PREVENTION AND PROMOTION IN GLOBAL HEALTH
Module 1 Natural History and Global Burden of Diseases
Syllabus
EN
IT
Learning Objectives
The course aims to train students from diverse pre-university backgrounds to identify the key basic health problems within the current social and financial context and understand the main elements of global health. Students will be encouraged to advocate for appropriate solutions to improve public health sustainability and will gain a basic understanding of the economic issues related to public health.
Learning Outcomes
The course contributes to the achievement of the objectives of the degree program in line with the expected professional profiles and career opportunities, providing students with essential knowledge on current global health debates and prevention strategies.
• Knowledge and Understanding: By the end of the course, students will understand definitions of health, key demographic indicators, and the natural history of acute and chronic diseases. They will be able to differentiate between communicable and non-communicable diseases and comprehend risk factors and health determinants. Students will also grasp the challenges posed by demographic and epidemiological transitions, as well as key health economics concepts (Daly, Qaly, Global Burden of Disease).
• Applying Knowledge and Understanding: Students will be able to apply their knowledge to critically analyze global health challenges, including the burden of infectious and chronic diseases, and assess the impact of public policies and the role of international institutions (e.g., WHO) in managing pandemics and health emergencies.
• Judgment Skills: Students will develop independent judgment skills regarding the economic impact of pandemics and social inequalities on health, and critically assess health promotion policies.
Learning Objectives
Learning Objectives
The course aims to train students from diverse pre-university backgrounds to identify the key basic health problems within the current social and financial context and understand the main elements of global health. Students will be encouraged to advocate for appropriate solutions to improve public health sustainability and will gain a basic understanding of the economic issues related to public health.
Learning Outcomes
The course contributes to the achievement of the objectives of the degree program in line with the expected professional profiles and career opportunities, providing students with essential knowledge on current global health debates and prevention strategies.
• Knowledge and Understanding: By the end of the course, students will understand definitions of health, key demographic indicators, and the natural history of acute and chronic diseases. They will be able to differentiate between communicable and non-communicable diseases and comprehend risk factors and health determinants. Students will also grasp the challenges posed by demographic and epidemiological transitions, as well as key health economics concepts (Daly, Qaly, Global Burden of Disease).
• Applying Knowledge and Understanding: Students will be able to apply their knowledge to critically analyze global health challenges, including the burden of infectious and chronic diseases, and assess the impact of public policies and the role of international institutions (e.g., WHO) in managing pandemics and health emergencies.
• Judgment Skills: Students will develop independent judgment skills regarding the economic impact of pandemics and social inequalities on health, and critically assess health promotion policies.
STEFANO ORLANDO
Prerequisites
No formal pre-requisites
Program
Three interconnected modules (6 CFU, 42 hours).
1. Natural History and Global Burden of Diseases - F. Ciccacci (1 CFU, 7 hours): health definitions
and indicators; demographic determinants; acute and chronic, communicable and
non-communicable diseases; causation, risk factors and health determinants.
2. Global Health, Prevention and Promotion - S. Orlando (3 CFU, 21 hours): demographic and
epidemiological transition; global burden of disease; HIV, tuberculosis, malaria and epidemic threats;
DALYs and QALYs; health promotion and protection; economic evaluation; epidemic preparedness,
WHO and governance; warfare and health.
3. Environmental Epidemiology, Social Determinants and the Exposome - P. Vineis (2 CFU, 14
hours): population thinking, risk and causality; bias, confounding and uncertainty; lifetime exposures;
health inequalities; cohorts, monitoring, biomarkers and omics; air pollution, climate and chronic
diseases; EXPOsOMICS and LIFEPATH; evidence, prevention, ethics and policy.
1. Natural History and Global Burden of Diseases - F. Ciccacci (1 CFU, 7 hours): health definitions
and indicators; demographic determinants; acute and chronic, communicable and
non-communicable diseases; causation, risk factors and health determinants.
2. Global Health, Prevention and Promotion - S. Orlando (3 CFU, 21 hours): demographic and
epidemiological transition; global burden of disease; HIV, tuberculosis, malaria and epidemic threats;
DALYs and QALYs; health promotion and protection; economic evaluation; epidemic preparedness,
WHO and governance; warfare and health.
3. Environmental Epidemiology, Social Determinants and the Exposome - P. Vineis (2 CFU, 14
hours): population thinking, risk and causality; bias, confounding and uncertainty; lifetime exposures;
health inequalities; cohorts, monitoring, biomarkers and omics; air pollution, climate and chronic
diseases; EXPOsOMICS and LIFEPATH; evidence, prevention, ethics and policy.
Books
Attending students: slides, handouts and readings selected by the lecturers; WHO, WHO
Europe, World Bank and OECD reports; papers for the Vineis module.
