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ORGANISER: John Williams                                  TIMETABLE SLOT: Term 2 - C2

The main aim is to introduce modern methods in use and under development for the laboratory
diagnosis of the important parasitic diseases of man for clinical and epidemiological purposes. The
Study Module also provides opportunities to evaluate the potential applications of these methods in
developing and developed countries, and to improve and refine diagnosis by microscopical methods.

By the end of this module students should be able to:

(i) demonstrate detailed knowledge and understanding of the application and evaluation of
advanced diagnostic techniques;
(ii) demonstrate increased ability to diagnose parasites by microscopy.

This module is designed for those who have either taken the Parasitology & Entomology (3122)
module in Term 1 or have extensive practical experience in diagnostic parasitology. This
module is intended for those expecting to specialise in diagnostic parasitology, monitoring control
programmes or in the development of novel diagnostic techniques.

Week 1: Introduction. Laboratory management and good practice. Principles of test
evaluation. Constraints on accuracy and applicability of tests. Economic considerations.
Reagent supply and test development. Microscopy.

Week 2: Immunoassays for antibody and antigen. Western blots, ELISA, dot ELISA,
Immunofluorescence, other immunoassays. Presentations by students with class
discussion. Microscopy.

Week 3: Nucleic acid techniques in diagnosis. Principles of probe and primer design.
Polymerase and ligase chain reaction. Presentations by students with class

Week 4: Culture-based diagnosis and : Electron microscopical techniques in diagnosis.

Week 5. Practical revision and practical examination.

The module is designed to encourage maximum participation by students, who will be able to share
their own specialised knowledge with the rest of the class. Each student will make one small group
PowerPoint presentation with other members of the class on a given topic, which will usually be the
diagnostic methods for a particular parasite or disease. This will not be assessed, but will be part of
the learning process for all members of the class. The time balance is 30% lectures/discussions, 35%
presentations, 35% practical work.

Total learning time is 100 hours, composed of: contact time = 40 hours; reading time = 30 hours and
assignment/assessment time = 30 hours.

Assessment will be in two parts. An essay based on the presentation, which must be produced as an
individual piece of work and a practical examination.
ADVANCED IMMUNOLOGY 1 & 2 (3134 & 3144)

ORGANISER: Dr Gregory Bancroft                    TIMETABLE SLOTS: Term 2 - C1 & C2

The aim of these two linked modules is to provide students with an in-depth and critical
understanding of contemporary concepts in immunology. Advanced Immunology is made up of 4
weeks course work and 1 week writing a „Nature‟ style News and Views review article.

By the end of these modules students should be able to:

(i) critically analyse published papers in various areas of contemporary immunology;
(ii) assess the main areas of research in a particular aspect of the subject;
(iii) identify important unanswered questions and suggest ways of answering them;
(iv) communicate scientific information effectively using a variety of techniques including oral
presentation, poster presentation and responding to oral questioning;

Prior experience in immunology is essential. Students proposing to take these modules should have,
as a minimum, a basic knowledge of immunology equal to that provided by the Immunology of
Infectious Diseases (3120) module in Term 1.

In each of the first four weeks of the course, a major topic in contemporary immunology will be
covered in depth through lectures, group work, student presentations, poster presentations and
discussion sessions. In the fifth week, each student will prepare a „Nature‟ style News and Views
review article on a topic covered in Week 4.

The teaching strategy will primarily consist of student-centred learning through interactive small
group work, oral and poster presentations, and discussion sessions, with a few formal lectures.
Approximately 50% of the time will be reserved for private study.

Total learning time is 100 hours composed of: contact time = 40 hours; reading time = 40 hours;
assignment/assessment time = 20 hours.

A short written test will take place on the first day of week 4 of the course, to evaluate knowledge
and understanding of the topics presented in weeks 1, 2 and 3, and the ability to analyse data. A
detailed review article will then be prepared in Week 5. These assessments cover the two linked

ORGANISER: Dr Nick Dorrell                                 TIMETABLE SLOT: Term 2 – C2

To provide a review of the aetiology, pathogenesis, epidemiology, diagnosis, control and therapy of
human bacterial infections of clinical and public health importance.

