Planned collection, numeric and graphic summarization, and elementary statistical analysis of data. Examples primarily from health sciences illustrate standard techniques for parametric and non-parametric hypothesis testing; regression and correlation; contingency tables. Also randomization, “blindfolding” and other specifically biomedical topics in statistics. Class size may be limited.

Please note this is a Graduate level course.

Prerequisite
Ability to use high school Algebra and simple graphs.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Term 1: Blended Learning
Syllabus

Planned collection, numeric and graphic summarization, and elementary statistical analysis of data. Examples primarily from health sciences illustrate standard techniques for parametric and non-parametric hypothesis testing; regression and correlation; contingency tables. Also randomization, “blindfolding” and other specifically biomedical topics in statistics. Class size may be limited.

Please note this is a Graduate level course.

Prerequisite
Ability to use high school Algebra and simple graphs.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Term 1: Blended Learning
Syllabus

Basic epidemiological designs as a framework for commonly used biostatistical techniques such as the Mantel-Haenszel, chi-squared, linear and logistic regression, and survival analysis. Computer packages will be available for computation of assignments.

Prerequisite
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502 or (c) all of SPPH 567, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional (Section 002 – generally intended for Master’s students)
Syllabus forthcoming

Term 2: Traditional (Section 007 – generally intended for PhD students)
Syllabus

Term 2: Blended Learning (Section BL2 – blended learning section)
Syllabus forthcoming

The following information is provided to help you choose the section that would
be most suitable for you.

How are the sections the same?:

1 – All sections assume only an introductory stats course (e.g.  SPPH 400) as
a pre-requisite.

2 – Completion of any section satisfies your program requirements.

3 – All sections cover the basic complement of regression models (linear, logistic,
Poisson, survival).

How are the sections different?:

1 – Sections 002 and BL2 spend more time on how to conduct analyses using
statistical software.  You will be instructed on how to use ‘R’ to fit different
regression models.

2 – Section 007 spends more time on concepts and principles.  While ‘R’ will be
used in class to illustrate analyses, students will not be expected to learn or
use ‘R’. Instead, more time will be spent on topics such as: How are variable
selection principles different for causal vs predictive models? How do you obtain
estimates for different risk measures (e.g., causal risk difference vs population
attributable risk vs exposure effect in the exposed) from a fitted regression model?
How do you account for non-simple random sampling?

Which section is better for me?:

1 – Students who want to learn how to fit regression models and have limited
experience using statistical software may find Sections 002 or BL2 more valuable.
2 – Students who have had some previous experience fitting regression models
using statistical software or who are more interested in how to critique
statistical methodology used in research papers may find Section 007 more valuable.

3 – The materials in the two sections are sufficiently different that some students
in the past have found value in attending both sections (in the same or different
years), though unfortunately the system restricts you to receiving credit for one
section only (you have register using ‘Audit’ status the second time).

Both instructors (Mike: mike.marin@ubc.ca, Hubert: hubert.wong@ubc.ca) are happy
to chat with you to provide additional info to help you decide, if needed.

To explore and compare methods of analyzing continuous and categorical longitudinal data. The issues of missing data and errors in measurement/misclassification will be covered in depth. The material will be taught by reading and discussing a selection of papers and by analyzing data sets using different techniques and comparing the results.

Prerequisite
Either (a) all of HCEP 400, HCEP 500, HCEP 502 or (b) all of SPPH 400, SPPH 500, SPPH 502 or (c) all of SPPH 500, SPPH 502, SPPH 567

Term Offered and Syllabus
Term 1: Traditional
Syllabus forthcoming

Sources and uses of epidemiologic data for health services planning and administration including methods of data collection and study design.

Prerequisite:
Enrolment in a Health Care and Epidemiology graduate program, or permission of instructor.

Term Offered and Syllabus
Term 1: Traditional
Syllabus forthcoming

Term 1: Blended Learning
Syllabus forthcoming

Critical thinking in epidemiology; principles and methods of study design; context for epidemiological investigations of human health.