Non-attending students: one of the following manuals: Routledge Handbook of Global
Public Health (1st ed.); Guest and Ricciardi, Oxford Handbook of Public Health Practice.
Other materials: https://economia.uniroma2.it/corso/materialidoc/1764/
Europe, World Bank and OECD reports; papers for the Vineis module.
Non-attending students: one of the following manuals: Routledge Handbook of Global
Public Health (1st ed.); Guest and Ricciardi, Oxford Handbook of Public Health Practice.
Other materials: https://economia.uniroma2.it/corso/materialidoc/1764/
Bibliography
OECD (2025). Health at a Glance 2025: OECD Indicators.
WHO (2026). World health statistics 2026: monitoring health for the SDGs.
Guinness L., Wiseman V. (2011). Introduction to Health Economics, 2nd ed.
Vineis P. (2018). From John Snow to omics: the long journey of environmental epidemiology. European Journal of
Epidemiology 33:355-363.
Vineis P. et al. (2020). What is new in the exposome? Environment International 143:105887.
Vineis P. et al. (2020). Special Report: The Biology of Inequalities in Health: The LIFEPATH Consortium. Frontiers in
Public Health 8:118.
WHO (2026). World health statistics 2026: monitoring health for the SDGs.
Guinness L., Wiseman V. (2011). Introduction to Health Economics, 2nd ed.
Vineis P. (2018). From John Snow to omics: the long journey of environmental epidemiology. European Journal of
Epidemiology 33:355-363.
Vineis P. et al. (2020). What is new in the exposome? Environment International 143:105887.
Vineis P. et al. (2020). Special Report: The Biology of Inequalities in Health: The LIFEPATH Consortium. Frontiers in
Public Health 8:118.
Teaching methods
In-person lectures, seminars and guided discussion of papers, reports and cases.
Exercises, quizzes and real-world examples consolidate concepts and interpretation of
evidence for public policy. Epidemiological measures, biomarkers and omics are
introduced conceptually, without requiring medical training. Preparation and active
participation are expected. Students missing classes within the permitted limit may be
assigned short essays based on readings recommended by the lecturers.
Exercises, quizzes and real-world examples consolidate concepts and interpretation of
evidence for public policy. Epidemiological measures, biomarkers and omics are
introduced conceptually, without requiring medical training. Preparation and active
participation are expected. Students missing classes within the permitted limit may be
assigned short essays based on readings recommended by the lecturers.
Exam Rules
Common assessment across all three modules. Attending students: attendance, exercises and active participation 20%;
written test with closed and open questions or oral examination 80%. Non-attending students: oral examination on course
topics. A midterm assessment for attending students will be scheduled at the beginning of the course; short papers may also
be assigned.
Assessment covers preparation, integration of knowledge, reasoning, analysis, independent judgement and clarity, in
accordance with the Dublin descriptors. Criteria: knowledge 70%; expression and independent critical judgement 30%. Pass
mark: 18/30. Results via Delphi; students may take all available examination sessions.
Fail: major gaps or inaccuracies, limited analysis and synthesis, inconsistent presentation.
18-20: barely sufficient knowledge, analysis and autonomy; presentation sometimes inconsistent and language inappropriate.
21-23: basic knowledge, correct analysis and synthesis, sufficiently coherent arguments.
24-26: fair knowledge, good analysis and synthesis, rigorous arguments; language not always appropriate.
27-29: complete knowledge, considerable analysis and synthesis, good autonomy; rigorous presentation.
30-30L: thorough knowledge, excellent analysis, synthesis and independent judgement; original arguments and appropriate
technical language.
written test with closed and open questions or oral examination 80%. Non-attending students: oral examination on course
topics. A midterm assessment for attending students will be scheduled at the beginning of the course; short papers may also
be assigned.
Assessment covers preparation, integration of knowledge, reasoning, analysis, independent judgement and clarity, in
accordance with the Dublin descriptors. Criteria: knowledge 70%; expression and independent critical judgement 30%. Pass
mark: 18/30. Results via Delphi; students may take all available examination sessions.
Fail: major gaps or inaccuracies, limited analysis and synthesis, inconsistent presentation.
18-20: barely sufficient knowledge, analysis and autonomy; presentation sometimes inconsistent and language inappropriate.
21-23: basic knowledge, correct analysis and synthesis, sufficiently coherent arguments.
24-26: fair knowledge, good analysis and synthesis, rigorous arguments; language not always appropriate.
27-29: complete knowledge, considerable analysis and synthesis, good autonomy; rigorous presentation.
30-30L: thorough knowledge, excellent analysis, synthesis and independent judgement; original arguments and appropriate
technical language.
Attendance Rules
Attendance is required from the very first lesson and it is necessary to attend at least 80%
of the course to be considered an attending student.
of the course to be considered an attending student.