MPH8007 : Ageing Across the Life Course
- Offered for Year: 2025/26
- Module Leader(s): Professor Matthew Prina
- Lecturer: Professor Rachel Cooper, Dr Andrew Kingston, Professor Dame Louise Robinson, Dr Yu-Tzu Wu, Dr Oliver Shannon, Dr Kate Gibson, Dr Dexter Canoy, Professor Katie Brittain
- Owning School: Population Health Sciences
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
People are living longer across the world, with every country facing a significant increase in both absolute numbers and in the proportion of older people across the population. This module will introduce students to the study of ageing at an individual, community, and population level, using examples from diverse regions. While using a life course lens, this module will give an insight into key public health and policy implications associated with ageing populations globally, and more broadly on ageing studies and gerontology theory and practice.
Outline Of Syllabus
The module will start with an overview of demographic change, epidemiological transition, and public health implications of ageing populations. Students will be then introduced to different models and theories of ageing, highlighting that the ageing process is a lifelong process that does not start in older age. The concepts of multiple long-term conditions and frailty will also be introduced.
Other topics that will be covered include the importance of supportive environments for older people, and the role of modifiable risk factors (e.g. nutrition, physical activity, etc.) in the ageing process. Policy approaches to ageing, the role of governmental and non-governmental organisations in supporting ageing populations, and healthcare and social care systems for older people will also be highlighted.
The course will cover both national and global approaches to ageing studies and policies.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 5 | 2:00 | 10:00 | PIP - lectures |
| Guided Independent Study | Assessment preparation and completion | 20 | 2:00 | 40:00 | Integration preparation, assessment preparations (critical appraisal and poster presentation) |
| Structured Guided Learning | Lecture materials | 2 | 1:00 | 2:00 | Non-sync online learning materials via pre-recordings and formative activities |
| Guided Independent Study | Directed research and reading | 1 | 40:00 | 40:00 | Reading around topic |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | PIP – small group lectures, tutorials, discussions, and reflection sessions |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 5 | 1:00 | 5:00 | Tutoring, feedback sessions and teaching support sessions |
| Total | 100:00 |
Teaching Rationale And Relationship
•Teaching and learning strategies include lectures (delivered in-person and as online recordings), seminars, small group tutorials, workshops, problem-based/team-based learning.
•Lectures will introduce relevant topics and allow delivery of both theoretical information, practical concepts, and current developments within a particular field. Lectures will provide opportunities to introduce research activities in the institution and highlight to students that they are studying in a research-led organisation.
•There will be an increased focus on students developing as independent learners building upon the work done in prior modules.
•Seminars and small group tutorials will provide an opportunity to examine an area in depth, including those covered in the lectures, as well as from the literature.
Students will have the chance to discuss issues at hand, having already covered the theoretical aspects of an area in lectures and during self-directed and directed learning. Some seminars will be problem-based activities which will encourage students, individually and as a team, to engage in problem-based and team-based learning. These problem- and team-based sessions will integrate the material students have covered so far and provide opportunities to develop confidence, interpersonal and communication skills.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Oral Presentation | 2 | M | 70 | 10 minute pre-recorded podcast to be conducted in pairs |
| Poster | 2 | M | 30 | Group activity providing a critical appraisal of an ageing study |
Assessment Rationale And Relationship
The podcast (oral presentation) will assess how the students have consolidated learning, combining knowledge from the lectures, small group sessions and independent studies. This presentation will also provide evidence of the students’ communication and presentation skills and ability to speak of scientific topics in lay terms, which is a vital skill for public health researchers/practitioners.
The critical appraisal exercise (poster) will assess the student’s critical understanding of the topics learned.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MPH8007's Timetable