Prerequisite:
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional
Syllabus

This second level course will teach research trainees to apply methods taught in prior courses towards the development of a fundable research protocol and the analysis and interpretation of real epidemiologic data.

Prerequisite: Either (a) all of HCEP 400, HCEP 500, HCEP 502, or (b) all of SPPH 400, SPPH 500, SPPH 502, and one of the following: SPPH 503, SPPH 506, SPPH 519 or SPPH 530.

Term Offered and Syllabus
Term 2: Blended
Syllabus (forthcoming)

Major quantitative research designs, measurement reliability and validity, common data sources used, internal and external validity, research proposals, and peer review.
Credit will be granted for only one of SPPH 506 or SPPH 548.

Term Offered and Syllabus
Term 2: Blended
Syllabus

SPPH 507 in conjunction with SPPH 607 is a required course for students in the MSc program. Students present and discuss their research and other topics of interest.

Term Offered and Syllabus
Term 1 – Blended
Syllabus

Includes a significant component of applied epidemiology and biostatistics in a field setting.

Prerequisite
SPPH 400, SPPH 502, SPPH 524, SPPH 525.

Concepts and techniques of measurement in epidemiological research. Topics covered include validity, reliability and misclassification, scale design and the construction of questionnaires and indices for both health outcomes and exposures.

Prerequisite
Either (a) HCEP 400 or (b) SPPH 400.

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

Collection and analysis of epidemiological data on cancer; genetic, occupational and other risk factors; analytic techniques; cancer control, prevention, screening, early detection and policy issues.

Prerequisite
SPPH 502 or equivalent.

Term Offered and Syllabus
Term 2: Blended
Syllabus forthcoming

Ethical considerations, intention-to-treat versus efficacy trials, principles of sampling and exclusion, methods of allocation and techniques of randomization, parallel versus cross over design, monitoring treatment outcomes, adverse effects, stopping rules, analytic techniques and data interpretation, and logistical issues in the management of clinical trials.

Prerequisite
Either (a) one of HCEP 502, HCEP 513 or (b) one of SPPH 502, SPPH 513

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

Principles and methods of epidemiology are applied to clinical problems. Evaluation and design of laboratory and clinical tests and of therapeutic interventions.

Prerequisite
Either (a) one of HCEP 400, HCEP 502 or (b) one of SPPH 400, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

Methods and application of decision analysis to improve health from the perspective of the policy maker, health professional, and patient.

Prerequisite
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

This course provides students with a strong foundation in the theory of public health surveillance, covering both infectious and chronic diseases. Students get practical experience through the analysis of surveillance data and planning of a surveillance program.

Prerequisite
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional
Syllabus

The course focuses on systematic review methodology so that students will develop an understanding of the key components of a review and acquire the key skills needed to carry out their own reviews.

Term Offered and Syllabus
Term 1: Traditional
Syllabus forthcoming

Purposes, context, procedures, and relationships within qualitative health research and methodologies.

Term Offered and Syllabus

Term 2: Blended Learning

Syllabus forthcoming

Epidemiology of viral, bacterial and parasitic infections with emphasis on the control of these infections in human populations. Immunization programs will be stressed.

Prerequisite
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502.

Term Offered and Syllabus
This course is taught in alternate years (alternating Traditional and Distributed Learning formats)

Term 2: Traditional
Syllabus forthcoming

Role of air, water, food, and solid waste as sources of human health risks; global environmental health issues; sustainability.

Terms Offered and Syllabus
This course is taught in alternate years (alternating Traditional and Distributed Learning formats)

Winter Session, Term 2; & Summer Session, Term 1:  Blended Learning
SPPH 522_2023_Syllabus

The COVID-19 pandemic has thoroughly disrupted settled ideas about what security means for a country and its population! Human security, a framework put forward in the 1990s as an alternative to traditional framings of national security argues that security should more appropriately focus on the status of people and not borders – and sees health as being both essential and instrumental. Human security in fact holds that a people-centered view of security is necessary for national, regional and global stability. This multi-dimensional social perspective also provides an alternative to narrowly constructed technical global health narratives, by not only considering access

Term Offered and Syllabus
This course is jointly taught with INDS 502S
Term 2: Traditional
Syllabus forthcoming

Leadership skills; use of information technologies in leadership; evidence-informed decision-making; policy development; and knowledge exchange and translation.

