• Offered for Year: 2024/25

• Module Leader(s): Dr Shelina Visram
• Lecturer: Mr Liam Spencer, Dr Louise Brennan, Dr Gemma Frances Spiers, Professor Heather Smith, Dr Chioma Nwaru, Professor Janice McLaughlin, Dr Laura Woods, Dr Christina Dobson, Professor Sheena Ramsay, Dr Steph Scott

• 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.

Aims

The aims of the module are to enable students to:
I.       Understand how sociological perspectives on health, illness and medicine are fundamental to an understanding of contemporary society
II.       Provide an introduction to: social science and health; social structure and health (social class, gender, ethnicity, age, disability); public policy
III.       Extend their understanding of the origins of health inequalities, the social determinants of health and socioeconomic gradients in health
IV.       Understand the role of public policy and practice in tackling health inequalities in the jurisdictions where they are likely to work as researchers and practitioners

Outline Of Syllabus

This module focuses on health inequalities within countries and responses to them. The module will be delivered through a series of interactive lectures and seminars, and draw on local, national and international case studies to illustrate the application of social theory, empirical health research, policy and practice in ‘real world’ settings. The module will begin with an overview of sociological ideas and perspectives as an introduction to the discipline. This will lead into discussion of the social context of health and health inequalities at macro and micro sociological levels. The case for an understanding of social factors in health,
wellbeing and illness will be made by considering a range of social divisions (social class, gender, ethnicity, age, disability) and disadvantaged groups.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Most of the learning outcomes relate to critiquing and/or analysing the subject. The students are encouraged to incorporate their own experience into their learning to enhance the benefits of the module. Knowledge and understanding is developed by lecture materials, seminars and interactive group work. Most sessions include exercises and small and large group discussion to facilitate critique and analysis of the subject. Students will be given at least one reading (paper, book chapter) in advance of each session and will be expected/encouraged to actively contribute to seminar discussions.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

The assessed essay enables students to demonstrate, in depth, the application of sociological principles and/or one or more theories of health inequality to a health topic. The assignment will indicate the degree to which students’ have read around the topic and evaluate their skills in analysing and criticising information. The assignment will demonstrate students’ ability to construct a coherent argument. Students will receive timely feedback on their formative essay plan, which will help in writing the final essay.

Reading Lists

• HSC8047's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• HSC8047's Timetable