By the end of this module students should be able to:

(i) demonstrate knowledge and understanding of essential theory and practice of bacteriology of
infectious diseases;
(ii) demonstrate knowledge and understanding of bacteriological investigations required for the
diagnosis and treatment of the infected individual;
(iii) carry out various clinical laboratory procedures including specimen processing, isolation,
identification and susceptibility testing of bacterial pathogens.

This module is intended for students who wish to understand the principles of clinical and public
health bacteriology and to be introduced to diagnostic laboratory practice and management. This
module is a natural progression for students who have taken the Core Bacteriology module during the
autumn term. Students who have not taken this module should be aware of the large practical
component of this module that builds on areas covered during the Core Bacteriology course.

This module covers theoretical aspects of infectious bacterial diseases and laboratory investigations
necessary for the treatment of the infected individual. This unit is set in the context of infectious
diseases in the hospital as well as the community environments. Laboratory practical work will include
the processing of clinical specimens, and isolation, identification and susceptibility testing of bacterial

The module consists of lectures and practical sessions. The practical focus is of particular importance.

The total contact time will be approximately 50 hours with lectures in the morning and practical
classes every afternoon. Periods for private study will be scheduled in the timetable.

Students will sit a two hour written examination covering all aspects of the module. There will also be
practical spot tests during the written examination to determine students' ability to apply acquired
knowledge in the identification of bacterial pathogens.

ORGANISERS: Dr Egbert Sondorp                             TIMETABLE SLOT: Term 2 - C2
Olga Bornemisza

To provide participants with an overview of the current health-related challenges and policy debates
concerning appropriate responses to populations affected by conflict.

By the end of the module students should be able to:

(i) demonstrate an understanding of the political, economic and social factors that contribute to
conflict and forced migration;
(ii) analyse the direct and indirect effects of conflict on health and health systems;
(iii) identify the actors and institutions involved in the international humanitarian system, and the
management and coordination issues currently facing them;
(iv) describe and critique the key policy debates currently taking place within the humanitarian field
(humanitarianism, relief to development, coordination, evaluation and quality);
(v) describe the challenges of developing context-sensitive responses to public health problems
(e.g. reproductive health, communicable disease, mental health);
(vi) identify and discuss key issues concerning the transition from relief to rehabilitation and the
development of health systems in the context of post-conflict recovery.

All LSHTM students; prior field experience with a humanitarian agency, donor or government will
enable you to participate more actively but is not essential. The module will also be open to
participants from NGOs, other agencies and a small number of other external students.

The module will be broadly structured around five inter-related themes:

1. Nature and origins of different types of conflict, impact on health and health systems, and
architecture of the humanitarian aid system.
2. Humanitarianism, the humanitarian principles, and ensuing ethical dilemmas.
3. Policy issues in relation to assessing needs, identifying appropriate interventions, and
implementation strategies for selected disease-specific activities.
4. Policy issues in relation to the quality of interventions, the promotion of evidence-based practice,
and the evaluation of humanitarian assistance.
5. The complexities of the linkages between emergency relief activities and longer term development
and post-conflict health system issues, including health policy formulation during complex
emergencies and the initial post-conflict phase.

The module will revolve around group work, lectures, seminars, and private study. Particular effort
will be made to draw upon the experiences and insights of course participants.

Total learning time is 100 hours comprising contact time (25 hours), group work (20 hours),
assignment (20 hours), reading (35 hours).

The assessment consists of two parts that contribute to the final grade:
1. Group-work on specific themes in Conflict and Health (35%);
2. A final short-answer written exam, based on the key readings and lectures (65%).

ORGANISERS: Dr Shabbar Jaffar                             TIMETABLE SLOT: Term 2 - C2
Dr Charalambos (Babis) Sismanidis

To equip students with the necessary skills to understand and appraise the design, analysis and
interpretation of epidemiological studies.