Term Offered and Syllabus

Term 2: Traditional (two sections:  002 and 004)
Syllabus forthcoming

Foundational thinking giving rise to the concept of population health. Overview of the current state of research.

Term Offered and Syllabus
Term 1: Blended Learning
Syllabus

Winter Term 2: Blended Learning
Syllabus

Summer Term 2: Traditional
Syllabus forthcoming

Required for all MHSc students.

This course provides an introduction to theoretical and practical issues in relation to population data science and learning health systems. The theory will cover how we think about the performance of health systems, what learning health systems are, the data and other infrastructure we need to support learning and improvement, and the ethical legal and social considerations that underline all of this work. The practical part of the course is focused on real-world application of these theories, for example through projects related to population data science and artificial intelligence. The overarching project will be to use all of these ideas to design a data collection, research and engagement approach to address a real-world policy challenge.

This course uses a problem-based learning approach to introduce students to the material. Each week of the course will build on the last. The material covered here will be complementary to other SPPH courses, building health services research competencies such as knowledge of health care system frameworks and critical and analytic thinking.

This course is intended for second year students, as it will assume knowledge of many of the concepts taught in foundational required courses. Students completing a one-year Master’s program will be considered and are encouraged to contact the instructor to discuss their interest. This course will be relevance to students with a wide variety of interests, from health policy to data analysis including data science to ethical, legal and social considerations to public and community engagement.

Term Offered and Syllabus
Term 2: Traditional weekly format, but also held on Zoom for students who are unable to make it to campus.

SPPH 531 Jan 2022 – Week by week outline

Updated Syllabus to be posted here soon!

SPPH 532, is an interactive, fun, and hands-on course with classroom exercises. Students will be assessed by gradually developing a RISK ASSESSMENT project on an environmental chemical exposure scenario of their choice throughout the course. Basic epidemiology, risk communication, and management are part of this course. Students will acquire the skills needed to conduct a risk assessment project by taking this course.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Mechanism of action of commonly encountered occupational toxic agents; relevance of laboratory and epidemiological evidence.

Prerequisite
Permission of instructor.

Term Offered and Syllabus
Term 2: Traditional.
Syllabus forthcoming

Occupational diseases; research, historical perspectives, and surveillance
Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

Scientific basis for the recognition, evaluation, and control of chemical, physical, and biological exposures; standard setting; exposure monitoring methods.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Experience of colonization; Indian Act; the histories and intergenerational impact of the residential school; child-welfare systems; communicable disease prevention; the challenge of ethical public health practice; and traditional healing.

Term Offered and Syllabus

Term 2: Blended Learning
SPPH 536 Syllabus 2023

Indicators of maternal/newborn well-being across population subgroups, changing trends in obstetrical intervention, perinatal morbidity, and the analysis of perinatal data.

Prerequisites: SPPH 400, SPPH 502 Corequisite: SPPH 500.

Term Offered and Syllabus

This course is jointly taught with WACH 503 .
Term 1
Syllabus

This course will review ethical discussions, principles and frameworks in relation to ethical issues that arise in population and public health. Ethical theory can help articulate the complexities of ethical issues and structure reasoning around the best responses. But there is no agreement about what ethical theory is the correct one, and different ethical theories emphasize different approaches to ethical concerns.

Term Offered and Syllabus

Winter Term 1: Traditional

Syllabus forthcoming

Summer Term: traditional

Syllabus forthcoming

Examines the concept of evaluation in health services and how various methodological approaches can be used in evaluative studies.

Prerequisite
Either (a) all of HCEP 400, HCEP 502 or (b) all of SPPH 400, SPPH 502.

Term Offered and Syllabus
Term 2: Traditional
Syllabus

Economic evaluation of health service interventions and programs, with emphasis on methods and components of program costing.

