Title:	Applied Approaches to Climate and Health
Keywords:	Vulnerable groups Resilience Planetary One Health Climate
Country:	United Kingdom
Institution:	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh
Course coordinator:	Dr Admire Nyamwanza
Date start:	2026-01-19
Date end:	2026-04-17
About duration and dates:	Application deadline: Apply any time prior to 1 December 2025 Number of weeks: 12 weeks (plus 1 ‘reading week’) Sessions (Onsite): Mondays 11-1pm UK time Assignment 1 deadline: 2026/3/09 Assignment 2 deadline: 2026/5/01
Classification:	advanced optional
Mode of delivery:	Face to face
Course location: Queen Margaret University, Main Building
ECTS credit points:	7 ECTS credits
SIT: 200 SIT: Scheduled (live/synchronous) recap sessions: 25 hours Self-directed individual study of online materials and readings: 125 hours Participation on moderated discussion boards: 50 hours
Language:	English
Description: At the end of the module, the student should be able to: - identify key pathways through which climate change affects health at community and system levels - Assess vulnerability and response capacity in diverse populations and health systems. - Critically appraise community-based and health sector climate resilience strategies - Design a context-appropriate intervention for climate-health adaptation - Critically apply a justice-informed lens to evaluate adaptation effectiveness
Assessment Procedures: The reviewers need to be able to review the level of expected (cognitive) performance, as well as appropriateness of the assessment method in relation to the learning outcome(s) formulated above. Please indicate assessment method(s) and relative weight(s). For example, “3,000-word essay (60%), peer-assessment of oral presentations (10%) and 2-hour open book examination using essay questions and case studies (30%)”. Indicate how students are given feedback and what options students have when they fail (re-sit?). For on-line assessment please describe how it is guaranteed that the product is the student’s personal work. Please provide an example of the assessment task (preferably as communicated to students), including evaluation criteria and/or standards, at least for the main learning outcome/objective (in annex to this form). Assessment is based first on the development of a case study analysis (2,000 words) (50% of mark) then a policy brief (1,000 words) (50%). The assessment is based on a scaffolding approach whereby the case study analysis serves as the foundational first step whose primary purpose will be to train students to dissect and understand complex, real-world situations before they are asked to propose practical, actionable plans/solutions through the policy brief. Formative feedback will be provided through in-class discussions, peer feedback activities, and online reflection boards. Assessments will be identified by matriculation number only and will be marked anonymously. To pass each module a student must achieve an overall mark of 50% with a minimum mark of 40% in each individual assessment component. Resitting the same assessment (within the following semester) is allowed though capped at 50% as per QMU regulations.
Content: The module establishes the science of how climate impacts translates into human health risks. The module introduces students to established tools and methodologies for identifying populations and geographical areas most susceptible to climate-related health risks and assessing these risks for targeted action and scalable responses. The module also includes a practical skill-building component where students are expected to synthesize knowledge gained, to conceptualise, plan and outline the evaluation of climate-resilient health interventions. Titles of learning units Introduction to climate-health exposure pathways Direct and indirect health impacts of climate change Vulnerability and risk assessment tools Community- and primary-health-system-based adaptation Climate-resilient public health delivery Intersectionality, justice, and inclusive adaptation Designing small-scale interventions and evaluating impact
Methods: A description of the actual methods used in the module is expected. Provide also an indication of the emphasis on methods. For example, “1-hour lectures to introduce subject areas and three practicals of each 4 hours”. For online courses please describe the didactical approach of the course and the virtual surroundings such as virtual classes, level of tutor facilitation, synchronous/asynchronous learning. Learning is structured through: - micro-lectures (~ 20%) - case studies, group discussions, interactive workshops, and peer-led activities (~15%) - policy analysis, case studies and hands-on research exercises, and peer-led activities - fostering analytical, research and reflective skills all taught through case studies to examine complex climate and health issues (~65%). Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to discussions.
Prerequisites: Describe here the expected level of academic/professional experience required including whether experience in developing countries is relevant. For language, indicate the level of proficiency expected along with how students should prove proficiency, e.g. English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0. This is also the place to indicate subject areas that should be completed before the module can be started. For example, “a successfully completed two-week introduction to qualitative research methods” In case of online course, please indicate the computer and internet, software requirements. - Proven proficiency in spoken and written English to IELTS level of an overall score of 6.5 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17. - Regular access to a computer and the internet (broadband) for the duration of the module. Basic computer skills, including using the world-wide web.
Attendance: Incl. min. number of students below which the course would not take place (if applicable); incl. max. number of students; max. number of tropEd students (if limited). Maximum number of students is 30 (no limit on number of TropEd student s). Min number of students = 6
Selection: No specific selection criteria apply – first come first served principle.
Fees: Home students (On Campus): £1,145 per 7 credit ECTS module International students (On Campus): £2,540 per 7 credit ECTS module Distant learners (Online): £1,145 per 7 credit ECTS module
Scholarships: QMU Bursary and Commonwealth Scholarships offered to full-time QMU students. There are no scholarships for visiting TropEd students nor for individual modules.
tropEd accreditation: Accredited in Amsterdam, Sept. 2025. This accreditation is valid until Sept. 2030
Remarks: Main texts: Butler, C.D., Higgs, K. (2024). Climate change and global health: primary, secondary and tertiary effects. CABI, Oxfordshire Lemery, J., Knowlton, K., Sorensen, C. (2021) Global climate change and human health: from science to practice. John Wiley and Sons, Inc. Ebi, K. L., Ogden, N. H., Semenza, J. C., & Woodward, A. (2017). Detecting and Attributing Health Burdens to Climate Change. Environmental health perspectives, 125(8), 085004. World Health Organization (2015). Operational Framework for Building Climate Resilient Health Systems. Geneva: World Health Organization
Email Address:	Anyamwanza@qmu.ac.uk
Date Of Record Creation:	2025-11-05 09:19:25 (W3C-DTF)
Date Of Record Release:	2025-11-06 08:32:55 (W3C-DTF)
Date Record Checked:	2025-11-06 (W3C-DTF)
Date Last Modified:	2025-11-06 08:33:42 (W3C-DTF)