By the end of this module students should be able to:

(i) demonstrate understanding of concepts underlying the design of epidemiological studies;
(ii) select an appropriate study design for a given epidemiological scenario and provide a rationale
for this;
(iii) understand and conduct stratified analyses of data from epidemiological studies;
(iv) appreciate the rationale and use of multivariable analyses of data from epidemiological studies;
(v) explain basic approaches to the design and interpretation of multivariable analysis models;
(vi) critically appraise the design, analysis and interpretation of studies conducted by other
(vii) communicate effectively with those involved in conducting public health research.

The module is intended for students who have attended Term 1 modules in Epidemiology and in
Statistics. It is aimed at those students who wish to understand more about the design and analysis
of epidemiological studies, but who do not require detailed theoretical training or in-depth analysis
skills. The emphasis of the module will be on the understanding and critical appraisal of
epidemiological and statistical methods. The module Statistical Methods in Epidemiology (2402) is
more suitable for those students who wish to perform their own more detailed data analyses.

The module is composed of three topic blocks: Design issues in epidemiological studies; recognition
and control of confounding; understanding multivariable analyses.

Teaching will consist of lectures, computer practical sessions (using Stata 8), a problem-based
exercise on study design, and paper review discussion sessions. Data from both developing and
developed countries will be used to illustrate the methods covered. Approximately ten sessions will be
timetabled for private study time.

Total learning time is 100 hours, composed of: contact time = 50 hours;
reading/assignment/assessment time = 50 hours.

Students will be asked to write a commentary on the design, analysis and interpretation of one study
reported in the public health literature.

ORGANISER: Dr Jim McCambridge                           TIMETABLE SLOT: Term 2 – C1


To develop students understanding of the importance of drug use to public health, and to gain
an appreciation of current tobacco, alcohol and other drug research, policy and intervention
issues from a specifically public health perspective.


By the end of the module students will be able to:

(i)   describe and compare the burden of harms from different drugs and patterns of use;
(ii)  identify public health objectives in relation to drug use and differentiate these from other
      influences on public policy formation;
(iii) describe a wide range of interventions in terms of their contributions to reducing drug-
      related harm, from individually targeted approaches to international regulatory
(iv)  evaluate the public health content of current policy debates on drug use;
(v)   analyse issues involved in researching drug, alcohol and tobacco use in public health and
      critique the resulting evidence.

Students on the MSc Public Health, particularly those in the general and health promotion
streams. This will also be useful for other students in PHP and elsewhere who already have or
wish to develop an interest in this topic. There is no requirement to have taken specific Term 1


The health and other harms associated with tobacco, alcohol and other drugs will be described
and compared, with attention also given to particularly high risk or harmful patterns of use.
Intervention strategies in different populations at individual, community and structural levels will
be examined, in part through use of a historical perspective. Current research issues and policy
debates in both high and low income countries will be considered.


Lectures, seminars, group work, presentations, debates and individual study.


Total learning time is 100 hours, with approximately 25 hours contact time and 75 hours for
individual study including assessment task completion.


Students will write a 1500 word essay on a public health approach to a policy debate or on a
research issue.

ORGANISER: Fern Terris-Prestholt                       TIMETABLE SLOT: Term 2 – C2

Economic Analysis for Health Policy builds on the economic theories and concepts introduced in
Term 1, and applies them to analyse current issues and problems in health policy in developed
and developing countries.

By the end of this module, students should be able to:

(i) describe and alternative ways of financing and organising health systems, and analyse them
using the economic concepts of information, agency and incentives;
(ii) identify different market structures used in the delivery of health services and key health
service inputs such as human resources, discuss their associated strengths and weaknesses
(market and policy failures) and potential ways of mitigating these effects. These will
include the role and functioning of regulation and contracting for health services;
(iii) explain the need for rationing in the health sector, and analyse different rationing
mechanisms in terms of their implications for equity and efficiency;
(iv) apply the tools of equity analysis (benefit incidence analysis and measurement of equity) to
analyse the distribution of resources in the health sector.

The Term 1 linear module, Introduction to Health Economics (1103), is a pre-requisite for this

Introduction and overview; agency, incentives and information; models of health system
financing and organisation and international comparisons; markets and competition in health;
international trade in human resources; rationing; insurance; contracting; tools for equity
analysis; economics of governance and corruption.

Students participate in a combination of lectures and workshops. Lectures introduce concepts
and ideas and clarify theories. Workshops use problem-based exercises and group discussions
with the aim of supporting students‟ comfort with economic principles and models, and enable
them to apply these principles to specific issues of health system organisation and financing. This
course has a challenging reading list consisting of peer reviewed journal articles and policy
reports targeting a range of audience from the applied policy maker to those with greater
interests in the underlying economic theories. Students are encouraged to take an active role in
their learning by selecting among the advanced readings and seeking out supporting materials
where appropriate, in particular when researching their policy report.

Total learning time is 100 hours composed of 25 hours contact time; 75 hours reading and
assignment time.

The assessment will be in the form of an applied policy report. Students will apply the concepts
and theories they have been exposed to in this course by writing an essay on a particular health
policy topic.

ORGANISER: Professor John Cleland                                 TIMETABLE SLOT: Term 2 - C2

To impart an understanding of the structure and functions of family planning programmes in
developing countries and to develop students‟ capacity to evaluate such programmes. Students will
explore the design, quality and health effects of family planning programmes, as well as their
demographic impact within the context of other biological restraints on fertility.

By the end of this module students should be able to:

(i) demonstrate an understanding of the diverse ways in which governments have attempted to
promote family planning;
(ii) analyse how the variation in approach to the promotion of family planning reflects policy
priorities and socio-economic setting;
(iii) identify key features of approaches commonly used to measure and interpret main biological
and behavioural determinants of fertility, including contraception and abortion;
(iv) explain how to analyse the design, quality, health effects and demographic impact of family
planning programmes.

Students with an interest in developing countries. No prior demographic/medical expertise is

1. Organization of family planning programmes. The origins, policy objectives and development of
family planning programmes are described. Various service delivery systems are compared on
client profile, cost structure, logistics and staff requirements. The various ways, ranging from
spectacular successes to dismal failures, in which governments have attempted to promote
effective birth control are reviewed. Key debates, such as the integration of health and family
planning services, the relationship of family planning to broader reproductive health concerns,
quality of care, the use of incentive payments and differential promotion of particular methods are
illustrated by specific country programmes.

2. Biological and behavioural determinants of fertility. Effectiveness and safety of particular
contraceptive methods are assessed and the contribution of family planning and abortion to
maternal and child health is clarified. In many developing countries, marriage and sexual
customs, together with breastfeeding, are still more important fertility restraints than modern birth
control. Methods of estimating their influence on fertility are described.

3. Evaluation. The evaluation of family planning programme processes and outcomes is reviewed.
The use of situation analyses to assess quality of care is critiqued. Methods of estimating the
impact on fertility of family planning programmes are presented, and two of the more valid and
useful ones are detailed.

The main method will be lectures followed by classroom discussion. These are supplemented by
classroom exercises. There will be no lectures in week 5.

Total learning time is 100 hours, composed of: contact time = 20 hours; reading time = 65 hours;
assignment/assessment time = 15 hours.

A paper of 2,500 words in response to questions based on each week's sessions.

ORGANISER: Professor Jack Dowie                            TIMETABLE SLOT: Term 2 – C2

To introduce health impact analysis as a generic technique for contributing to the development of
science-informed, value-based policies that are coherent and transparent, in non-health sectors as
well as in health economies.

Students should be able to demonstrate:
(i) familiarity with the 'cognitive continuum' of varying analysis-intuition ratios as a framework for
locating and distinguishing alternative knowledge technologies, information/communication
technologies and policy/decision-making technologies;
(ii) familiarity with the use of correspondence and coherence theories of truth and competence;
(iii) ability to compare and contrast the orthodox epidemiology-based „Risk Approach‟ and the
alternative Bayesian „Decision Analytic Approach‟, with particular attention to the treatment of
values and costs;
(iv) understanding of the basic principles of decision analysis and operational competence in
constructing simple decision trees, drawing on epidemiological and other evidence and elicited
(v) competence in explaining the conceptual and other bases of (and differences between) health
impact estimation, health impact assessment and health impact analysis and displaying basic
practical competence in each.

