noncommunicable diseases. Tackling NCDs Best buys. WHO, 2017
• The Lancet Commission on pollution and health, Outubro 2017;
• STEPS: a framework for surveillance. WHO, 2003
• Kickbusch. I- The commercial determinants of health. Lancet 2016 (4):e895-6
• Linou N et al. Air pollution moves up the global health agenda. UN recognises air pollution as a key risk factor for NCDs. BMJ 2018;363:k4933
• WHO Noncommunicable diseases and mental health
• WHO Noncommunicable diseases country profiles 2018
• Institute for Health Metrics and Evaluation, University of Washington, Country Profiles
• Voices of NCDI Poverty, The Lancet Commission on Reframing NCDs and Injuries for the Poorest Billion
• Riley AR. Advancing the study of health inequality: Fundamental causes as systems of exposure [published correction appears in SSM Popul Health. 2020 Dec 10;12:100715]. SSM Popul Health. 2020;10:100555. Published 2020 Feb 7. doi:10.1016/j.ssmph.2020.100555

Teaching method

Classes, seminars, and group work in interaction with professors and thematic guests.

Evaluation method

Assessment will be based on active participation in classes and presentation and discussion (by all students) during the seminars:
presentation and promotion of seminars, 50% of the grade;
participation in class and discussion of colleagues' seminars, 50% of the grade.
Seminars must contribute to the objectives of the doctoral program in which the student is enrolled, to the objectives of the UC and to the objectives defined specifically for the seminar.
Students who are unable to actively participate in the learning sessions (or who participate unsuccessfully) will be given a 3-hour written exam with short-answer questions. It will be possible to consult the documentary bibliography (NOT online).

Subject matter

I. Introduction to UC.
II. From international health to planetary health.
III. Transitions and population health.
IV. Persistence of infectious diseases in the world.
V. Non-communicable diseases.
VI. Social determinants of health.


Programs where the course is taught: