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PHPS40370

Academic Year 2026/2027

Non Communicable Disease Epidemiology (PHPS40370)

Subject:
Public Health & Population Sci
College:
Health & Agricultural Sciences
School:
Public Hlth, Phys & Sports Sci
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Professor Patricia Fitzpatrick
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

In this module the epidemiology of certain important non-communicable diseases is examined (cardiovascular and respiratory diseases, obesity, diabetes mellitus and major cancers). The levels of prevention are introduced and strategies for primary, secondary and tertiary prevention are explored. The criteria for introduction of population screening and its role and delivery for secondary prevention of cancer and other chronic conditions is examined. Practical examples of introduction of screening programmes in practice are given. Skills in literature searching and critical appraisal are developed. The module is delivered as lectures and seminars. Additional materials are posted also to guide the student learning.

Students will prepare group presentations on a range of epidemiology topics as part of assessment. Presentation material can be assessed as part of the final examinations, as the group presentations should be learning for the whole class.


About this Module

Learning Outcomes:

On completion of this module students should be able to:
1. Describe the functions of a cancer registry
2. Understand the basic principles of epidemiology as applied to non communicable disease
3. Identify the major chronic diseases of developed and less developed countries, describe their epidemiology and apply to health education and awareness
4. Compare trends in major chronic diseases in Ireland and internationally and identify sources of information
5. Understand the multifactorial nature of many chronic diseases
6. Apply criteria to evaluate introduction of a screening programme / understand the key issues in screening today / be apply to calculate sensitivity/specificity/PPV and NPV, understand screening in series and in parallel
7. Apply the principles of good screening organisation and practice to the introduction of a screening programme.
8. Prepare and deliver group Powerpoint presentation

Indicative Module Content:

Cancer registration
Basics of epidemiology as applied to non communicable disease
Cancer epidemiology (major cancers)
Screening - criteria, controversies, calculations of key metrics, new programmes, introduction of a screening programme
Cancer prevention
Human papilloma virus and cancer
Respiratory diseaese epidemiology
Neuro-epidemiology
Cardiovascular disease epidemiology
Obesity & Diabetes Mellitus

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Not addressed

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Not addressed

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Not addressed

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Ensure healthy lives and promote well-being for all at all ages 3

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Ensure availability and sustainable management of water and sanitation for all 1

Ensure access to affordable, reliable, sustainable and modern energy for all 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 2

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 1

Take urgent action to combat climate change and its impacts 1

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

16
Seminar (or Webinar)

8
Specified Learning Activities

8
Autonomous Student Learning

80
Total

112

Approaches to Teaching and Learning:
Students will learn through lectures, seminars, review of materials posted, class discussion and student group presentations.

AI Use Permitted for Limited Support:
Students may use AI tools for limited support in this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): 2 hour end of module examination in exam centre. Date will be during the 2 exam weeks.
 End of trimester
Duration:
2 hr(s)
 Standard conversion grade scale 40% No
70
 Yes
Group Work Assignment: Group Presentation - dates in timetable Week 8, Week 9 Standard conversion grade scale 40% Yes
30
 Yes

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback individually and by group to students, post group presentation

Name Role
Assoc Professor Mary Codd Lecturer / Co-Lecturer
Dr Catherine Phillips Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Thurs 14:00 - 15:50
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