Suitable and accessible to students on any MSc course, particularly those who envisage becoming
involved in health-relevant decision-making (in whatever capacity) or in researching the health impact
of health or non-health sector policies.

The relationship between science and health policy is currently conventionally conceptualised within
the 'Risk Approach', where 'scientific' 'risk assessment' is followed by 'political' 'risk management' and
the public is involved through a process of 'risk communication'. Health impact estimation (of the
burden attributable to a problem) is the major epidemiological contribution to this process. But policy
makers need to know the health impact of alternative possible solutions. Health impact assessment
seeks to bridge the science-policy gap from both sides simultaneously, without grounding in any
specific theory or set of methodological principles. Health impact analysis approaches the task
explicitly from the Decision Science, rather than Knowledge Science, perspective and substitutes the
'Decision Approach' for the 'Risk Approach'. It represents the undertaking of quantitative decision
analyses of alternative policy options, but ones limited to health events and outcomes. It provides a
way in which the implications of the differing beliefs, uncertainties and values of different
stakeholders in relation to health and non-health outcomes can be explored within a coherent
analytical framework.

PowerPoint presentations, discussion forums, computer web-based teaching and exercises (via

Total learning time is 100 hours, composed of: contact time = 20 hours; study time = 50 hours;
computer practicals and assessment time = 30 hours.

A written assignment, drawing on formative practical exercises carried out by the student. It includes
a self-assessment, in which students grade and critique their assignment, the critique contributing
10% of the final mark.

ORGANISER: Professor Mark Petticrew                              TIMETABLE SLOT: Term 2 – C2

To provide students with an overview and critical appreciation of a range of approaches and methods
for promoting health, at the individual, community and population levels.

By the end of this module students should be able to:

(i) describe a range of different approaches and methods for promoting health and their
theoretical underpinnings;
(ii) critically evaluate the strengths and weaknesses of the approaches and methods covered in the
(iii) demonstrate the appropriate use of different approaches and methods in a variety of contexts.

This module is compulsory for students taking the Health Promotion stream of the MSc Public Health
and optional for other Public Health streams and MScs. The module is available to MSc Reproductive
and Sexual Health Research. Only in exceptional circumstances will other students who have not
undertaken the Health Promotion Theory (1109) linear module be allowed to take this module. Such
cases should be discussed with the Module Organiser.

This module builds on the theoretical core covered in the Term 1 Health Promotion Theory linear
module. The module covers many of the different approaches and methods available to people
engaged in health promotion practice, which address individual, community and structural
determinants of health. Lectures will cover topics such motivational interviewing, cognitive
behavioural therapy, peer education, theatre in health promotion, mass media campaigns, social
marketing, media advocacy, community development, and settings-based health promotion. It will
explore the strengths and weaknesses of these various approaches and methods and the contexts in
which they might be used.

Teaching will be by lectures and seminars. There will be 10 half-day sessions, most of which will take
the form of a one hour lecture linked to a one and a half hour seminar. The seminars will consist of
range of different tasks including role-play, group-work and presentations.

Total learning time is 100 hours, of which 25 hours is contact time and 75 hours of private study.

Students will be asked to produce a manual containing a summary of the different approaches and
methods covered in the course. For each they will include a brief description of the approach, its
strengths and weakness and when it might be used. Students will be expected to accumulate this
material throughout the module and to submit it for assessment in week 5. It is anticipated that this
will provide students with a practical „guide‟ for future reference.

ORGANISER: Dr Ursula Gompels                              TIMETABLE SLOT: Term 2 - C2

To develop a broad understanding of molecular viral strategies and their applications; to provide
theoretical knowledge of virus groups which are pathogens through an in depth study of selected

The learning objectives include:

(i) knowledge and understanding of basic molecular virological strategies and mechanisms;
(ii) analysis of experimental design to answer specific questions in virological research;
(iii) use of computer aided analyses of nucleotide or protein sequence information and their
annotations relevant to virus research;
(iv) ability to research literature and databases on relevant topics and present the data;
(v) ability to critically assess data and findings of current publications on virus research.

