PUBLIC HEALTH

The course falls within the common basic teachings of the Social Sciences and Social Services program, aiming to provide students with fundamental knowledge about the concept of health, the national healthcare system, and public health policies from a sociological perspective.

The main objectives of the course are as follows:
a) To acquire knowledge about the dimensions of health and the healthcare system in Italy and worldwide.
b) To understand the social and environmental changes that have led to the altered health conditions of individuals over the past decades.
c) To recognize the underlying trends behind the transformations of the concept of health and the functioning of the healthcare system.
d) To develop the skills to assess policies aimed at combating health inequalities and promoting individual and social well-being.
e) To attain an independent and critical understanding of the micro- and macro-social factors that can influence the population's health conditions.

Frequency and active participation in the three educational activities offered by the course (lectures, group work, and classroom presentations), along with individual study, will enable students to:

Knowledge and understanding:
Acquire basic knowledge of the sociology of health.
Understand the origins and functioning of national healthcare systems.
Comprehend the logic and functioning of public health policies.

Ability to apply knowledge and understanding:
Independently and critically analyze social phenomena related to health.
Evaluate and compare the impact of different social, political, and environmental factors in shaping population health.

Judgement skills:
Assess the potential effectiveness of public health policies.

Communication skills:
Effectively articulate their thoughts on the topics covered.
Interact and engage in critical and respectful discussions with peers and instructors during lectures and group activities.

Learning ability:
Critically consult the recommended texts and the bibliographic material contained within them.

No formal prerequisites. Sufficient training in logic and social culture and reasonable abilities in learning, writing, and oral communication are required.

The course aims to provide knowledge related to the main dimensions of interest in the sociology of health and healthcare systems. From a macrosociological perspective, the goal is to equip students with tools to understand the persistent health inequities in our society. Additionally, knowledge will be provided on health determinants and risk factors. From a microsociological perspective, emphasis will be placed on the social construction of illness and the multidimensionality of the concept of health. In addition to the topic of health, ample space will be given to discussing the evolution of healthcare systems, particularly the principles and functioning of the Italian healthcare system. Finally, policies addressing health inequities and access to and utilization of healthcare services will be analyzed. Methodologically, the course will enable students to acquire the necessary tools to accurately describe a health event in a population.

ATTENDING STUDENTS:

Required reading:
Sarti, S. & Terraneo, M. (2023). Studiare la salute. La prospettiva della sociologia. Carrocci editore.

Optional reading:
Missoni, E. & Pacileo, G. (2016). Elementi di salute globale. Globalizzazione, politiche sanitarie e salute umana. 2a edicione. Franco Angeli.

Integrative Readings (choose one for the group work described in the following section):
1. Ben-Shlomo, Y., & Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives. International journal of epidemiology, 31(2), 285-293.
2. Christakis, N. A., & Fowler, J. H. (2008). The collective dynamics of smoking in a large social network. New England journal of medicine, 358(21), 2249-2258.
3. Cockerham, W. C. (2005). Health lifestyle theory and the convergence of agency and structure. Journal of health and social behavior, 46(1), 51-67.
4. Kawachi, I., & Berkman, L. (2000). Social cohesion, social capital, and health. In Berkman, L., & Kawachi, I. (eds.) Social epidemiology, 1st edition. Oxford University Press. 174(7), 290-319.
5. Macintyre, S., Ellaway, A., & Cummins, S. (2002). Place effects on health: how can we conceptualise, operationalise and measure them? Social science & medicine, 55(1), 125-139.
6. Mackenbach, J. P. (2003). An analysis of the role of health care in reducing socioeconomic inequalities in health: the case of the Netherlands. International Journal of Health Services, 33(3), 523-541.
7. Marmot, M. G., & Syme, S. L. (1976). Acculturation and coronary heart disease in Japanese-Americans. American journal of epidemiology, 104(3), 225-247.
8. Smith, G. S., Anjum, E., Francis, C., Deanes, L., & Acey, C. (2022). Climate change, environmental disasters, and health inequities: the underlying role of structural inequalities. Current environmental health reports, 9(1), 80-89.
9. Link, B. G., & Phelan, J. (1995). Social conditions as fundamental causes of disease. Journal of health and social behavior, 80-94.
10. Verbrugge, L. M. (1985). Gender and health: an update on hypotheses and evidence. Journal of health and social behavior, 156-182.
11. Whitehead, M. (1992). The concepts and principles of equity and health. International journal of health services, 22(3), 429-445.
12. Wickrama, K. A., Conger, R. D., Wallace, L. E., & Elder Jr, G. H. (1999). The intergenerational transmission of health-risk behaviors: Adolescent lifestyles and gender moderating effects. Journal of health and social behavior, 258-272.
13. Wilkinson, R. G. (1994). The epidemiological transition: from material scarcity to social disadvantage? Daedalus, 123(4), 61-77.
14. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: evidence and needed research. Journal of behavioral medicine, 32, 20-47.

NON-ATTENDING STUDENTS:

Required readings:
1. Sarti, S. & Terraneo, M. (2023). Studiare la salute. La prospettiva della sociologia. Carrocci editore.
2. Missoni, E. & Pacileo, G. (2016). Elementi di salute globale. Globalizzazione, politiche sanitarie e salute umana. 2a edicione. Franco Angeli.

The assessment of learning is done through a written exam.

The written exam consists of three open-ended questions based on the required readings specified in the program.

The written exam will be held in "open book" mode: the use of the textbooks provided for the exam and of notes will be allowed to answer the questions proposed. It is permitted the use of material (textbooks, notes) exclusively in paper format. It is not possible to use smartphones, tablets, notebooks or similar during the exam.

Attending students are also required to participate in a group presentation during the lecture activities.

written

Lectures, group work.

A student is considered attending if they participate in at least 75% of the scheduled course lectures. To track attendance, signatures of the attendees will be collected during the lecture.

As an additional activity, attending students are required to organize themselves into groups to present and discuss one of the further readings listed among the reference texts. The presentation will be evaluated and will contribute to the overall grade of the exam.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development