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

This course is about the Canadian health care system and the political and economic forces that shape it. It is for anyone – regardless of academic or professional background – interested in the intersection of health care, economics, and public policy in Canada. The course involves a purposeful mix of independent learning, in-person lectures, and Zoom seminars involving groupwork.

SPPH 542 occurs on Monday mornings. If your schedule cannot accommodate that, consider the 300-level equivalent SPPH 381D which occurs on Tuesday mornings.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

An advanced course in health technology assessment (HTA) methods and issues for those who have either completed an introductory epidemiology course (SPPH 502) or an equivalent mix of training and planning, management or policymaking experience (and permission from the instructor).  The purpose of this course is to understand the various policy applications of HTA, from assessment to establishing market viability for new technologies, to assessment conducted with an objective to regulate expensive technologies, and to become familiar with the methods used for conducting HTA.

Term Offered and Syllabus
Term 2: Traditional
Syllabus forthcoming

This course will help students gain a broad understanding of the health system and health system change from an economics perspective. It will focus on why and how the healthcare system is structured and the ensuing contractual relationships between payers and providers. 

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Resource allocation, economics and ethics based approaches for decision-making, uptake of evidence to inform resource use in health care.

Term Offered and Syllabus

Term 2: Blended Learning
Syllabus

Term Offered and Syllabus
Term 2 (every other year): Traditional
Syllabus

Critical examination of strategies regarding addictive behaviours, substance use and related problems, in the context of a multidisciplinary approach.

Term Offered and Syllabus
Term 1: Blended
Syllabus

SPPH 552 is an introductory course for students who would like to develop a basic ‘palette’ of science and risk communication principles, theories, and tools. If scientific voices are to be heard and used for personal, public, and political decision-making, then efficient and effective communication is essential. However, science communication, and particularly the communication of risk in the scientific context, is difficult to do well. This course will provide you with the knowledge, practice, and mentorship that you can use to communicate effectively in your career.

Term Offered and Syllabus

Term 1: Blended-Learning (Combines asynchronous in-person classes, as well as asynchronous online learning)**

Syllabus (forthcoming)

The work of public health professionals in British Columbia is increasingly dependent on large and complex datasets from sources such as Vital Statistics, Medical Services Plan (MSP) billings, the Canadian Institute for Health Information (CIHI) hospital Discharge Abstract Database (DAD), and PharmaNet. The overarching objective of this course is to provide students with practical, hands-on experience cleaning, preparing, linking, and managing the types of health data likely to be encountered in workplaces as a public health professional. It will use the principles of computer science to ensure correctness, efficiency, security, and reproducibility in all stages of data management and subsequent analyses.

This course is using the ‘SAS’ statistical analysis software, which is is the traditional standard for working with large datasets in the healthcare industry.

Term Offered and Syllabus
Term 1: Blended
Syllabus

Injury epidemiology; surveillance; development, implementation, and evaluation techniques of preventive strategies; determinants of health; social marketing; injury policy; evidence-based prevention strategies; utilization of injury datasets.

Term Offered and Syllabus
Summer Term 1:  Blended Learning
Syllabus

Industrial hygiene and environmental exposure monitoring, methods, and instrumentation, and theory. Laboratories demonstrate workplace sampling and analysis techniques.

Prerequisite
SPPH 535

Term Offered and Syllabus
Term 2: Traditional
No syllabus available

Industrial ventilation, heating and air conditioning systems, respiratory protection, chemical protective clothing.

Prerequisite
SPPH 535

Term Offered and Syllabus
Term 1: Traditional
Syllabus

Human factors in workplace design, anthropometry, work physiology. This course applies knowledge about human capabilities to the design of work, including workspace design, work methods, work organization. Topics include systems design and task analysis, anthropometry and workspace design, upper-limb musculoskeletal injuries and back injuries, shift-work, skilled work and mental activity, psychosocial and organizational aspects of work and ergonomics regulations and standards.

