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The online Master of Public Health course (MPH-online) has been designed to provide high quality education in Public Health. At Sheffield, we focus on providing research, evaluation and analytical skills relevant to understanding the social determinants of health in a rapidly changing environment.
The MPH-online is suited to both clinical and non-clinical professionals who aspire to be leaders in their health care organizations, either in the UK or in their own country. The form of delivery, using innovative, online learning materials and methods is suited to those with busy work commitments. We also offer the programme as a face-to-face full time course here at ScHARR.
About the course
| Key information |
Programme starts September 2018
- Intro week: 17-22 September
- Teaching starts: 24 September
Modes and duration
- Taught entirely online
- MPH or PG diploma: 2-4 years
- PG certificate: 1 year
- Individual modules: one semester
Fees
- Check the current programme fee on our fee calculator.
Fees are charged pro-rata for the postgraduate diploma and postgraduate certificate.
Part-time programme fees are normally split over the first two years of study. A charge may be made for inflation in the second year. Contact us for more details.
- £917 for single 15 credit modules
Entry requirements
- 2:1 honours degree, or a medical degree or significant experience in public health
- English language requirement: IELTS 6.5 overall with 6.0 in each component or equivalent
Taking modules via the Continuing Professional Development (CPD) route
- It is possible to complete standalone MPH online modules via our Continuing Professional Development programme (please check individual module web pages for CPD availability), and then apply to transfer to one of our MPH online qualifications. Any time spent on the CPD route counts toward the time-limit a student has to complete their chosen qualification. Please contact the CPD administrator (scharr-cpd@sheffield.ac.uk) for further information.
Disabled applicants
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| Aims |
 The course aims:
- to provide critical knowledge and understanding of public health from different disciplinary perspectives
- to equip students with the ability to critically analyse public health problems and develop practical solutions to protect and promote the public's health and tackle health inequalities
- to enable students to understand and undertake applied health research and to apply key findings into public health policy
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| Structure |
All modules account for 15 credits unless stated otherwise. You require
- 60 credits (4 x 15 credit modules chosen from any listed below) for the PG Cert
- 120 Credits (8 x 15 credit modules including all 6 core modules below) for the PG Dip
- 180 credits ( 8 x 15-credit modules including all 6 core modules listed below, plus the 60 credit project module) for the MSc.
- You can also choose to study 1 or more individual modules as a Continuing Professional Development (CPD) student.
Please note that availability of optional modules is dependent on sufficient student numbers. Therefore, some optional modules may not be available in some academic years.
Details below refer to the 2018/19 programme.
Year 1
Core modules - compulsory
Year 2
Core modules - compulsory
Optional modules - choose 30 credits
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers.
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| How this course is taught |
The programme is informed by three key elements:
- Authentic learning
- Social learning
- Flexibility
Authentic learning
This is a key element that drives the content of all modules. It means that we use real-world, real-life, up-to-date case studies, examples and scenarios. Students can immediately see how their learning is "authentic" and applicable to their own working life, now and in the future. The focus is therefore not only to impart or communicate to students fundamental concepts, ideas and critical understandings of Public Health, but to contextualise this with real life examples. This way, students can see exactly how what they are learning can be applied in their own work.
Social learning
Learning is social. We learn from each other as much as from purely independent study. The sharing of ideas and the opportunity to debate and discuss has been demonstrated to enhance the learning process, and is a key means of developing, refining and challenging our own evolving ideas. This course uses multiple tools to deliver content and facilitate interaction with and between tutors and students, including screencasts, discussion tools, wikis, blogs, webinar software for live discussion and collaboration. The online tools used in the programme enable and support such reciprocal learning.
Variety and flexibility
The majority of the online reading materials are heavily supplemented, where appropriate, with videos, screencasts, internet-based materials, and the use of interactive online tools.
Materials are provided in blocks or "sessions" of usually 2-3 weeks duration. We have found that this approach enables flexible learning and encourages the student group to work collaboratively through each module.
The idea for delivering materials in this flexible manner, employing such diverse methods, is based on large part on published research conducted by core staff, which is described here. We want to ensure the development and delivery of the programme is evidence based
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| Course team |
 The core staff for this course are listed below:
In addition to these core staff members, the course draws on the expertise of a wide range of internal and external staff, all of whom are actively engaged in Public Health teaching and research. This reflects the commitment of the School to ensuring the excellence of the programme and enhances the depth and breadth of the available learning for students by exposing them to a full range of experience, expertise and specialist knowledge, as well as different voices and perspectives.
The module leaders can be found on the course structure section.
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| Career opportunities |
Our students are an international body who live and work all over the world, from Jordan to Nigeria, Canada to Tanzania. They are seeking to develop key skills to begin or enhance their career in public health.
Internationally, students have found excellent opportunities in governments, health departments, universities, hospitals, as well as non-governmental organisations, undertaking leadership roles, public health programme interventions and evaluations, research, and policy-making.
Our public health masters graduates go on to work in very diverse areas, although many find work in a health or public health setting. Of particular note is that a significant percentage go on to undertake further doctoral/PhD study or to work in research or academic settings, which we feel reflects the quality of our research-led teaching in preparing and inspiring students.
Who will benefit from studying this course?
Students seeking the following roles will find the course highly appropriate: information analyst roles, senior public health management positions, health promotion activities, researching in universities, as public health specialists in the local authority and in the NHS and in a broad range of clinical public health roles
(3 years, all ScHARR courses, response rate 58.5%) data available in full at http://www.careers.dept.shef.ac.uk/studentgems/external/graduate.php
(choose MPH/... in the course dropdown menu)
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| Student testimonials |
 In my new role in Health Insurance Administration in Ghana I realised that I needed to get a better perspective of public health and the leadership challenges and approaches to management. I had a job to do, a family to keep and still a strong desire to get an education from a very good institution of learning so distance learning was the best fit solution to the challenges I faced. The University of Sheffield also offered me the fees payment plan with the most manageable flexibility and this was important to me at the time.
Online education is quite challenging but exciting. The teaching platform offers you all the materials you need for fulfilling self-study. The teaching support is excellent as all module facilitators are ready and willing to support each student. Personally, my dissertation supervisor was extraordinary and guided me through my work. The MPH has enhanced my knowledge, broadened my scope of career options, my critical thinking abilities and has given me the foundation for further academic work in public health. I enjoyed every bit of the journey."
Dr Dan Armooh, Master of Public Health (online learning) 2015 graduate.
CEO for Acacia Health Insurance Ltd, Ghana
Dan's full testimony is available here.
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 "I chose the School of Health and Related Research at the University of Sheffield as it has an excellent reputation with the medical profession with a national and international focus to the course. The distance learning route enabled me to continue in my job at a pharmaceutical company alongside learning about the many different aspects of public health.
I particularly enjoyed our discussions around health inequalities and the live webinars with students from all around the world. Throughout the course, we had excellent support from our tutors who gave us regular feedback on our coursework assignments. As a mature student, completing the MPH has given me confidence and a great sense of achievement. I am indebted to all the teaching staff at ScHARR and the University of Sheffield for their help and support over the past two years."
Richard Vis, Master of Public Health (online learning) 2016 graduate.
Manager Medical Scientific Liaison, Sanofi Pasteur MSD, UK
Richard's full testimony is available here.
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*All students consented to the use of their comments in this publicity material.
Programme evaluations are run frequently to assess and improve the programme. We work constantly to develop and enhance the learning experience of our students.
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