This module is intended for students with a basic background in both virology and molecular biology
(i.e. have attended the General Virology (in Bacteriology & Virology core) and Molecular Biology
modules in Term 1). The module will extend this basic background to a more advanced level focusing
on selected contemporary molecular issues in virology. The students should have a basic
understanding of biochemistry and genetics.

This module will be divided into five teaching blocks covering current research areas in virology using
a particular virus family as an example for each theme. Areas covered include: gene
expression/therapy and virus persistence/ latency; protective immunity and vaccines, immune
evasion; virus receptors, cell fusion and tissue tropism; viral oncogenes and tumorigenesis; and
molecular evolution, virulence and emergent infections. Teaching includes lectures by specialists in
each field, a student “journal club” for discussion of selected recent research articles complementing
the study areas (copies of all articles provided), and a computer initiated research project. Emphasis
will be on student participation with time for library/internet-based research.

Teaching includes: lectures followed by discussion; journal club with presentations of research articles
by groups of students followed by discussions; a problem based approach where students will choose
an unidentified virus nucleotide sequence fragment from a list compiled by the Organiser. This will be
followed by tutorial sessions and use of computer based analyses leading to selection of a research
problem for further literature based study. Findings will be presented in a mini “research symposium”
at the end of the module.

Lectures, tutorials, discussions and presentations will occupy two days per week with half a day for
private study. Total learning time is 90 hours composed of: contact time = 40 hours; reading time =
30 hours; assignment/assessment time = 20 hours.

Two presentations:
(i) Journal club presentation - 40%
(ii) Presentation on computer (bioinformatics) and literature based research question - 60%

ORGANISER: Professor Tim Rhodes                         TIMETABLE SLOT: Term 2 - C2

To develop students‟ understanding of the principles and practice of using qualitative methods in
health research.

By the end of this module students should be able to:

(i) identify appropriate qualitative designs for health research;
(ii) assess the advantages and disadvantages of a range of data collection methods;
(iii) understand different approaches to data analysis;
(iv) apply their knowledge of the principles of qualitative research.


This module is intended for students wanting to develop their theoretical and practical
understanding of qualitative methods. It is designed primarily for Research Degree students and
those studying MScs for which an empirical project is required (that is, those students working
on their own qualitative study). It will also be appropriate for external students intending to
develop their understanding of methodology. The linear module Principles of Social Research
(1104) (or equivalent) is a pre-requisite for this module.

This module is designed to provide students with an introduction to qualitative research skills
(such as interviewing and data analysis) within a sound understanding of methodological
principles. The emphasis is on theoretical understanding and not practical skills. The following
aspects of qualitative research are addressed:

1. Principles of qualitative study: Assumptions about the social world and how to research it;
debates in the use of qualitative research in policy orientated qualitative work.

2. Data collection methods: Producing data using in-depth one to one and group interviews;
ethnographic approaches; developing interview skills; practical issues in participant observation

3. Analysing data: Approaches to data analysis (thematic analysis, grounded theory); using
manual and computer assisted aids to data management and analysis (Note: there are no
practical sessions on computer aided analysis).

The module comprises short presentations from lecturers on key topics, followed by student led
seminar work. Students are expected to participate in all activities.

Total learning time is 100 hours, composed of contact time = 30 hours, private study = 70

Assessment is by essay.

ORGANISERS: Professor Simon Cousens                                TIMETABLE SLOT: Term 2 - C2
Dr Katherine Fielding

To equip students with the skills needed to analyse and interpret data from cohort, case-control and
cross-sectional studies, using cross-tabulation, stratification and regression models.