Term Offered and Syllabus
This course is taught in alternate years (alternating with SPPH 568: Occupational Safety Programs and Systems)

Term 1: Traditional
Syllabus forthcoming
[/accordion]
[accordion title=”SPPH 566: Occupational Hygiene Practice (3)”]
Application of occupational hygiene principles using field investigations, critical appraisal of results, and communication with labour and management.

Prerequisite
SPPH 562

Corequisite
SPPH 563.

Term Offered and Syllabus
Term 1: Traditional
Syllabus forthcoming

Determinants of exposure, sampling strategies.

Prerequisite
Introductory statistics.

Term Offered and Syllabus
Traditional: Term 2
Syllabus

Safety management; systems analysis; accident investigation; collection of accident data; fault trees; total loss control.

Term Offered and Syllabus
This course is taught in alternate years (alternating with SPPH 565 Ergonomics)
Term 1: Traditional
No syllabus available

The objective of this course is to give occupational hygiene students the basic knowledge required to measure, assess, analyze and solve noise and vibration problems in (mostly) industrial situations, and to discuss such problems and their solutions with specialists in the field.

Students will acquire a knowledge of acoustical and vibration concepts, quantities and terminology and measurement techniques. They should achieve a basic understanding, and some hands-on experience, of the characteristics of sound waves and of how sound propagates, of the effects of sound and vibration on humans and how to mediate these effects.

They should acquire a general understanding of measures available to control noise and vibration problems and of their cost- effectiveness. They should be capable of doing basic calculations to predict noise and vibration levels and reductions.

Term Offered and Syllabus
Term 1: Traditional

Syllabus

SPPH 580 (3/6) Directed Studies

This is a data-driven course that focuses on applying supervised and unsupervised machine learning methods and non-standard analytic problems with healthcare data. The data that will serve as the motivation will be large clinical and administrative databases commonly used in health services research in Canada, such as hospital discharge data. Students in this course will be exposed to, and apply, advanced statistical methods for analyzing sophisticated healthcare-based data problems.

Permission of the instructor is required to register for the course.

Term Offered and Syllabus
Term 2: Traditional
Syllabus

This introductory course is designed for Masters in Public Health (MPH) students relatively new to the field of qualitative research. The overall aim is to provide students with the understanding and skills necessary to conduct an objective appraisal of published qualitative literature and assess its relevance and application to their field of practice. The course will provide students with an overview of what constitutes qualitative research, the common philosophical assumptions and paradigms underpinning this research, the essential elements of a study design, the common methods of data collection, ethical consideration during qualitative research, and what makes a good piece of qualitative research. This course is restricted to SPPH MPH students.

Term Offered and Syllabus
Winter Term 1
Syllabus not available

Summer Term 1
Syllabus

This is a foundational course for those entering the global health stream. Within the context of least developed countries or resource constrained populations this course will address burden of disease estimates, key indicators and principal determinants of health, global intervention strategies, public, NGO and private sector players in global health and their performance.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

This course is intended to provide students with an in-depth understanding of the important practical skills and key competencies that are required to be successful working in the field of global health.

Term Offered and Syllabus
Summer Term only: Online Learning
Syllabus

Term Offered and Syllabus

Term 1: Traditional
Course Content

This course will serve as an introduction to the fundamental concepts of nutrition with particular emphasis to pediatric populations.

Term Offered and Course Outline
Term 2: Traditional
Syllabus forthcoming

Since the early 1990s, Evidence-Based Medicine (EBM) has emerged as a highly influential movement that has impacted almost all health related disciplines, including population and public health. At the core of EBM is a set of beliefs about what constitutes good evidence for the effectiveness of health interventions. Consequently, it is an excellent example of what some philosophers refer to as a coupled ethical-epistemic issue. That is, what makes something good evidence for the effectiveness of a health intervention is not only a scientific or statistical question, but is also linked to the deeply value-laden aim of improving health in both clinical and population settings. This course, then, focuses on coupled ethical-epistemic issues arising from EBM, and their implications for population and public health. Specific topics to be addressed include:

• Ethical and value aspects of the concept of evidence.
• Potential rationales and shortcomings of evidence hierarchies commonly used in EBM.
• The role of evidence-based approaches in population health, wherein randomized clinical trials are often infeasible.
• Susceptibility of EBM to sponsorship bias and disease mongering, and approaches for countering these.

Term Offered and Course Syllabus
Term 1: Traditional
Syllabus forthcoming

In the midst of a lingering pandemic where public health’s primary focus has been on addressing infectious diseases, it is easy to overlook the incredible toll that chronic diseases take in our own families, our communities, province, country and globally. NCDs such as cardiovascular diseases, respiratory diseases, diabetes and cancer account for the highest causes of preventable death in Canada and the world; they also constitute the largest avoidable burden on our publicly funded medical care system.

This course will focus on understanding the range of NCDs and their impacts in terms of morbidity and mortality. It will also provide opportunities to become familiar with ways to access data and resources to delve into deeper understanding of these issues. However, while previous versions of the course have focused primarily on epidemiologic concepts and tools, this updated course will build on this foundation to focus on: Which population and public health approaches work to prevent, manage and even reverse the tsunami of chronic diseases that we face? The course will explore some general principles of responding to NCDs, as well as a range of approaches that can be deployed to curtail this ‘other’ epidemic. It will consider issues such as: How preventable are these conditions? Which strategies are most effective for different levels of intervention (e.g., individual, clinical, community, provincial, national and global)? The course will be of interest to students in both thesis-based and applied (MPH) programs, as well as to those with clinical backgrounds, and appeal to those who want to make a difference.

Term Offered and Course Syllabus
Term 2: Blended Learning (requires weekly in-person attendance)
SPPH 581X NCD 2023 syllabus (004)

This course will provide graduate students in public health and related disciplines an introduction to policy development and analysis with a focus on policies that address population health outcomes and their equity and distribution including both Canadian and global content.

Prerequisite:

The initial offering of this course in Term 1 Fall 2022 is open to Masters students and Doctoral students in SPPH. Previous learning in SPPH 527 Social Determinants of Health will be an asset although this could be taken concurrently or after.

Term Offered and Syllabus
Term 1: Blended Learning
Syllabus

Applied project on approved topic based on practicum: requires a written and oral report.

MSc Thesis

The purpose of this course is to provide students with learning opportunities to understand fundamental epidemiological concepts through the application of methods using population and public health datasets. The purpose is also to introduce students to emerging epidemiological methodologies that are frequently being applied to population and public health-related research questions in prestigious epidemiology journal publications.

Prerequisite: Either (a) all of HCEP 400, HCEP 500, HCEP 502, or (b) all of SPPH 400, SPPH 500, SPPH 502, and one of the following: SPPH 503, SPPH 506, SPPH 519 or SPPH 530.

Term Offered and Syllabus
Term 1: Traditional
Syllabus (section 001)

Required course in PhD program. Topics of current interest will be presented and discussed by students and various faculty.

Term Offered and Syllabus
Term 1 – Blended
Syllabus

Research approaches in the area of population and public health; focus on developing research questions and the centrality of research questions in conducting research.

Term Offered and Syllabus
Term 1: Traditional
Syllabus forthcoming

Drawing causal conclusions from observational data is a common task in the public health sciences. The goal of this 3-credit course is to develop knowledge, skills, and competency in causal inference methodology. The course offers in-depth coverage of methods developed over the past three decades. We will look at probabilistic causality, causal diagrams, counterfactuals, mediation analysis, and methods for evaluating treatment effects.

This course is divided into 12 modules. In each module you will find reading material, tutorials, and videos. By the design, they complement each other. The readings introduce the topic, the videos discuss ideas, and the tutorials help you put them into practice. I will also share a wealth of material that you can use both during the course and long after you’ve completed it. The tutorials will use Stata; alternatively, you can apply your R programming knowledge from previous courses. Additional tutorials will teach you how to create and analyze cause and effect diagrams.

Term Offered and Syllabus
Term 1: Traditional
Syllabus

SPPH 699: Doctoral Dissertation (0)

SPPH 570 (3) / SPPH 710 (0): Current Issues in Public Health Practice