By the end of this module students should be able to:
(i) explain the key statistical and epidemiological concepts which underlie the analysis of
epidemiological data;
(ii) perform analyses of data arising from epidemiological studies, using appropriate computer
software (the software used throughout will be STATA);
(iii) investigate confounding and effect modification (interaction) in epidemiological data;
(iv) interpret appropriately the results of these analyses, taking into account study design issues;
(v) write a clear report presenting and interpreting the results of an analysis of epidemiological

This module is primarily intended for students who have attended the Term 1 modules in Statistics for
EPH (2021) and Extended Epidemiology (2007), and are familiar with STATA and who wish to acquire
further skills in the analysis and interpretation of epidemiological studies. Students need to have a
good grasp of this Term 1 material in order to benefit from this module. In particular, students should
be familiar with the three major epidemiological study designs, with the concepts of confounding and
effect modification/ interaction, with the interpretation of statistical tests and confidence intervals,
and with the basic data handling commands in STATA. Students wishing to take the Advanced
Statistical Methods in Epidemiology (2412) module in Term 3 need to take this course. The module
Design & Analysis of Epidemiological Studies (2417) is more appropriate for students who do not
need detailed knowledge of data analysis techniques.

This module is composed of four blocks:

1. Cohort studies: analysis of rates using stratification to investigate confounding and interaction;
simple survival analysis (life tables and Kaplan-Meier).
2. Case-control studies: design issues including matching; analysis of studies using stratification to
investigate confounding and interaction.
3. Likelihood theory.
4. Logistic regression for the analysis of case-control, cross-sectional and fixed cohort studies.
The emphasis is on the practical application of methods, with a brief introduction to likelihood theory,
which provides the theoretical basis for most of the statistical methods covered in the Module.

Teaching consists mostly of lectures followed by computer practical sessions. Methods are illustrated
using data drawn from research work of staff in the Departments of Epidemiology & Population
Health, and Infectious and Tropical Diseases. These include both industrialised and developing
country studies. The computer package STATA is used extensively.

Total learning time is 100 hours, composed of: contact time = 50 hours; reading time/assessment
time = 50 hours.

Students will analyse an epidemiological dataset. They will each write a brief report describing their
approach to the analysis and presenting and interpreting their results.

ORGANISER: Dr Mark Rowland                                TIMETABLE SLOT: Term 2 – D2

To provide students with a broad understanding of the key aspects of insect vector behaviour, vector
ecology and vector-parasite interactions relevant to the epidemiology and control of vector-borne

By the end of this module students should be able to:

(i) demonstrate knowledge and understanding of key aspects of vector behaviour, vector ecology
and vector-parasite interactions;
(ii) demonstrate an understanding of how these features impact on the epidemiology and control of
vector-borne diseases;
(iii) apply a range of practical entomological techniques and tools used in research on vector
competence and ecology;
(iv) demonstrate the ability to critically evaluate the relevant scientific literature;
(v) demonstrate some of the skills required to design a research project related to vector biology or

This module is intended primarily for entomologists and parasitologists who wish to develop an active
research interest in this discipline in field or laboratory, or apply it within the context of a control
programme. Some basic knowledge is assumed (e.g. contents of Parasitology and Entomology (3122)
in term 1).

This module will be divided into three teaching blocks covering research areas in vector behaviour,
vector ecology, and vector-parasite interactions. Areas covered will include some of the following:
host location and blood-feeding behaviour; host selection: anthropophily and zoophily; endophily-
exophily; sugar feeding behaviour; dispersal behaviour and learning; sexual (mating) behaviour and
pheromones; effects of vector saliva; larval competition; seasonality and diapause; daily biting,
circadian activity rhythms and gonotrophic cycle; genetic and physiological determinants of vector
competence and vector-parasite specificity; effects of parasites on vector behaviour, survival and
parasite transmission; host-parasite evolution.

Teaching will include formal lectures by specialists in each field, many with associated laboratory
practicals; small group work for developing research proposals on selected topics related to the
course. Visits will be made to research institutions working on vector behaviour and host-parasite

Total learning time is 100 hours composed of: contact time = 50 hours, non contact time = 50 hours.

Short test of multiple choice questions on the module (33%); written presentation of a research
proposal in the form suitable to submit to a named grant funding agency (67%).

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